Sixth Grade
Page 1
SUSD Social Studies Curriculum Table
Middle School
Sixth Grade History Strands emphasize World history from its earliest cultures through the Enlightenment,
including the early cultures of the Americas.
Page Numbers reference to textbook Journey Across Time (Glencoe)
Key to abbreviations:
TE = Textbook Teacher’s Edition Journey Across Time (Glencoe)
GH = Geography Handbook section of textbook
T = Tools section of textbook
Lit. = McDougal Littell Language of Literature textbook (grade 6)
Strand 1: American History
A study of American history is integral for students to analyze our national experience through time, to recognize the
relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in
Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of
the United States.
Strand 1 Concept 1: Research Skills for History
Historical Research is a process in which students examine topics or questions related to historical studies and/or current
issues. By using primary and secondary sources effectively, students obtain accurate and relevant information. An
understanding of chronological order is applied to the analysis of the interrelatedness of events.
Performance Objectives
Possible Strategies or
Activities
SS06-S1C1-O1

Construct charts, graphs, and
narratives using historical
data.
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Draw physical/political maps
of north and south America
Graph population data
Construct charts to
characterize first American
Possible Assessment
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Teacher observation
Traditional quiz or test
Checklist
Project
Portfolio or Journal
Possible Resources
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Charts/maps the first
Americans pg. 572 - 573
Almanac
World Atlas
http://www.timetrek.org/intera
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 2
SUSD Social Studies Curriculum Table
Middle School
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SS06-S1C1-O2
Interpret historical data
displayed in graphs, tables,
and charts.
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SS06-S1C1-O3
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Construct time lines of the
historical era being studied (e.g.,
presidents/ world leaders, key
events, people).
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cultures by location, dates
and lifestyle
Construct a pyramid to show
the Inca’s social classes
Illustrate on a map the
migration of Early Humans
from Europe to the Americas
Create a map showing the
location of the early
American civilizations
Students write questions and
answers about maps
Write an analysis of the
Migration to America map pg.
573
Create parallel timelines of
Native American cultures
Create a timeline of the rise
and fall of the Aztec Empire
Create a personal timeline
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Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Thinking Map
Peer and/or self-evaluation
Teacher observation
Checklist
Project
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
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ct.htm
http://alliance.la.asu.edu/azg
a/
http://www.usgs.gov/
Interpret political cartoon pg.
725, 732
Interpreting maps pgs. 727729
Interpreting graphs pgs.733735
Charts/maps the first
Americans pg. 572 - 573
World Atlas
Timeline website:
http://www.factmonster.com/i
pka/A0001196.html
http://www.learner.org/exhibit
s/collapse/
http://www.ucmp.berkeley.ed
u/education/explorations/tour
s/geotime/guide/index.html
http://www.msnbc.com/news/
wld/graphics/earths_timeline
_dw.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 3
SUSD Social Studies Curriculum Table
Middle School
SS06-S1C1-O4
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Formulate questions that can
be answered by historical
study and research.
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SS06-S1C1-O5
Describe the difference between
primary and secondary sources.
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Research/Inquiry:
1. Scientific achievements
of Early Civilizations
2. Rise and Fall of
Civilizations
3. Famous people
Thinking Maps/
Brainstorming activities
Compare and contrast
primary and secondary
sources using a double
bubble Thinking Map
Provide students copies of
sources, have them judge
whether it is primary or
secondary and explain why
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Teacher observation
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Conference
Peer and/or self-evaluation
Teacher observation
Checklist
Thinking Map
Writing assignment
Think-Pair-Share
Peer and/or self-evaluation
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SS06-S1C1-O6
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Determine the credibility and
bias of primary and secondary
sources.
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SS06-S1C1-O7
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Analyze cause and effect
Fact/Opinion Survey
Compare & Contrast Facts
and Opinion statements
Search engine activity in
computer lab-compare
search engines using the
same topics
Double-Bubble Thinking Map
Migratory Patterns
Scientific achievements of
Early Civilizations
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Teacher observation
Thinking Maps
Portfolio or Journal
Survey project
Interview
Peer and/or self-evaluation
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Teacher observation
Project
Writing assignment
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http://www.kn.pacbell.com/wi
red/21stcent/lbrain.html
On-line encyclopedia:
http://gokids.grolier.com/splash
SUSD school library internet
resources
Primary Source Library pgs.
737-747
Thinking Map Notebook
Using sources pg. T4
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Le
ssons/Information_Literacy/I
FO0205.html
http://memory.loc.gov/learn/l
essons/primary.html
http://searchenginewatch.co
m/facts/
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Le
ssons/Information_Literacy/I
FO0202.html
Thinking Map Notebook
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 4
SUSD Social Studies Curriculum Table
Middle School
relationships between and
among individuals and/or
historical events.
SS06-S1C1-O8
Describe how archaeological
research adds to our
understanding of the past.
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Rise and Fall of Civilizations
Laws/Government
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Interview
Peer and/or self-evaluation
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Simulate “dig” to recover
artifacts, analyze their
findings
Field Trip to Pueblo Grande
Museum (or other local dig
sites)
Heard Museum guest
speaker
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Checklist
Field trip
Guest speaker
Portfolio or Journal
Performance and
Participation
Interview
Peer and/or self-evaluation
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Archeology pg. 9
www.unitedstreaming.com
Forensic Detectives:
Archeology at Work
Strand 1 Concept 2: Early Civilizations
The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the
later development of the United States.
Performance Objectives
Possible Strategies or
Activities
SS06-S1C2-O1
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Describe the characteristics of
hunting and gathering
societies in the Americas.
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K-W-L chart on Native
Americans
Create migration map
Compare and contrast early
American tribes from
different regions
Possible Assessment
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Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
Possible Resources
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Hunting and Gathering pg.
573
http://www.humboldt.edu/~sh
b1/nrpi110/Lec03/index.htm
http://www.lib.duke.edu/fores
t/Research/usfscoll/people/N
ative%20Americans/AmIndia
n.html
www.unitedstreaming.com
Culture Clash: New World
Meets Old World
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 5
SUSD Social Studies Curriculum Table
Middle School
SS06-S1C2-O2
Describe how farming
methods and domestication of
animals led to the
development of cultures and
civilizations from hunting and
gathering societies.
SS06-S1C2-O3
Describe the cultures of the
Mogollon, Ancestral
Puebloans (Anasazi), and
Hohokam:
a. location, agriculture,
housing, arts, and trade
networks
b. how these cultures
adapted to and altered
their environment
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SS06-S1C2-O4
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Describe the Adena, Hopewell,
and Mississippian mound-
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Utilize double flowchart
Thinking Map of
domestication
Create a menu of a typical
meal based on prehistoric
agriculture products of the
Americas
Bring in samples of foods
which were farmed by Early
Native Americans; create a
display, compare to modern
day
Chart main ideas on
foldables including
supporting details
Double-bubble Thinking Map
comparing cultures
Field trip to Heard Museum
or Montezuma Castle
Flow-chart Thinking Map of
adaptation to environment &
environmental changes
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Teacher observation
Traditional quiz or test
Field trip
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Peer and/or self-evaluation
Chart main ideas on
