COMMUNITY UNIT SCHOOL DISTRICT 200
Social Studies Curriculum
We believe that through Social Studies education, every child can learn the role of responsible
citizenship in a culturally diverse society in a democratic world. Students will be able to access
information which will help them be curious lifelong learners capable of making informed and
reasoned decisions for the public good.
Grade 6
1. Subject Expectation
(State Goal 14)
The student will understand political systems, with an
emphasis on the United States.
Essential Learning 1
(Learning Standard A)
Understand and explain basic principles of the United States
government
Critical Content
a. identify different world governments and compare them to the
United States and local governments

feudalism

monarchy

empires

theocracy
b. explain the principles of government expressed in the Magna
Carta
c. give examples of how political systems/governments provided
for the needs and wants of the people, established order and
security, and managed conflict
d. identify who had the authority to make decisions in the world
civilizations or empires
14.A.3
14.A.3
14.A.3
14.A.3
Essential Learning 2
(Learning Standard B)
Understand the structures and functions of the political
systems of Illinois, the United States and other nations
Critical Content
a. examine the roles and responsibilities of world political
systems and compare them to our own within the social
hierarchy of the existing governments such as

tribal organization

theocracy

monarchy

dictatorship

aristocracy

republic

city-state

bureaucracy
b. explain the role and need for authority in societies
14.B.3
14.B.3
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
1
Essential Learning 3
(Learning Standard C)
Understand election processes and responsibilities of citizens
Critical Content
a. recognize the need for authority figures in society
b. identify the processes by which leaders emerge in world
civilizations and compare them to our own election process and
personal freedoms such as
 dynasties
 military takeovers
 societal influence
14.C.3
14.C.3
Essential Learning 4
(Learning Standard D)
Critical Content
14.D.3
14.D.3
14.D.3
14.D.3
Understand the roles and influences of individuals and interest
groups in the political systems of Illinois, the United States and
other nations of the years between AD 476 and AD1700
a. explain the effects of interest groups within the political system
and how these groups can bring about changes (religious,
cultural and economic) such as
 state-sponsored religions
 trade-guilds
 political factions
b. explain the causes, purposes, and/or motivations that
cause cooperation or conflict between and among cultures
c. identify how the various cultures influenced the
development of political ideas in other cultures
d. identify treaties and alliances between political entities
Essential Learning 5
(Learning Standard E)
Understand United States foreign policy as it relates to other
nations and international issues
Critical Content
a. examine the interests and relationships within political entities
and between cultures
 conquest
 alliance
b. explain the influence of one civilization on another (cultural
diffusion)
14.E.3
14.E.3
Essential Learning 6
(Learning Standard F)
Understand the development of United States political ideas
and traditions
Critical Content
a. analyze historical influences on the development of political
ideas and practices in other cultures as well as the United
States such as
 wars
 religious events
 technology
b. understand the development of the rule of law and personal
