Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
I
How can students use the tools
of geography to illustrate
information about South
America and Europe?
TB
supplemental materials
Atlases
ADR-RR
Internet
Videos
E
How can students use the tools
of geography to answer
questions about geographical
issues?
TB
supplemental materials
Atlases
ADR-RR
Internet
Travel Guide
E
How can students use
geographic tools to compare
and contrast data about South
America and Europe?
TB
supplemental materials
Atlases
ADR-RR
Internet
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Competency Goal 1:
The learner will use the five themes
of geography and geographic tools
to answer geographic questions and
analyze geographic concepts.
1.01 Create maps, charts, graphs,
databases, and models as tools to
illustrate information about different
people, places and regions in South
America and Europe.
1.02 Generate, interpret, and
manipulate information from tools
such as maps, globes, charts, graphs,
databases, and models to pose and
answer questions about space and
place, environment and society, and
spatial dynamics and connections.
1.03 Use tools such as maps, globes,
graphs, charts, databases, models, and
artifacts to compare data on different
countries of South America and
Europe and to identify patterns as well
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
as similarities and differences among
them.
Competency Goal 2:
The learner will assess the
relationship between physical
environment and cultural
characteristics of selected societies
and regions of South America and
Europe.
2.01 Identify key physical
characteristics such as landforms,
water forms, and climate, and evaluate
their influence on the development of
cultures in selected South American
and European regions.
2.02 Describe factors that influence
changes in distribution patterns of
population, resources, and climate in
selected regions of South America and
Europe and evaluate their impact on
the environment.
2.03 Examine factors such as climate
change, location of resources, and
environmental challenges that
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Media Center
E
How can students use
geographical features to
evaluate the development of
South America and Europe
cultures?
E
How can students describe
factors that have an impact on
the environment?
I
How can students assess
geographic influences in the
development of cultures in
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
TB
Maps and Atlases
Supplemental Materials
Create a Country Project
Vocabulary
TB
Maps and Atlases
Supplemental Materials
Landform projects
Vocabulary
Environmental Superhero
TB
Maps and Atlases
Supplemental Materials
Science
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Science
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Science
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
influence human migration and assess
their significance in the development
of selected cultures in South America
and Europe.
Competency Goal 3:
The learner will analyze the impact
of interactions between humans and
their physical environments in
South America and Europe.
3.01 Identify ways in which people of
selected areas in South America and
Europe have used, altered, and
adapted to their environments in order
to meet their needs, and evaluate the
impact of their actions on the
development of cultures and regions.
3.02 Describe the environmental
impact of regional activities such as
deforestation, urbanization, and
industrialization and evaluate their
significance to the global community.
3.03 Examine the development and
use of tools and technologies and
assess their influence on the human
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
South America and Europe?
I
I
I
Instructional/Learning
Resources and Activities
(Differentiation)
Landform projects
Vocabulary
How can students understand
how and why people interact
with their environments in
South America and Europe?
Deforestation
Amazon Rain Forest
Lake Norman Area
development
Videos
Urbanization
How can students describe
environmental changes and
evaluate changes and their
significance to the global
community?
How can students describe the
development of tools and
technology and how it
Deforestation
Environmental Superhero
Chernobyl
Videos
Urbanization
Deforestation
Desalinization
Videos
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
foldables, writing assignments
Science
Math
Environmental Education
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Science
Math
Environmental Education
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Science
Math
Environmental Education
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
ability to use, modify, or adapt to their
environment.
3.04 Describe how physical processes
such as erosion, earthquakes, and
volcanoes have resulted in physical
patterns on the earth's surface and
analyze their effects on human
activities.
Competency Goal 4:
The learner will identify significant
patterns in the movement of people,
goods and ideas over time and place
in South America and Europe.
4.01 Describe the patterns of and
motives for the migrations of people,
and evaluate their impact on the
political, economic, and social
development of selected societies and
regions.
4.02 Identify the main commodities of
trade over time in selected areas of
South America and Europe, and
evaluate their significance for the
economic, political and social
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
influences human impact on
the environment?
Industrialization
N
How can the students describe
geographical processes and
analyze their effects on human
activities?
Deforestation
Mt. Vesuvius
Strait of Gibraltar
Videos
I
How can the students describe
and evaluate the political,
social, and economic impact of
the migrations of people?
TB
trade
maps
Age of Exploration
Import/export
I
How can the students identify
and evaluate the economic,
political, and social impact of
the commodities of trade on
cultures and regions?