foldables including
supporting details
Build a model of a mound
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Teacher observation
Thinking Map
Project
Writing assignment
Teacher observation
Thinking Map
Checklist
Project
Writing assignment
Portfolio or Journal
Peer and/or self-evaluation
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Neolithic Time pg. 13
The Benefits of Settled Life
pg. 15
First American Civilizations
pg. 574
Thinking Map Notebook
http://museums.ncl.ac.uk/flint
/foodquiz.html
http://paleofood.com/
http://www.annecollins.com/h
unter-gatherer-diet.htm
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The First Americans pg. 572588
 T.E. pg. 569
 Thinking Map notebook
 www.unitedstreaming.com
Anasazi The Builders of
America’s First Cities
Anasazi:
 http://www.cliffdwellingsmuse
um.com/anasazi.htm
 http://www.crystalinks.com/a
nasazi.html
 http://www.beloit.edu/~muse
um/logan/southwest/anasazi/
index.htm
 The First Americans pgs.
572-588
 Teachers Edition pg. 569
 http://www.nps.gov/hocu/fort
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 6
SUSD Social Studies Curriculum Table
Middle School
building cultures:
a. location, agriculture,
housing, arts, and trade
networks
b. how these cultures adapted
to and altered their
environment
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site, include artifacts found
inside
Double-bubble Thinking Map
comparing cultures
Flow-chart Thinking Map of
adaptation to environment &
environmental changes
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Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
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SS06-S1C2-O5
Describe the Mayan, Aztec,
and Incan/Inkan civilizations:
a. location, agriculture,
housing, and trade
networks
b. achievements (e.g.,
mathematics, astronomy,
architecture, government,
social structure, arts and
crafts)
c. how these cultures
adapted to and altered
their environment
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Chart main ideas on
foldables including
supporting details
Double bubble Thinking Map
comparing
Choose one culture and
create a mobile of their
achievements
Create a chart of each
civilization’s achievements
Flow-chart Thinking Map of
adaptation to environment &
environmental changes
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Teacher observation
Thinking Map
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log
Peer and/or self-evaluation
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eachers/curriculummaterials.
htm
http://www.ohiojunction.net/h
opewell/resources.html
http://www.michiganepic.org/
historythemes/resources/hop
ewell_teacher_index.html
http://www.shakerwssg.org/fo
rt_ancient_hopewell_native_
ame.htm
http://www.geneseecogenwe
b.com/indians.htm
Life in the Americas pgs.
582-589
Fall of empires pgs. 594-600
Thinking Map notebook
http://www.learner.org/exhibit
s/collapse/
www.unitedstreaming.com
1. Mystic Lands: Maya:
Messages in Stone
2. Mexico: It’s People,
history and government
http://www.mesoweb.com/
http://www.omniglot.com/writi
ng/mayan.htm
http://www.mayankids.com/m
kintro.htm
http://www.historylink101.co
m/1/mayan/ancient_mayan.h
tm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 7
SUSD Social Studies Curriculum Table
Middle School
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Hidden World of the Aztec by
Peter Lourie
Strand 1 Concept 3: Exploration and Colonization - There are no performance objectives at this grade.
Strand 1 Concept 4: Revolution and New Nation - There are no performance objectives at this grade.
Strand 1 Concept 5: Westward Expansion - There are no performance objectives at this grade.
Strand 1 Concept 6: Civil War and Reconstruction - There are no performance objectives at this grade.
Strand 1 Concept 7: Emergence of the Modern United States - There are no performance objectives at this grade.
Strand 1 Concept 8: Great Depression and World War II - There are no performance objectives at this grade.
Strand 1 Concept 9: Postwar United States - There are no performance objectives at this grade.
Strand 1 Concept 10: Contemporary United States
Current events and issues continue to shape our nation and our involvement in the global community.
Performance Objectives
SS06-S1C10-O1
Describe current events using
information from class
Possible Strategies or
Activities
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Create a current event board;
students bring in articles/
magazine covers and
present, display
Discussion of current events;
Possible Assessment
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Teacher observation
Checklist
Writing assignment
Portfolio or Journal
Possible Resources
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Internet newspaper sites
1. www.nytimes.com
2. www.yahoo.com
3. www.azcentral.com
4. www.msn.com
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 8
SUSD Social Studies Curriculum Table
Middle School
discussions and various
resources (e.g., newspapers,
magazines, television, Internet,
books, maps).
SS06-S1C10-O2
Identify the connection
between current and historical
events and issues studied at
this grade level using
information from class
discussions and various
resources (e.g., newspapers,
magazines, television,
Internet, books, maps).
SS06-S1C10-O3
Describe how key political,
social, and economic events
of the late 20th century and
early 21st century affected,
and continue to affect, the
United States.
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students accountable for
participation
Research current events on
the internet, summarize and
report
Reference historical events
while discussing current
events
Use old National Geographic
magazines and connect
cover stories to current
events.
Double Bubble thinking map
of historical and current
events or events which have
repeated through history.
Describe contemporary
conflicts in terms of worldwide political, economic and
social change and U.S.
interests
Double Bubble Thinking
Map: Immigration issues
today as compared to early
America
Cause-Effect analysis of
technological advance and
social change
Effects of Global Economy
on U.S.
Contemporary film with notes
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5. http://www.azcentral.com/
arizonarepublic/nie/
Performance and
Participation
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
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Time for Kids
Scholastic Classroom
Magazine
The Arizona Republic
The Scottsdale Tribune
Thinking Map notebook
Thinking Map notebook
www.cnn.com/education
An Inconvenient Truth (PG) –
Davis Guggenheim/Al Gore
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 9
SUSD Social Studies Curriculum Table
Middle School
or video mapping
Strand 2: World History
A study of World History is integral for students to analyze the human experience through time, to recognize the
relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in
American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the
United States and members of the world community.
Strand 2 Concept 1: Research Skills for History
Historical research is a process in which students examine topics or questions related to historical studies and/or current
issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An
understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance
objectives also appear in Strand 1: American History. They are intended to be taught in conjunction with appropriate
American or World History content, when applicable.
Performance Objectives
Possible Strategies or
Activities
SS06-S2C1-O1
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Construct charts, graphs, and
narratives using historical
data.
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SS06-S2C1-O2
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Interpret historical data
Possible Assessment
Draw physical/political maps
of cultural regions
Map global trade activity
Graph population data
Create a migration map
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Teacher observation
Traditional quiz or test
Writing assignment
Portfolio or Journal
Peer and/or self-evaluation
In a group, analyze
demographic information and
write a narrative describing
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Traditional quiz or test
Role play
Project
Possible Resources
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http://www.timetrek.org/intera
ct.htm
http://alliance.la.asu.edu/azg
a/
http://www.usgs.gov/
Almanac
World Atlas
Interpret political cartoon pg.
725, 732
Interpreting maps pgs. 727-
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 10
SUSD Social Studies Curriculum Table
Middle School
displayed in graphs, tables,
and charts.
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SS06-S2C1-O3
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Construct time lines of the
historical era being studied (e.g.,
presidents/ world leaders, key
events, people).
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SS06-S2C1-O4
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Formulate questions that can
be answered by historical
study and research.
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SS06-S2C1-O5
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Describe the difference between
primary and secondary sources.