freedoms as demonstrated in the Magna Carta and other
cultural ideals
14.F.3a
14.F.3b
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
2
Essential Learning 7
*
Formulate and defend reasoned judgments and evaluate those
of others regarding political topics
Critical Content
*
a. examine and evaluate persistent issues throughout the
civilizations and identify the pros and cons such as
 succession of power
 use and abuse of power
b. demonstrate an understanding that different people may
describe the same event or situation in diverse ways but must
provide reasons or evidence for their views
c. explain and apply concepts such as power, justice and equity
to situations in world history between AD 476 and AD 1700
d. apply the following skills and strategies to formulate and
defend ideas relative to civilizations between AD 476 and AD
1700
 distinguish fact from opinion
 interpret point of view in primary sources
 deduce causes and effects of historical events
 analyze information provided in illustrations,
maps, charts, and graphs in fiction and nonfiction history readings including primary sources
 distinguish primary from secondary sources
 interpret the meaning of political cartoons
 criticize decisions made throughout history and
justify criticisms with evidence
 infer motivations for decisions made throughout
history
 hypothesize solutions to problems using factual
evidence from history and current events
 justify predictions using historical evidence
e. interpret quotes of famous people from various periods of
history
*
*
*
*
Essential Learning 8
*
Use reading and writing strategies to comprehend expository
materials
Critical Content
*
a. activate background information using pre-reading strategies
such as
 brainstorming
 previewing
 predicting
 surveying using skimming and scanning
 setting a purpose
b. recognize the organizing principles of a text in order to aid
comprehension and recall
 format features within a text
- identify heading to determine the ordinance
hierarchy of ideas
- discern where a section of text starts and stops
using organizational visual cues
*
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
3
*
*
*
*
- distinguish headings from boldfaced
vocabulary words
- identify features unusual to the specific text
*skill pages
*captions
*review section
*adjunct pages of information
*charts
*graphs
- use the front and end matter of text
*glossary
*table of contents
 knowledge of the interrelationship among ideas
- enumeration (listing)
- time order (chronology)
- comparison/contrast
- cause/effects
- problem/solutions
c. adjust one’s reading rate to the reading task
 skimming
 scanning
 retelling
d. develop and apply appropriate strategies during reading to
understand expository text
 use metacognitive strategies
- confirming or rejecting previous predictions
- revise/formulate predictions
- develop questions as one reads
- self-monitoring
- rereading
 use vocabulary strategies to determine text meaning
- context clues
- word recognition strategies
- glossary usage
e. check for understanding of expository text after reading
using various strategies such as
 summarize information in internal, oral or written
formats
 paraphrase information in oral or written formats
 make generalizations from text in oral or written
formats
 form reasoned arguments/judgments from text in oral
or written formats
 decide what’s important information in a text
f. produce written products for a variety of purposes and
audiences such as
 note taking
 outlining
 summarizing
 research reports
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
4