Charts
Maps
Chart personal imports
Age of Exploration
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
foldables, writing assignments
Science
Math
Environmental Education
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Math
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
development of cultures and regions.
4.03 Examine key ethical ideas and
values deriving from religious, artistic,
political, economic, and educational
traditions, as well as their diffusion
over time, and assess their influence
on the development of selected
societies and regions in South
America and Europe.
Competency Goal 5:
The learner will evaluate the ways
people of South America and
Europe make decisions about the
allocation and use of economic
resources.
5.01 Describe the relationship between
the location of natural resources and
economic development, and assess the
impact on selected cultures, countries,
and regions in South America and
Europe.
5.02 Examine the different economic
systems, (traditional, command, and
market), developed in selected
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
E
How can the students
understand the diffusion and
importance of key ethical ideas
deriving from religion, artistic,
political, economic, and
educational traditions in South
America and Europe?
Compare ancient societies to
the systems of the US
Age of Exploration
Language Arts
Math
Art
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplemental materials and
activities
Charts
Import/export
Science
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplemental materials and
activities
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
I
N
How can the student
understand the relationship
between natural resources and
economic development and
assess its impact on South
America and Europe?
How can students identify the
various economic systems in
South America and Europe and
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Assessment
(Differentiation)
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
societies in South America and
Europe, and analyze their
effectiveness in meeting basic needs.
5.03 Explain how the allocation of
scarce resources requires economic
systems to make basic decisions
regarding the production and
distribution of goods and services, and
evaluate the impact on the standard of
living in selected societies and regions
of South America and Europe.
5.04 Describe the relationship between
specialization and interdependence,
and analyze its influence on the
development of regional and global
trade patterns.
Essential Questions
What facts, concepts,
skills need to be
learned?
how effective are they in
meeting basic needs?
I
N
How can students identify how
resources are allocated using
different economic systems in
South America and Europe to
make basic decisions regarding
the production and distribution
of goods and services? How
can students describe the
impact of the standard of living
in South America and Europe?
How can students explain the
relationship between
speculation and
interdependence? How does
this impact the development of
regional and global trade
patterns?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Charts
Financial Literacy
TB
Supplemental materials and
activities
Charts
Import/export
TB
Supplemental materials and
activities
Charts
Types of economic systems
Assessment
(Differentiation)
foldables, writing assignments
Science
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Science
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Competency Goal 6:
The learner will recognize the
relationship between economic
activity and the quality of life in
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
South America and Europe.
6.01 Describe different levels of
economic development and assess
their connections to standard of living
indicators such as purchasing power,
literacy rate, and life expectancy.
6.02 Examine the influence of
education and technology on
productivity and economic
development in selected nations and
regions of South America and Europe.
6.03 Describe the effects of overspecialization and assess their impact
on the standard of living.
Competency Goal 7:
The learner will assess connections
between historical events and
contemporary issues.
7.01 Identify historical events such as
invasions, conquests, and migrations
and evaluate their relationship to
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
N
How can students recognize
the different levels of
economic development? How
are they connected to the
standard of living?
N
How can students identify the
influence of education and
technology on economic
development in South America
and Europe?
N
How can students explain the
effects of overspecialization
and its impact on the standard
of living in South America and
Europe?
E
How can students point out
which historical events have
influenced our current events
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Instructional/Learning
Resources and Activities
(Differentiation)
TB
Supplemental materials
European and South American
countries compared to US
Compare/Contrast Chart
TB
Supplemental materials
European/South American
education system compared to
US
Industrial Revolution
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Math
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplemental material
Middle Ages Guild System
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplemental materials
Ancient Civilizations
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
current issues.
in South America and Europe?
7.02 Examine the causes of key
historical events in selected areas of
South America and Europe and
analyze the short- and long-range
effects on political, economic, and
social institutions.
E
How can students recognize
the causes and effects (short
term and long term) of key
historical events on political,
economic, and social
institutions of South America
and Europe?
E
How can students identify the
impact of key historical
figures, past and present, on
South America and Europe?
I
How can students recognize
what were important groups
that impacted historical and
contemporary societies of
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Age of Exploration
Renaissance/Reformation
World Wars
foldables, writing assignments
TB
Supplemental materials
Age of Exploration
World Wars
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts (fiction and
nonfictions)
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts (fiction and
nonfictions)
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Competency Goal 8:
The learner will assess the influence
and contributions of individuals and
cultural groups in South America
and Europe.