events and/or trends in that
region
Use a physical map to locate
a region for settlement
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Writing assignment
Performance and
Participation
Conference
Peer and/or self-evaluation
Timelines of ancient
civilizations being studied
Draw and illustrate parallel
timelines of two or more
ancient civilizations
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Teacher observation
Checklist
Project
Writing assignment
Portfolio or Journal
Peer and/or self-evaluation
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K-W-L chart on a topic being
studied
Role play an interview with a
famous historical person
Group activity – write one
good question about a topic
and then compile information
from the library to answer it
Work backward from a fact to
the question that evokes it
View a video event and write
a description recalling as
much detail as possible
Describe an event from the
POV of a bystander and the
POV of a participant
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Traditional quiz or test
Checklist
Role play
Writing assignment
Portfolio or Journal
Performance and
Participation
Interview
Peer and/or self-evaluation

Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
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729
Interpreting graphs pgs.733735
www.unitedstreaming.com
1. Finding your way: Using
maps and globes
Tools of a Historian pg. T3
http://www.ucmp.berkeley.ed
u/education/explorations/tour
s/geotime/guide/index.html
http://www.msnbc.com/news/
wld/graphics/earths_timeline
_dw.htm
http://www.kn.pacbell.com/wi
red/21stcent/lbrain.html
On-line encyclopedia:
http://gokids.grolier.com/splash
SUSD school library internet
resources
Using sources pg. T4
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Le
ssons/Information_Literacy/I
FO0205.html
http://memory.loc.gov/learn/l
essons/primary.html
Primary Source Library pgs.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 11
SUSD Social Studies Curriculum Table
Middle School
SS06-S2C1-O6
Determine the credibility and
bias of primary and secondary
sources.
SS06-S2C1-O7
Analyze cause and effect
relationships between and
among individuals and/or
historical events.
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SS06-S2C1-O8
Describe how archaeological
research adds to our
understanding of the past.
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Fact/Opinion Survey
Compare & Contrast Facts
and Opinion statements
Search engine activity in
computer lab-compare
search engines using the
same topics
Double-Bubble Thinking Map
Use a double flowchart
Thinking Map to analyze
historical events being
studied
Diagram connections
between 9/11 and events
before and after the attack
Draw a brace map to analyze
the roles of people that keep
schools running
Debate: What would the
U.S. be like without a
President?
Double bubble thinking map
of artifacts of Neolithic and
Paleolithic humans
Use photos of cave art to
reproduce a cave art wall in
the classroom
Simulate an archeological
“dig” using artifacts from
modern society
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Peer and/or self-evaluation
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Peer and/or self-evaluation
Teacher observation
Thinking Map
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Interview
Conference
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation

737-747
http://searchenginewatch.co
m/facts/
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Le
ssons/Information_Literacy/I
FO0202.html

Thinking Map notebook
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Archaeology pg. T1
www.unitedstreaming.com
Forensic Detectives:
Archaeology at Work
Thinking Map notebook
http://www.hbschool.com/acti
vity/cavepaintings/cavepainti
ngs.html
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i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 12
SUSD Social Studies Curriculum Table
Middle School
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Define archaeology using a
bubble map
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Learning Log
Interview
Conference
Peer and/or self-evaluation

Cave Art Lesson Plan:
http://www.princetonol.com/g
roups/iad/lessons/middle/Les
sons/6-cave.htm
Strand 2 Concept 2: Early Civilizations
The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the
development of later civilizations.
Performance Objectives
Possible Strategies or
Activities
SS06-S2C2-O1

(Note: Early civilizations were
introduced in Grades 1[Egypt],
2 [Asia], 3 [Greece and Rome],
4 [North and South America].)

Describe the lifestyles of
humans in the Paleolithic and
Neolithic Ages.
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SS06-S2C2-O2

Story: “ Boy in Painted Cave”
(Ancient Civilizations text)
Create a “tool kit” or “artists
kit” using organic materials
Draw and illustrate the
discoveries of the Leakeys
and Don Johansen
Map and label the areas
where early humans lived
Leadership, communication
and cooperation activity –
partners silently accomplish
a task to mimic cooperative
activity without oral
communication
Students draw their own
cave art using charcoal
Division of Labor: students
list all the occupations
Possible Assessment
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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Possible Resources
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Teacher observation
Traditional quiz or test

Early Humans - pgs. 8-15
http://www.markville.ss.yrdsb
.edu.on.ca/history/16th/gapc
hart1.html
http://historyworld.org/paleolithic2.htm
http://www.hbschool.com/acti
vity/cavepaintings/cavepainti
ngs.html
http://www.besthistorysites.n
et/PreHistory.shtml
http://www.culture.gouv.fr/cul
ture/arcnat/lascaux/en/
Ancient Civilizations text
Mesopotamia – (Ch. 1 Sec 2)
pgs. 16-25
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 13
SUSD Social Studies Curriculum Table
Middle School
Determine how the following
factors influenced groups of
people to develop into
civilizations in Egypt, India,
Mesopotamia, and China:
a. farming methods
b. domestication of animals
c. division of labor
d. geographic factors


needed to produce an item in
a grocery store
Classroom marketplace:
students choose a “job”,
make products to sell, barter
with one another in a
marketplace
Flip book for each factor and
its influence on development
of civilization w/ examples
Connect with:
Strand 4 Concept 2, 4,6
Strand 5 Concept 1
SS06-S2C2-O3
Describe the importance of the
following river valleys in the
development of ancient
civilizations:
a. Tigris and Euphrates Mesopotamia
b. Nile - Egypt
c. Huang He - China
d. Indus- India
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Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
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Double flowchart thinking
map of flooding cause and
effect
Create a model of a river
valley being studied
Fertile soil experiment
Video clips
Write newspaper articles
announcing current events
after the river has flooded
and harvesting begins
Connect with:
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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
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Strand 4 Concept 1, 2,
4, 5
SS06-S2C2-O4
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You be the judge of
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Teacher observation