expository essays
persuasive essays
narrative essays
journaling
illustrating
formulate answers to open-ended questions
Essential Learning 9
*
Access, use and evaluate information from a variety of sources
Critical Content
*
*
a. self-select appropriate research materials
b. recognize and understand the function of parts of a book and
use appropriately such as
 table of contents
 index
 glossary
 gazetteer
 atlas
 timeline
c. locate and organize information using a variety of resources
such as
 encyclopedia
 periodicals
 atlas
 almanac
 non-fiction books
 computer technology
 videos
 newspaper
 approved Internet sites
 historical fiction
 community resources such as speakers and museums
*
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
5
2. Subject Expectation
(State Goal 15)
The student will understand economic systems, with an
emphasis on the United States.
Essential Learning 1
(Learning Standard A)
Define the principles of the economic systems used by world
cultures between the fall of the Western Roman Empire and
the 1700’s
Critical Content
15.A.2a, 15.A.3a
15.A.3a
15.A.3b
15.A.3c
15.A.3d
*
*
Essential Learning 2
(Learning Standard B)
Critical Content
15.B.3a
15.B.3b
15.A.2a
15.B.3a
a. define the principles of the economic systems used by early
civilizations such as
 exchange (trade, barter, use of currency)
 production (agriculture, culture, crafts)
 distribution (local markets, trade routes)
 consumption of goods and services
b. explain how market prices signal producers about what, how
and how much to produce
c. explain the relationship between productivity and wages
d. describe the relationship between consumer purchases and
businesses paying for productive resources
e. describe the causes of unemployment (e.g., seasonal
fluctuation in demand, changing jobs, changing skill
requirements, national spending)
f. explain the economic reasons for immigration and migration
worldwide throughout history
g. make connections between the economic systems of the world
civilizations to that of the U.S.
Understand that scarcity necessitates choices by consumers
a. describe the “market clearing price” of a good or service
relative to world cultures
b. explain the effects of choice and competition on individuals
and the economy as a whole
c. analyze the relationship between a civilization’s geography
and its economic development
d. explain the following concepts
 scarcity
 surplus
 supply and demand
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
6
15.A.2a
*
e. explain how technological advancements affected the
economies of civilizations between AD 476 and AD 1700
such as
 tools
 plow
 writing
 paper
 the printing press in Europe
 mathematics
 calendar
 irrigation
 transportation
 construction techniques
 maritime technology
 military technology
 farming techniques
f. make connections between technological advancements of a
world civilization to that of the U.S.
Essential Learning 3
(Learning Standard C)
Understand that scarcity necessitates choices by producers
Critical Content
a. identify and explain the effects of various incentives to
15.C.3
formulate a good or service
b. explain the effects of choices
c. explain why different cultures had different or various goods
Essential Learning 4
(Learning Standard D)
Understand trade as an exchange of goods or services
Critical Content
a. explain the effects of increasing and declining imports and
exports to an individual and to the nation’s economy as a
whole with an emphasis on:
 foreign trade
 age of exploration
b. explain how comparative advantage forms the basis for
specialization and trade among nations including
 gold and salt trade in Africa
c. explain how workers can affect their productivity through
training and by using tools, machinery and technology such as
 printing press
 better farming and irrigation technologies
d. explain how trade among cultures created various degrees of
interdependence
e. explain how trade within a culture created various degrees of
interdependence
15.D.3a
15.D.3b
15.D.3c
15.D.3b
15.D.3b
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
7
Essential Learning 5
(Learning Standard E)
Understand the impact of government policies and decisions
on production and consumption in the economy
Critical Content
a. identify the types of taxes levied by differing levels of
governments (e.g. income tax, sales tax, property tax)
 religious taxes
 import/export taxes
b. explain how laws and government policies (e.g. property
rights, contract enforcement, standard weights/measurements)
establish rules that help a market economy function effectively
15.E.3a
15.E.3b
Essential Learning 6
*
Formulate and defend reasoned judgments and evaluate those
of others regarding relevant economic topics
Critical Content
*
a. examine and evaluate persistent economic issues
throughout the civilizations and identify the pros and
cons such as values and beliefs influencing different
economic decisions including uneven distribution of wealth
b. demonstrate an understanding that different people may
describe the same event or situation in diverse ways but must