8.01 Describe the role of key historical
figures and evaluate their impact on
past and present societies in South
America and Europe.
8.02 Describe the role of key groups
and evaluate their impact on historical
and contemporary societies of South
America and Europe.
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
TB
Media Center
European Historical Figures
Videos
Timelines/Biographies
TB
Media Center
Videos
Supplement materials
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
TB
Media Center
Videos
Supplement materials
Greek and Roman inventions
Renaissance
Industrial Revolution
Language Arts (fiction and
nonfictions)
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
South America and Europe?
8.03 Identify major discoveries,
innovations, and inventions, and
assess their influence on societies past
and present.
Competency Goal 9:
The learner will analyze the
different forms of government
developed in South America and
Europe.
9.01 Trace the historical development
of governments including traditional,
colonial, and national in selected
societies and assess the effects on the
respective contemporary political
systems.
9.02 Describe how different types of
governments such as democracies,
dictatorships, monarchies, and
oligarchies in selected areas of South
America and Europe carry out
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
I
How can students identify
major discoveries, innovations,
and inventions and how did
they influence societies past
and present?
N
How can students understand
TB
how the development of a
Videos
government affects the
Supplement materials
contemporary political system?
E
How can students identify how
do different types of
governments carry out
legislative, executive, and
judicial functions? How
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Comparison between types of
government in Europe and
South America with the US
Supplement materials
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
legislative, executive, and judicial
functions, and evaluate the
effectiveness of each.
9.03 Identify the ways in which
governments in selected areas of
South America and Europe deal with
issues of justice and injustice, and
assess the influence of cultural values
on their practices and expectations.
9.04 Describe how different
governments in South America and
Europe select leaders and establish
laws in comparison to the United
States and analyze the strengths and
weaknesses of each.
Competency Goal 10:
The learner will compare the rights
and civic responsibilities of
individuals in political structures in
South America and Europe.
10.01 Trace the development of
Priority Code:
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
effectively does each type of
government do this?
I
N
I
How can students recognize
how governments in South
America and Europe deal with
issues of justice and injustice?
How do their cultural values
influence their practices and
expectations?
How can students explain how
different governments in South
America and Europe select
leaders and establish laws?
How do these methods
compare in strengths and
weaknesses to the United
States?
How can students identify the
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplement materials
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Language Arts
Supplement materials
TB
Test, quiz, projects, rubrics,
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
relationships between individuals and
their governments in selected cultures
of South America and Europe, and
evaluate the changes that have evolved
over time.
10.02 Identify various sources of
citizens' rights and responsibilities,
such as constitutions, traditions, and
religious law, and analyze how they
are incorporated into different
government structures.
10.03 Describe rights and
responsibilities of citizens in selected
contemporary societies in South
America and Europe, comparing them
to each other and to the United States.
10.04 Examine the rights, roles, and
status of individuals in selected
cultures of South America and
Europe, and assess their importance in
relation to the general welfare.
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
N
N
I
Essential Questions
What facts, concepts,
skills need to be
learned?
kinds of relationships that exist
between individuals and their
governments in South America
and Europe? What are some
changes that have occurred in
this relationship over time?
How can students recognize
what are the various sources of
citizens rights and
responsibilities? How are they
incorporated into different
government structure?
How can students distinguish
the rights and responsibilities
of citizens in different societies
of South America and Europe?
How do they compare to each
other and the United States?
How can students identify
what are the rights, roles, and
status of individuals in South
American and European
societies? What is their
importance to their society?
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Supplement materials
Direct Democracy
Feudalism
Republic
Magna Carta
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplement materials
Voting Right/Laws in S.
America and Europe over time
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplement materials
Voting Right/Laws in S.
America and Europe over time
TB
Supplement materials
Voting Right/Laws in S.
America and Europe over time
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Competency Goal 11:
The learner will recognize the
common characteristics of different
cultures in South America and
Europe.
11.01 Identify the concepts associated
with culture such as language,
religion, family, and ethnic identity,
and analyze how they both link and
separate societies.
11.02 Examine the basic needs and
wants of all human beings and assess
the influence of factors such as
environment, values and beliefs in
creating different cultural responses.
11.03 Compare characteristics of
political, economic, religious, and
social institutions of selected cultures,
and evaluate their similarities and
differences.
11.04 Identify examples of economic,
political, and social changes, such as
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
E
How can students identify the
concepts associated with
culture? How do they link and
separate societies?
E
How can students identify the
basic needs of all human
beings? What are essential
factors in creating different
cultural responses?