Egypt – (Ch. 2) pgs. 34-75
India – (Ch. 6) pgs. 190-219
China – (Ch. 7) pgs. 220-253
http://www.wfsd.k12.ny.us/W
ebQuest/Paleolithic%20and
%20Neolithic%20Era.htm
www.unitedstreaming.com
1. Mesopotamia: From
Nomads to Farmers
2. Ancient Civilizations : The
Beginning is the End
http://www.dia.org/education/
egyptteachers/socstud/index.htm
Mesopotamia pg. 17
The Nile pg. 38-42
China pg. 225
India pg. 195-196
www.unitedstreaming.com
1. Elementary Video
Adventure: Stories From
China
2. Elementary Video
Adventure: Ancient Times
http://afe.easia.columbia.edu/
http://www.askasia.org/teach
ers/
http://www.worldtrek.org/ody
ssey/teachers/egyptlessons.
html
Hammurabi pg. 22-25
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 14
SUSD Social Studies Curriculum Table
Middle School
Compare the forms of
government of the following
ancient civilizations:
a. Mesopotamia – laws of
Hammurabi
b. Egypt – theocracy
c. China – dynasty
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Connect with:
Strand 3 Concept 3, 5

SS06-S2C2-O5

Describe the religious
traditions that helped shape
the culture of the following
ancient civilizations:
a. Sumeria, India (i.e.,
polytheism)
b. Egypt (i.e., belief in an
afterlife)
c. China (i.e., ancestor
worship)
d. Middle East (i.e.,
monotheism)
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SS06-S2C2-O6

Analyze the impact of cultural
and scientific contributions of

Hammurabi’s Code
1. Fair or cruel activity
2. Groups apply the law
Social pyramid of Egypt
Compare/contrast Egyptian
and Chinese dynasties
Compare qualifications for
pharaoh vs. qualifications for
president.
Discuss whether we have
informal dynasties today in
America T.E. 227
PowerPoint presentation
comparing Monotheism and
Polytheism (use examples)
Create a mummy and fill
tomb with objects for the
afterlife, write why the dead
person would want the
objects placed
Create metaphors or similes
about ancestor worship
Video clips from United
Streaming – World Religions
Explore both sides of the
death penalty in ancient
times/present day
Paint Chinese symbols
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Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation

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Teacher observation
Traditional quiz or test
Checklist
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Egypt pg. 43 (pharaohs) pg.
48 and (theocracy) pg. 208
China pg. 226 (dynasty) pg.
44
www.unitedstreaming.com
1. China From Past to
Present
http://www.worldtrek.org/ody
ssey/teachers/egyptlessons.
html
http://www.phillipmartin.info/h
ammurabi/
Polytheism – (Sumer) pg. 19
and India (Hinduism) pg. 203
Belief in the afterlife –
(Egypt) pgs. 47-52
Ancestor worship – (China)
pg. 227
Monothesism – (Middle East)
pgs. 81-83
Lit. book – King Tut Story
http://www.bethanylutheran.o
rg/school/6th%20Grade%20L
inks.htm
www.unitedstreaming.com
http://www.besthistorysites.n
et/AncientBiblical.shtml
Hieroglyphs - pg. 42/61
Mummies - pgs. 49-50
Papyrus - pg. 42
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 15
SUSD Social Studies Curriculum Table
Middle School
ancient civilizations on later
civilizations:
a. Mesopotamia (i.e., laws of
Hammurabi)
b. Egypt (i.e., mummification,
hieroglyphs, papyrus)
c. China (i.e., silk, gun
powder/fireworks,
compass)
d. Central and South America
(i.e., astronomy,
agriculture)
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
Use a compass to chart a
course
Read “Made in…” labels on
personal belongings (i.e.,
clothing, toys)
Mummify an apple
Writing in hieroglyph
Create a time capsule from a
civilization being studied
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Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Describe the development of
the following types of
government and citizenship in
ancient Greece and Rome:
a. democracy
b. republics/ empires
Connect with:
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Strand 3 Concept 5
SS06-S2C2-O8
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Connect with:
Strand 5 Concept 2
SS06-S2C2-O7

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
Create a timeline illustrating
the evolution of government
in Greece and/or Rome
Research representatives for
your district and their
responsibilities and
qualifications
Write a personal narrative
from the perspective of a
Patrician or a Plebian (RAFT)
Compare/contrast Roman
republic/Greek
democracy/US govt.
Double-bubble Thinking Map:
Arizona canals & Roman
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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation


Teacher observation
Traditional quiz or test

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
Silk - pgs. 417-418
Gunpowder/Compass - pg.
420
The Long Lost Map
(historical fiction)
www.unitedstreaming.com
1. Ancient Civilizations:
Legacies
2. Mummies
Apple mummy http://www.ktca.org/newtons/
13/mummy.html
Time capsule http://www.artsofcitizenship.u
mich.edu/sos/edu/projects/ti
mecapsule.html
Greek Democracy pgs. 125130 and 139-140
Roman Republic pgs. 263294
History links http://www.csun.edu/~hcfll00
4/histlink.html
http://bensguide.gpo.gov/68/index.html
http://www.greece.k12.ny.us/i
nstruction/ELA/612/Reading/Reading%20Stra
tegies/RAFT.htm
www.unitedstreaming.com
1. Ancient Rome Prosperity
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 16
SUSD Social Studies Curriculum Table
Middle School
Describe scientific and
cultural advancements (e.g.,
networks of roads, aqueducts,
art and architecture, literature
and theatre, mathematics,
philosophy) in ancient
civilizations.
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
Connect with:
Strand 4 Concept 2, 4, 5
Strand 5 Concept 2


aqueducts
Math calculations of famous
architecture (i.e., The Great
Wall, Great Pyramid,
Colosseum, Parthenon)
Circle map activity – What is
culture?
Field Trip to Pueblo Grande
museum
Put on a shadow puppet play
of a myth from an ancient
culture
Reader’s Theatre
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Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation

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SS06-S2C2-O9

Identify the roles and
contributions of individuals in
the following ancient
civilizations:
a. Greece and Greek empires

Analyze the reforms of one of
these leaders and write a
persuasive essay for or
against
Write/perform a play enacting
a significant event in the life
of a famous ancient person