provide reasons or evidence for their views
c. use economic concepts to help explain historical and current
developments and issues in local, national, or global contexts
d. apply the following skills and strategies to formulate and
defend ideas relative to civilizations between AD 476 and AD
1700
 distinguish fact from opinion
 interpret point of view in primary sources
 deduce causes and effects of historical events
 analyze information provided in illustrations,
maps, charts, and graphs in fiction and nonfiction history readings including primary sources
 distinguish primary from secondary sources
 interpret the meaning of political cartoons
 criticize decisions made throughout history and
justify criticisms with evidence
 infer motivations for decisions made throughout
history
 hypothesize solutions to problems using factual
evidence from history and current events
 justify predictions using historical evidence
*
*
*
Essential Learning 7
*
Use reading and writing strategies to comprehend expository
materials
Critical Content
*
Same as Subject Expectation 1, Essential Learning 8
Essential Learning 8
*
Access, use and evaluate information from a variety of sources
Critical Content
*
Same as Subject Expectation 1, Essential Learning 9
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
8
3. Subject Expectation
(State Goal 16)
The student will understand events, trends, individuals and
movements shaping the history of Illinois, the United States
and other nations.
Essential Learning 1
(Learning Standard A)
Apply the skills of historical analysis and interpretation
Critical Content
a. apply the models historians have used for organizing historical
interpretation
 biographies
 political events
 issues
 conflicts
b. interpret and/or complete data presented in timeline format
c. make inferences and analyze data about historical events and
eras using historical sources
 historical maps
 charts/graphs
 primary source documents
 images
d. compare and contrast historical fact and
interpretation
e. identify and describe selected historical periods and patterns of
change within and across cultures with a focus on the cultural
universals
16.A.3a
16.A.3b
16.A.3b
16.A.3c
16.A.3b
Essential Learning 2
(Learning Standard B)
Understand the development of significant political events
Critical Content
a. compare the political characteristics of different world
civilizations between the years of A.D. 476 and A.D. 1700
including
 Muslim Empires (Umayyad, Abbasid, Muslim Spain)
 African Empires (Ghana, Mali, Songhai, Zimbabwe,
Kongo)
 Asian Civilizations (China, Japan)
 Europe (feudal kingdoms of the medieval period,
monarchies and republics/city-states of the postmedieval period)
 Early American Civilizations (Maya, Aztec and Inca)
b. investigate and analyze the causes and effects of major world
political events such as
 the growth of Islam
 the development of feudalism
 the effects of exploration
c. identify turning points in world political history
16.B.3a (W)
16.B.3b (W)
16.B.3b (W)
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
9
16.B.3b (W)
d. identify causes and effects of the decline of major world
empires and political events including
16.B.3c (W)
16.B.3d (W)
 Islamic Empires
 Kingdoms of West and East Africa
 Chinese Dynasties
 Japanese Feudalism
 Feudal kingdoms into monarchies
 Civilizations of the Americas
e. investigate and analyze the causes and effects of European
feudalism and the emergence of nation states between 500CE
and 1500CE
f. analyze political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE
Essential Learning 3
(Learning Standard C)
Understand the development of economic systems
Critical Content
a. survey major economic trends from 476 A.D. to 1700 A.D.
including long distance trade, banking, specialization of
labor, commercialization, urbanization, technological and
scientific progress
b. explain the economic systems and trade patterns of Central
and South America before the encounter with the Europeans
c. describe the impact of technology in different parts of the
world including
 weaponry
 printing
 transportation
 farming technology
d. describe basic economic changes that led to and resulted from
the development of agricultural system such as
 division of labor
 surplus
 trade
16.C.3a (W)
16.C.3b (W)
16.C.3c (W)
16.C.2c(W)
Essential Learning 4
(Learning Standard D)
Understand Illinois, United States and world social history
Critical Content
a. identify the origins and analyze consequences of events that
have shaped world social history including famines,
migrations, plagues, slave trading
16.D.3 (W)
Essential Learning 5
(Learning Standard E)
Understand Illinois, United States and world environmental
history
Critical Content
a. summarize how people around the world use and adapt to
environmental resources to form successful civilizations (e.g.
water, natural resources, landforms) such as
 Middle East-desert
 Africa-desert, rainforest
16.E.3a (W)
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
10
16.E.3b (W)
16.E.3b (W)
b. draw a conclusion to demonstrate how contact between
cultures had an environmental impact