I
E
How can students identify
what are the similarities and
differences between selected
institutions of South America
and Europe?
How can students identify
what are some examples of
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Media Center
Supplement materials
Web
TB
Maps
8 elements of culture
Media Center
Supplement materials
Web
TB
Maps
Charts/Graphs
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Charts/Graphs
TB
Supplement materials
Language Arts
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
TB
Supplement materials
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
agrarian to industrial economies,
monarchical to democratic
governments, and the roles of women
and minorities, and analyze their
impact on culture.
Competency Goal 12:
The learner will assess the influence
of major religions, ethical beliefs,
and values on cultures in South
America and Europe.
12.01 Examine the major belief
systems in selected regions of South
America and Europe, and analyze
their impact on cultural values,
practices, and institutions.
12.02 Describe the relationship
between cultural values of selected
societies of South America and
Europe and their art, architecture,
music and literature, and assess their
significance in contemporary culture.
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
economic, political and social
changes and what have been
their impact on their culture?
posters, presentation,
foldables, writing assignments
E
How can students identify the
major belief systems in South
America and Europe? What
has been their impact on
cultural values, practice and
institutions?
Compare and Contrast Maps
(% of religion movement)
TB
Media Center
Supplement materials
Mythology
Reformation
video
N
How can students identify
what are the relationships
between the cultural values of
South American and European
societies and their art,
architecture, music, and
Maps
TB
Art books/ music
Media Center
Supplement materials
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Assessment
(Differentiation)
Language Arts
Math
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
literature? What has been their
significance in contemporary
culture?
12.03 Identify examples of cultural
borrowing, such as language,
traditions, and technology, and
evaluate their importance in the
development of selected societies in
South America and Europe.
Competency Goal 13:
The learner will describe the
historic, economic, and cultural
connections among North Carolina,
the United States, South America,
and Europe.
13.01 Identify historical movements
such as colonization, revolution,
emerging democracies, migration, and
immigration that link North Carolina
and the United States to selected
societies of South America and
Europe and evaluate their influence on
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
E
How can students distinguish
examples of cultural
borrowing? What has been
their importance in the
development of South
American and European
societies?
I
How can students identify the
historical movements that link
NC and the US to societies of
South America and Europe?
What have been their
influences on local, state,
regional, national, and
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
TB
Supplement materials
Internet
How cities are named
Melting pot
Cultural Diffusion
Architecture of ancient
civilizations w/ that of the US
TB
Supplemental materials
Comparison charts
Real life examples
Current events
Newspaper articles
Language Arts
Write story of how Iredell
county was named? Make
connections to places being
named for other places. Test,
quiz, projects, rubrics, short
answer, power-point, posters,
presentation, foldables, writing
assignments
Language Arts
Music
Art
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Updated 2/07
Iredell-Statesville Schools Instructional Guide
Grade 6 – Social Studies
NCSCOS
Standard and Objective
Priority
(E, I, N, M)
Pacing
local, state, regional, national, and
international communities.
, state, regional, and national
economies and cultures.
13.02 Describe the diverse cultural
connections that have influenced the
development of language, art, music,
and belief systems in North Carolina
and the United States and assess their
role in creating a changing cultural
mosaic.
13.03 Examine the role and
importance of foreign-owned
businesses and trade between North
Carolina and the nations of South
America and Europe, and evaluate the
effects on local, state, regional, and
national economies and cultures.
E – Essential
N – Nice to Know
Resources Code: TB – Textbook
KI – Key Indicators
Priority Code:
Essential Questions
What facts, concepts,
skills need to be
learned?
Instructional/Learning
Resources and Activities
(Differentiation)
Integration with Other
Curriculum Areas
(Differentiation)
Assessment
(Differentiation)
Debates
Mock Trials
Point of View
CDs (music)
Language Arts
Music
Art
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
Language Arts
Test, quiz, projects, rubrics,
short answer, power-point,
posters, presentation,
foldables, writing assignments
international communities?
N
I
How can students distinguish
the cultural connections that
have influenced the
development of language, art,
music, and belief systems in
NC and the United States?
What has been their role in
creating a changing cultural
mosaic?
How can students identify
what is the role and importance
of foreign-owned businesses
and trade between NC and the
nations of South America and
Europe? What have been the
effects on local, state, regional,
and national economies and
cultures?
I – Important
M – Maintenance
CS – Classroom Strategies
RR – Resource Room
Outsourcing
Clothing (where in the world
manufacturing chart)
Oil
Updated 2/07