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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and

and Decline
2. The Great Wall of China
History links http://www.csun.edu/~hcfll00
4/histlink.html
Bridges to Literature –
“Longest Cemetery in the
World”
Mythology http://www.windows.ucar.edu
/tour/link=/mythology/mytholo
gy.html
Shadow puppets http://www.indiana.edu/~easc
/resources/TEAMS/1998/pdf/
puppet.pdf
Shadow puppet theatre http://www.osv.org/kids/crafts
2.htm
Lit. Story – “The Dog of
Pompeii”
Greek Play:
1. “Icarus and Daedalus”
pg. 164-167
www.unitedstreaming.com
1. Great Egyptians
2. Confucianism
3. Elementary Video
Adventures – Ancient
Greece
4. Civilizations: Abuse of
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 17
SUSD Social Studies Curriculum Table
Middle School
( i.e., Socrates, Plato,
Aristotle, Sophocles,
Euripides, Pericles, Homer,
Alexander the Great)
b. Rome (i.e., Julius Caesar,
Augustus)
c. China (i.e., Qin Shi Huan
Di, Confucius)
d. Egypt (i.e., Hatshepsut,
Ramses, Cleopatra)
Connect with:
Strand 3 Concept 5
SS06-S2C2-O10
Describe the transition from
the Roman Empire to the
Byzantine Empire:
a. “decline and fall” of the
Roman Empire
b. Empire split in eastern and
western regions
c. capital moved to
Byzantium/ Constantinople
d. Germanic invasions
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Connect with:
Debate a controversial issue
of the time
Write a timeline of a famous
individual’s life
Summarize a major historical
event (i.e., Trojan War,
Caesar’s assassination,
Hatshepsut’s rise to power)
in a comic strip, using
captions
Apply Confucius’ Analects to
a modern situation
Write an essay making a
comparison between two
leaders from different
civilizations
Sketch a timeline and
generalize the events leading
to the decline & fall of Rome
Draw an editorial cartoon
relating the fall of Rome
Evaluate the decisions of
Diocletian and Constantine in
reversing Rome’s decline
Design an opinion poll to
evaluate the benefits of
splitting the Empire and
moving the capital
Write a press release
announcing the publication of
Justinian’s code
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Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
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Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation



Power
5. Female Pharaohs
6. Qin’s Legacy
Confucius: The Golden Rule
by Russell Freedman
Confucius quotes http://www.quotationspage.c
om/quotes/Confucius/
http://plato.stanford.edu/entri
es/confucius/
Biographies http://ancienthistory.about.co
m/od/people/
Decline of Rome - Pgs. 318326
www.unitedstreaming.com
1. Dark Ages: Europe After
the Fall of Rome
2. Civilizations: Fall of
Power
3. Civilizations in Conflict
4. Inside Byzantium
http://www.focusmm.com/civi
lization/hagia/history.htm
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 18
SUSD Social Studies Curriculum Table
Middle School
Strand 4 Concept 2

Research and present
information on the history of
Hagia Sophia
Strand 2 Concept 3: World in Transition
People of different regions developed unique civilizations and cultural identities characterized by increased interaction,
societal complexity and competition.
Performance Objectives
SS06-S2C3-O1
(Note: The Middle Ages were
introduced in Grade 4.)
Describe aspects (e.g.,
geographic origins, founders
and their teachings, traditions,
customs, beliefs)
of Hinduism, Buddhism,
Judaism, Christianity, and
Islam.
Possible Strategies or
Activities




Connect with:
Strand 4 Concept 2, 4
SS06-S2C3-O2
Describe the development of
the Medieval kingdoms of
Ghana, Mali, and Songhai:



Possible Assessment
Use a graphic organizer to
chart the 6 aspects of each
of the 5 religions
Have students extract the
main ideas from the text,
chart in flipbooks or on
PowerPoint
Jigsaw: groups research one
religion, present to the class,
PowerPoint
Write and perform a “talk
show” featuring the ancient
leaders of the 5 major
religions







Define region and place
Use tree maps to summarize
the 5 themes of geography
Create a traveler’s guide of
Ghana, Mali and Songhai
Possible Resources
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
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
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation





Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment






Hinduism pgs 203-204
Buddhism pgs. 205-208
Judaism pgs. 93-98
Christianity pgs. 339-395
Islam pgs. 373-395
Jigsaw activity
http://www.jigsaw.org/overvie
w.htm
Major religions lesson –
http://help4teachers.com/Wor
ldReligions2.htm
www.unitedstreaming.com
Religions of the world
Rise of Ghana , Mali and
Songhai – Pgs. 448-449
Storytelling T.E. pg. 451
“Sundiata” pg. 454-459
http://www.learner.org/exhibit
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 19
SUSD Social Studies Curriculum Table
Middle School
a. Islamic influences
b. mining of gold and salt
c. centers of commerce


Connect with:

Strand 5 Concept 1

SS06-S2C3-O3
Describe the culture and way
of life of the Arab Empire:
a. Muslim religion (i.e,
Mohammad, Mecca)
b. extensive trade and
banking network
c. interest in science (i.e,
medicine, astronomy)
d. translation and
preservation of Greek and
Roman literature




Draw parallel timelines of the
growth of the civilizations
Create a poster that
illustrates the worth of salt
and gold in equal units
Write an description of a “day
in the life” of a member of the
society
Group Activity- each group
write and tell the story of one
of the African empires
Foldable study organizer pg.
369
Double-bubble Thinking Map
of Judaism, Christianity,
and/or Islam
Create a trade map for the
Arab Empire (indicate trade
commodities)
Make a mobile of the
significant
inventions/discoveries from
the Arab empire

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
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Describe the Catholic
Church’s role in the following










Connect with:
Strand 5 Concept 1
SS06-S2C3-O4



Enrich: The Medieval
Monastery (T.E. pg. 521)
Double-bubble Thinking Map:
university then and now,




Teacher observation
Traditional quiz or test
Checklist
Project



s/collapse/
www.unitedstreaming.com
1. Ghana
Lit. Book: Ibrahima story
http://ctap295.ctaponline.org/
~jboston/Student/materials.ht
ml
Islamic Civilization - Pg. 369395
Muslim religion pgs. 373-378
Muslim Trade pgs. 380-381,
388
Muslim science pgs. 390-391
Letter activity T.E. pg. 375
PBS film & lessons:
http://www.pbs.org/empires/i
slam/index.html
www.unitedstreaming.com
1. Civilizations in Conflict
2. Assignment Discovery
http://worldhistoryforusall.sds
u.edu/dev/eras/era5.htm
Spread of Christianity pg.
519
The Inquisition pg. 545-547
Education pgs. 550-552
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 20
SUSD Social Studies Curriculum Table
Middle School
activities during the Middle
Ages:
a. Crusades
b. Inquisition
c. education
d. government
e. spread of Christianity



SS06-S2C3-O5

Describe the transition from
feudalism to nationalism at the
end of the Middle Ages.