transfer of disease

exploration

foreign trade
c. explain how expanded European and Asian contacts affected
the environment of both continents, 476AD-1500AD
Essential Learning 6 *
Formulate and defend reasoned judgments and evaluate those
of others regarding historical topics
Critical Content
a. identify and use key concepts such as chronology, causality,
change, conflict and complexity to explain, analyze and show
connections among patterns of historical change and
continuity
b. apply the following skills and strategies to formulate and
defend ideas relative to civilizations between AD 476 and AD
*
*
1700









distinguish fact from opinion
interpret point of view in primary sources
deduce causes and effects of historical events
analyze information provided in illustrations,
maps, charts, and graphs in fiction and nonfiction history readings including primary
sources
distinguish primary from secondary sources
interpret the meaning of political cartoons
criticize decisions made throughout history and
justify criticisms with evidence
infer motivations for decisions made throughout
history
hypothesize solutions to problems using factual
evidence from history and current events
justify predictions using historical evidence
Essential Learning 7 *
Use reading and writing strategies to comprehend expository
materials
Critical Content
Same as Subject Expectation 1, Essential Learning 8
*
Essential Learning 8 *
Access, use and evaluate information from a variety of sources
Critical Content
Same as Subject Expectation 1, Essential Learning 9
*
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
11
4. Subject Expectation
(State Goal 17)
The student will understand world geography and the effects
of geography on society, with an emphasis on the United
States.
Essential Learning 1
(Learning Standard A)
Locate, describe and explain places, regions and features on
the Earth
Critical Content
a. explain how people use geographic markers and boundaries to
analyze and navigate the Earth such as hemispheres, meridians,
continents, bodies of water
 locate and identify the continents, major climates,
major bodies of water, specific rivers, and natural
resources in the geographical regions studied
b. identify land formations and bodies of water which are
characteristic of the geographical regions studied and explain
their relationship to the ecosystem
- mountain
- desert
- river
- coastline
- ocean
- sea
- continent
- peninsula
- sea level
- delta
- plain
- strait
- lake
- land bridge
c. locate civilizations between AD 476 and AD 1700 and their
corresponding modern day countries using

latitude

longitude

hemisphere

cardinal directions

intermediate directions
d. interpret a variety of maps using

a key to estimate distances and calculate scale

a scale

other graphic representations

legends
e. explain how to make and use geographic representations to
provide and enhance spatial information including maps,
graphs, charts, models, aerial photographs and satellite images
17.A.3a
17.A.3a
17.A.3a
17.A.3b
17.A.3b
Essential Learning 2
(Learning Standard B)
Analyze and explain characteristics and interactions of the
Earth’s physical systems
Critical Content
a. explain how physical processes including climate, plate
tectonics, erosion, soil formation, water cycle, and circulation
patterns in the ocean shape patterns in the environment and
influence availability and quality of natural resources such as
 desertification of Sahara
 migration of African Civilizations
 migration of hunter-gatherers in Americas
17.B.3a
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
12
17.B.3b
b. explain how changes in components of an ecosystem affect the
system overall such as
 famines
 plagues
 farming techniques
Essential Learning 3
(Learning Standard C)
Understand relationships between geographic factors and
society
Critical Content
a. explain how human activity is affected by geographic factors
(deserts, climate, mountains, bodies of water) such as
 Middle East- desert and nomads
 Africa-multiple climates
 Asia-sea as a natural resource
 Europe-trade routes on water
 Americas-hunter and gatherers to settlers
b. explain how natural resources are used in various world
cultures such as
 trade between cultures
 use of resources for cultural uses
 salt and gold trade
 different building materials
 conflict between cultures
 accessibility of various civilizations
c. analyze how human processes influence settlement patterns
including migration and population growth such as
 transportation
 technology
 exploration
17.C.3a
17.B.3b
17.C.3c
Essential Learning 4
(Learning Standard D)
Understand the historical significance of geography
Critical Content
a. explain how and why spatial patterns of settlement change
over time
 desertification
 location of urban and rural centers
 migration
 conquests
b. show how interactions of geographic factors have shaped
present conditions such as monsoons, deserts, growing seasons,
agricultural modifications
17.D.3a
17.D.3b
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
13
Essential Learning 5
*
Formulate and defend reasoned judgments and evaluate those
of others regarding geographical topics
Critical Content
*
a. identify and use key concepts such as chronology, causality,
change and conflict to explain, analyze and
show connections among patterns of change and
continuity relative to geography

observe and speculate about social and economic
effects of environmental changes and crises resulting
from phenomena such as floods, storms and drought
b. demonstrate an understanding that different people may
describe the same event or situation in diverse ways but must
provide reasons or evidence for their views
c. apply the following skills and strategies to formulate and
defend ideas relative to ancient civilizations