SS06-S2C3-O6

Describe the trade routes that
established the exchange of
goods (e.g., silk, salt, spices,
gold) between eastern and

visual presentation
Write an essay as Thomas
Aquinas about Aristotle’s
ideas and Natural Law
Foldable sequencing
medieval events pg. 509
Write a letter home as a
soldier fighting the Crusades
(RAFT activity)



Journal entry- the life of a
serf
Debate - feudalism, good or
bad?
Write news articles about
new rights afforded by the
Magna Carta







Create regions in the
classroom, have students
travel the “Silk Road” to
exchange goods
Fill in outline maps of global
trade activity: India to China;




Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation










Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation






Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal









www.unitedstreaming.com
World History: The Medieval
Era
Thomas Aquinas:
http://plato.stanford.edu/entri
es/aquinas/
Crusades:
http://www.medievalcrusades
.com/
Middle Ages website:
http://www.fordham.edu/hals
all/sbookmap.html
Read Aloud Crispin by Avi
Feudalism pgs. 523-528,
532-533
Trial by Jury pg. 536
www.unitedstreaming.com
1. World History: The
Medieval Era
2. Black Death
Middle Ages lessons:
http://worldhistory.mrdonn.or
g/middleages.html#Law
http://www.kathimitchell.com/
middleages.htm
Muslim trade pg. 388
Greek trade pg. 121
India trade pg. 213
African trade pgs. 448, 451
The Silk Road pgs. 246-247,
612
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 21
SUSD Social Studies Curriculum Table
Middle School
western civilizations during
the 15th and 16th centuries.
Greece to Egypt, Eastern
Europe, Italy, Spain; Muslims
to China; North Africa to
Western Africa
Connect with:
Strand 4 Concept 2, 4
Strand 5 Concept 1
SS06-S2C3-O7
Describe how trade routes led
to the exchange of ideas (e.g.,
religion, scientific advances,
literature) between Europe,
Asia, Africa and the Middle
East during the 15th and 16th
centuries.



Group Activity – write skits to
sequence major events:
Muslim trade, spread of
Arabic language, use of
coins, evolution of the
banking system
Analyze how trade made
nations wealthy by simulating
trade in the classroom
Book report
Connect with:
Strand 3 Concept 1
Strand 4 Concept 4,5
Strand 5 Concept 1
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
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


Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation







Trade routes website:
http://www.metmuseum.org/t
oah/hd/trade/hd_trade.htm
http://darkwing.uoregon.edu/
%7Eatlas/europe/interactive/
map32.html
Adventures of Marco Polo
(biography)
The Silk Route by John
Major
Trade routes website:
http://www.mrdowling.com/61
3-silkroad.html
http://www.asiasocietymuseu
m.com/buddhist_trade/trader
outes.html
www.unitedstreaming.com
China from Past to
Present: The Silk Road…
Strand 2 Concept 4: Renaissance and Reformation
The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new
institutions, philosophical and religious ideas, and cultural and social achievements.
Performance Objectives
Possible Strategies or
Activities
SS06-S2C4-O1

Describe how the Renaissance

Perform “A Midsummer
Night’s Dream”
Use a tree map to
Possible Assessment



Teacher observation
Traditional quiz or test
Checklist
Possible Resources

http://www.twingroves.district
96.k12.il.us/renaissance/Virtu
alRen.html
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 22
SUSD Social Studies Curriculum Table
Middle School
was a time of renewal and
advancement in Europe:
a. rebirth of Greek and
Roman ideas
b. new ideas and products as
a result of trade
c. the arts
d. science



Connect with:
Strand 3 Concept 5,
Strand 4 Concept 2, 4, 5
Strand 5 Concept 1, 2
summarize the elements of
humanism
Double-bubble map:
Humanism v. Feudalism
Create a mobile of the art,
science and/or inventions of
the Renaissance
Create a collage comparing
Renaissance culture
compared to American
culture









Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Thinking Maps






SS06-S2C4-O2
Describe the contributions or
accomplishments of the
following individuals during
the Renaissance and
Reformation:
a. Leonardo da Vinci
b. Michelangelo
c. Gutenberg
d. Martin Luther
Connect with:
Strand 3 Concept 1
Strand 4 Concept 4





Choose a Renaissance
person to research & create
a report or PowerPoint
presentation – Group project
Illustrate a timeline of a
famous Renaissance person
and their accomplishments
Simulation: Copy of text by
hand in ink
Write a letter to your family
explaining why you have
decided to join the Protestant
church
Phx. Art Museum guest
speaker or field trip











Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation





www.unitedstreaming.com
All About the Renaissance,
Pt. 1 and Pt. 2
Humanism lesson plan:
http://www.renaissanceconne
ction.org/lesson_social_hum
anism.html
http://www.mrdowling.com/70
4renaissance.html
“A Midsummer Night’s
Dream” pgs. 627-632
http://worldhistory.mrdonn.or
g/renaissance.html
http://www.studystack.com/st
udytable-13643
Da Vinci pgs. 621-622
Michelangelo pgs. 623-624
Gutenberg pgs. 620-621
Martin Luther pgs. 634-637
www.unitedstreaming.com
1. The High Renaissance
2. The Birth of the
Renaissance and
Michelangelo
3. The Renaissance, Pt. 1 &
2
4. Animated Hero Classics
Leonardo da Vinci
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 23
SUSD Social Studies Curriculum Table
Middle School
Strand 2 Concept 5: Encounters and Exchange
Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies
world wide, transforming and creating nations.
Performance Objectives
SS06-S2C5-O1
Describe how new ways of
thinking in Europe during the
Enlightenment fostered the
following changes in society:
a. Scientific Revolution (i.e.,
Copernicus, Galileo,
Newton)
b. natural rights (i.e., life,
liberty, property)
c. governmental separation
of powers vs. monarchy
d. religious freedom
e. Magna Carta
Connect with:
Strand 3 Concept 1, 4, 5
Science Strand 2 Concept 1
Possible Strategies or
Activities



Analyze the opinions of the
populace and the nobility
regarding the Magna Carta
(use a Double-bubble map)
Jigsaw activity – different
societal aspects of the
Enlightenment
Analyze the evolution of
natural rights given to women
around the world
Possible Assessment











Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Possible Resources








The Magna Carta pg. 537
Scientific revolution pgs. 670679
Natural Rights pgs. 681-683
Enlightenment and Women
pg. 685
Separation of powers vs
monarchy pgs. 686-689
The Longitude Prize (18th C.
fiction)
Jigsaw activity http://www.jigsaw.org/overvie
w.htm
www.unitedstreaming.com
Animated Hero Classics:
Galileo
All About the Enlightenment
Strand 2 Concept 6: Age of Revolution - There are no performance objectives at this grade.
Strand 2 Concept 7: Age of Imperialism - There are no performance objectives at this grade.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 24
SUSD Social Studies Curriculum Table
Middle School
Strand 2 Concept 8: World at War - There are no performance objectives at this grade.
Strand 2 Concept 9: Contemporary World
The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and
issues continue to shape the global community.
Performance Objectives
SS06-S2C9-O1
Describe current events using
information from class
discussions and various
resources (e.g., newspapers,
magazines, television, Internet,
books, maps).
SS06-S2C9-O2
Identify the connection
between current and historical
events and issues using
information from class
discussions and various
resources (e.g., newspapers,
magazines, television,
Internet, books, maps).
Possible Strategies or
Activities