identify the main idea

identify facts from opinions

determine causes and results of issues and
conflicts

identify multiple perspectives of individual
society members

summarize key events leading up to conflict
between cultures

judge the significance and advantages of
certain geographical locations
*
*
Essential Learning 6
*
Use reading and writing strategies to comprehend expository
materials
Critical Content
*
Same as Subject Expectation 1, Essential Learning 8
Essential Learning 7
*
Access, use and evaluate information from a variety of sources
Critical Content
*
Same as Subject Expectation 1, Essential Learning 9
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
14
5. Subject Expectation
(State Goal 18)
The student will understand social systems, with an emphasis
on the United States.
Essential Learning 1
(Learning Standard A)
Compare characteristics of culture as reflected in language,
literature, the arts, traditions and institutions
Critical Content
a. determine how language, literature, the arts, architecture and
traditions contribute to the development and transmission of
culture such as
 poetry and tales
 places of worship
 universities
b. recognize the use of both written and oral language to
communicate such as

to increase cooperation

to transmit values and history of the culture
c. explain and compare how writing was used in various cultures
such as

recording business transactions through the use of a
scribe

recording laws

religious beliefs

literature

determine social class
d. recognize the literary, artistic and architectural contribution
of world civilizations
e. recognize the scientific, mathematical and philosophical
contributions of world civilizations
f. recognize the importance of artifacts found by archeologists to
our understanding of the lives of the people of world
civilizations
g. give an example of ethnocentrism
18.A.3
18.A.3
18.A.3
18.A.3
18.A.3
18.A.3
18.A.3
Essential Learning 2
(Learning Standard B)
Understand the roles and interactions of individual and
groups in society
Critical Content
a. analyze how individuals and groups interact with and within
institutions (e.g. educational, military, hierarchies, religious
groups, guilds)
b. demonstrate an understanding of how social institutions
contribute to the development and exchange of cultural ideas
such as
 universities and schools
 religious groups
c. describe personal connections to community, nation, and world
d. describe ways family, gender, ethnicity, nationality, and
institutional affiliations contribute to personal identity
18.B.3a
18.A.3b
18.B.3a
18.B.3a
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
15
18.A.3b
18.A.3b
18.B.3a
e. demonstrate an understanding of concepts such as role, status,
and social class in describing the interactions of individuals
and social groups
f. apply knowledge of how groups and institutions work to meet
individual needs and promote the common good
g. explain the causes and the effects of conflicts between groups
and/or institutions such as
 crusades
Essential Learning 3
(Learning Standard C)
Understand how social systems form and develop over time
Critical Content
a. describe ways in which diverse populations have interacted
to form a common cultures (empires) such as
 common religious beliefs
 monetary systems
 languages
b. analyze group and institutional influences on people,
events, and elements of culture
c. describe the role of institutions in furthering both continuity
and change
18.C.3a
18.C.3a
18.C.3a
Essential Learning 4 *
Formulate and defend reasoned judgments and evaluate those
of others regarding social topics
Critical Content
a. identify and interpret examples of stereotyping and conformity
b. identify and analyze examples of tensions between expressions
of individuality and group or institutional efforts to promote
social conformity
c. apply the following skills and strategies to formulate and
defend ideas relative to civilizations
 distinguish fact from opinion
 interpret point of view in primary sources
 deduce causes and effects of historical events
 analyze information provided in illustrations,
maps, charts, and graphs in fiction and nonfiction history readings including primary sources
 distinguish primary from secondary sources
 interpret the meaning of political cartoons
 criticize decisions made throughout history and
justify criticisms with evidence
 infer motivations for decisions made throughout
history
 hypothesize solutions to problems using factual
evidence from history and current events
 justify predictions using historical evidence
*
*
*
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
16
Essential Learning 5 *
Use reading and writing strategies to comprehend expository
materials
Critical Content
Same as Subject Expectation 1, Essential Learning 8
*
Essential Learning 6 *
Access, use and evaluate information from a variety of sources
Critical Content
Same as Subject Expectation 1, Essential Learning 9
*
NOTE: such as = an example used for clarification, but not a mandatory concept
including= a mandatory concept
* = exceeds state standards
Grade 6
Board Approved 1-23-08
17