Create a current event board;
students bring in articles/
magazine covers and
present, display
Daily discussion of current
events; students accountable
for participation
Research current events on
the internet, display and/or
present to the class
Reference historical events
while discussing current
events
Use old National
Geographics and connect
cover stories to current
events
Double-bubble thinking maps
of historical and current
events or events which have
repeated through history
Possible Assessment
















Possible Resources
Teacher observation
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Interview
Peer and/or self-evaluation

Internet newspaper sites
1. www.nytimes.com
2. www.yahoo.com
3. www.azcentral.com
4. www.msn.com
5. http://www.azcentral.com/
arizonarepublic/nie/
6. http://crayon.net/using/lin
ks.html
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation


Thinking maps notebook
http://worldhistorymatters.org
/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 25
SUSD Social Studies Curriculum Table
Middle School
Strand 3: Civics/Government
The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in
public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions
of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the
foundations, principles, and institutional practices of the United States as a representative democracy and constitutional
republic. They will understand the importance of each person as an individual with human and civil rights and our shared
heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship.
Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability
to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States
influences and is influenced by global interaction.
Strand 3 Concept 1: Foundations of Government
The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.
Performance Objectives
SS06-S3C1-O1
Discuss the important ideas of
the Enlightenment Period (e.g.,
Natural Rights, separation of
powers, religious freedom)
that fostered the creation of
the United States government.
Connect with:
Strand 2 Concept 4, 5
Possible Strategies or
Activities



Double flow chart Thinking
Map: causes of
Enlightenment which caused
Scientific Revolution
Write an essay relating the
Magna Carta to the U.S.
Constitution
Evolution of voting rights in
U.S.
Possible Assessment








Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Interview
Peer and/or self-evaluation
Possible Resources







www.unitedstreaming.com
All About the Enlightenment
Enlightenment pgs. 681-689
US Constitution pgs. 699-700
Thinking maps notebook
http://www.bl.uk/treasures/m
agnacarta/magna.html
http://www.nationalarchives.g
ov.uk/pathways/citizenship/ci
tizen_subject/making_history
_citizen.htm
http://www.bbc.co.uk/history/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 26
SUSD Social Studies Curriculum Table
Middle School
british/middle_ages/magna_0
1.shtml
Strand 3 Concept 2: Structure of Government
There are no performance objectives at this grade.
Strand 3 Concept 3: Functions of Government
Laws and policies are developed to govern, protect, and promote the well-being of the people.
Performance Objectives
SS06-S3C3-O1
Describe the impact of the
Laws of Hammurabi on the
lives of ancient people and
how it relates to current laws.
Connect with:
Possible Strategies or
Activities




Debate whether
Hammurabi’s code improved
society
Role play a trial in Sumeria
Carousel Activity: You Be the
Judge. With Hammurabi’s
Code of Law
Compare Hammurabi’s Laws
to U.S. Laws
Strand 2 Concept 2
SS06-S3C3-O2
Describe the impact of the
Greek democracy on ancient
Greeks and how it relates to


Persuasive essay: Sparta
oligarchy or Athenian
democracy
Double-bubble Thinking Map:
direct democracy (Athens)
Possible Assessment







Possible Resources





Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation





Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment





Hammurabi’s Code pgs. 2225
http://www.proteacher.com/c
gibin/outsidesite.cgi?id=13706
&external=http://www.edupla
ce.com/ss/hmss/6/unit/act3.1
.html&original=http://www.pro
teacher.com/090097.shtml&ti
tle=Hammurabis%20Code%
20of%20Laws
http://www.phillipmartin.info/h
ammurabi/hammurabi_teach
erpage.htm#Links%20to%20
Related%20Subjects
Thinking maps notebook
http://www.pbs.org/empires/t
hegreeks/htmlver/characters/
f_pericles.html
http://www.bbc.co.uk/history/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 27
SUSD Social Studies Curriculum Table
Middle School
current forms of government.
Connect with:
Strand 2 Concept 2
SS06-S3C3-O3
Describe the impact of the
Roman republic on ancient
Romans and how it relates to
current forms of government.




with representative
democracy (U.S.)
Video Interview of Pericles



Portfolio or Journal
Interview
Peer and/or self-evaluation
Debate: plebeians vs
patricians
Tree Thinking Map to
organize the Roman
Republic structure
Trial of Julius Caesar’s
assassins







Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Peer and/or self-evaluation
Connect with:



Strand 2 Concept 2
ancient/greeks/greekdemocr
acy_01.shtml





Thinking maps notebook
http://www.bbc.co.uk/history/
ancient/romans/empiresofab
sentmind_article_01.shtml
http://www.vroma.org/~bmcm
anus/romangvt.html
http://www.utexas.edu/depts/
classics/documents/RepGov.
html
www.unitedstreaming.com
Ancient Rome: The
Struggle for Power
Strand 3 Concept 4: Rights, Responsibilities, and Roles of Citizenship
The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation’s
history.
Performance Objectives
SS06-S3C4-O1
Describe ways an individual can
contribute to a school or
community.
Possible Strategies or
Activities


Kids Voting
Research non-profit
community service groups
and create a display board
presenting the various ways
the group contributes to the
community
Possible Assessment






Traditional quiz or test
Checklist
Project
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
Possible Resources

www.kidsvotingusa.org
password: civics
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 28
SUSD Social Studies Curriculum Table
Middle School
SS06-S3C4-O2
Discuss the character traits (i.e.,
respect, responsibility, fairness,
involvement) that are important
to the preservation and
improvement of constitutional
democracy in the United States.



Character Counts
Big Mouth Productions
assembly
Lion’s Quest








Teacher observation
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log
Interview
Peer and/or self-evaluation








Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation




Character Counts
http://www.charactercounts.o
rg/
Big Mouth Assemblies
http://www.bigmouthpresenta
tions.com/
Lion’s Quest
http://www.lions-quest.org/
Connect with:
Strand 2 Concept 5
SS06-S3C4-O3
Describe the importance of
citizens being actively
involved in the democratic
process (e.g., voting, student
government, involvement in
political decision making,
analyzing issues, petitioning
public officials).
Connect with:





Kids Voting
Debate/Partner project
presenting election issues
Write a letter to a
Congressman about a
political opinion
Editorial letters to the
newspaper
Start a petition





http://pbskids.org/democracy/
www.kidsvoting.org
password: civics
www.unitedstreaming.com
What it Means to be an
American (ESL/LRC)
Strand 2 Concept 5
Strand 3 Concept 5: Government Systems of the World
Different governmental systems exist throughout the world. The United States influences and is influenced by global
interactions.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 29
SUSD Social Studies Curriculum Table
Middle School
Performance Objectives
SS06-S3C5-O1
Describe the structure of the
following governments:
a. theocracy
b. dictatorship
c. republic
d. monarchy
e. democracy
f. anarchy
Possible Strategies or
Activities




Group activity- Constitution
Day, students cut out and
label for each type of
government and glue it
together with the descriptors
of that government, discuss
modern and ancient
examples
See S2C2-04
See S2C2-07
See S2C5-01
Connect with:
Strand 2 Concept 2, 4, 5
Possible Assessment











Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Possible Resources

Constitution Day celebration
Strand 4: Geography
The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s
places and regions and how people of different cultural backgrounds interact with their environment. Geographic
reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography,
students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement
and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time
and are important to governments and economies, geographic reasoning will enhance students’ understanding of history,
civics, and economics.
Strand 4 Concept 1: The World in Spatial Terms
The spatial perspective and associated geographic tools are used to organize and interpret information about people,
places and environments.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 30
SUSD Social Studies Curriculum Table
Middle School
Performance Objectives
SS06-S4C1-O1
Construct maps, charts, and
graphs to display geographic
information.
Possible Strategies or
Activities




SS06-S4C1-O2
Identify purposes of, and
differences among, maps,
globes, aerial photographs,
charts, and satellite images.




SS06-S4C1-O3
Interpret maps, charts, and
geographic databases using
geographic information.


Construct a relief map of a
region out of salt dough
Research population growth
of an area & graph on Excel
Work with a partner to create
a pie chart of economic
information for a region
Construct a thematic chart of
geographical information
Double bubble thinking map
to compare and contrast
size and measurement on a
world map and a globe
Describe differences of and
uses for aerial photos,
navigation charts, maps and
globes
Use aerial photo, chart, map
and/or globe to write a
description of an area
View satellite photos of a
region and compare/contrast
to a map of the same region
Plan a tour of a region being
studied
Use a map to plot the
distance between the ancient
cities along the Silk Road
Possible Assessment





Possible Resources
Teacher observation
Traditional quiz or test
Checklist
Portfolio or Journal
Performance and
Participation
Conference
Peer and/or self-evaluation



Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation




Teacher observation
Project
Writing assignment
Portfolio or Journal

















Maps and Globes pgs. GH4
– GH9
Arizona Geographic Alliance
http://alliance.la.asu.edu/azg
a/
http://www.nationalgeographi
c.com/siteindex/maps.html
Maps and Globes pgs. GH4
– GH9
Satellite Photos
http://www.terraserver.com/
Images of Earth
http://edcw2ks15.cr.usgs.gov
:8090/ImageGallery/SilverStr
eam/Pages/pgcollectiondispl
ay.html
www.googleearth.com
Maps and Globes pgs. GH4
– GH9
http://alliance.la.asu.edu/azg
a/
Geological Website
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 31
SUSD Social Studies Curriculum Table
Middle School


SS06-S4C1-O4
Locate physical and human
features (e.g., significant
waterways, mountain ranges,
cities, countries) in the United
States and in regions of the
world on a map.
Connect with:




Strand 2 Concept 2

SS06-S4C1-O5
Interpret thematic maps,
graphs, charts, and databases
depicting various aspects of
world regions. (Apply to
regions studied).


Identify and define parts of a
map, chart and globe
Identify, locate and use
various sources of
geographical information
(i.e., almanac, atlas,
encyclopedia, internet)
Locate and label the 7
Wonders of the Ancient
World (illustrate)
Use an almanac to identify
major geographical features
of a place and locate/label on
an outline map
Mark physical features on a
map using Longitude and
Latitude coordinates
Identify and outline a region
on a map using a list of its
physical features
Trace trade routes on a map

Jigsaw activity creating a
“thematic” atlas of a region
being studied
Use thematic charts of a
region and make a collage or
poster that represents the
information

















Performance and
Participation
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation







Teacher observation
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation


http://www.usgs.gov/
www.unitedstreaming.com
Finding your way: Using
maps and globes
Maps and Globes pgs. GH4
– GH9
Seven Wonders of Ancient
World
http://ce.eng.usf.edu/pharos/
wonders/
Seven Wonders of Ancient
World
http://unmuseum.mus.pa.us/
wonders.htm
www.unitedstreaming.com
Exploring the World’s
Geography
http://www.mrnussbaum.com
/circumcode.htm
Using Graphs, Charts and
Diagrams pgs. GH10 - GH13
World Geography
http://www.enchantedlearnin
g.com/geography/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 32
SUSD Social Studies Curriculum Table
Middle School
Strand 4 Concept 2: Places and Regions
Places and regions have distinct physical and cultural characteristics.
Performance Objectives
SS06-S4C2-O1
Identify regions studied in
Strand 2 using a variety of
criteria (e.g., climate,
landforms, culture,
vegetation).
Connect with:
Possible Strategies or
Activities




Strand 2 Concept 2



SS06-S4C2-O2
Describe the factors that
cause regions and places to


Utilize thinking map to
brainstorm features that
define the concept of region
Analyze regional climates
where early civilizations
developed
Describe a region using
information from thematic
maps
Jigsaw activity creating a
“thematic” atlas of a region
being studied
Identify and outline a region
on a map using a list of its
physical features
Make a travel brochure for a
region being studied
Write and perform a video
advertisement to attract
visitors to the region being
studied
Define Region, Place and
Location using brainstorming
activity
Poster display comparing
Possible Assessment







Possible Resources









Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation




Teacher observation
Traditional quiz or test
Checklist
Project







Mesopotamia pgs. 17 – 18
China pgs. 225 – 226
Egypt pgs. 39 – 41
India pgs. 195 – 196
5 Themes of Geography –
pgs. T6 – T7 (Teacher Ed.)
Thinking map notebook
www.unitedstreaming.com
Physical GeographyWeather and Climate
Culture: What is it?
http://www.factmonster.com/i
pka/A0770414.html
Mesopotamia pgs. 17 – 18
China pgs. 225 – 226
Egypt pgs. 39 – 41
India pgs. 195 – 196
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 33
SUSD Social Studies Curriculum Table
Middle School
change.
Connect with:

Strand 2 Concept 2



SS06-S4C2-O3
Describe the interactions of
people in different places and
regions.


Connect with:
Strand 2 Concept 3, 4, 5


regions using pictures, maps
and photos (from web)
List advantages and
disadvantages to civilization
of modern technology that
was invented by 1000 BCE
Create a trade route map
showing commodities traded
between regions
Write an advertisement for a
newly invented/traded
commodity and present to
the class (i.e., bronze,
spices, silk)
Create a relief map
illustrating the natural
environment of a region,
including natural resources.
Define Movement and
Human-Environment
Interaction using a
brainstorming activity
Double bubble thinking mapthe writing techniques of two
regions (India, Mesopotamia,
China or Egypt)
Explain common features
affecting agriculture, trade
and settlement patterns
Analyze connection with
trading activities and cultural














Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation

Teacher observation
Traditional quiz or test
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation




5 Themes of Geography –
pgs. T6 – T7 (Teacher Ed.)
www.unitedstreaming.com
Physical Geography
http://www.factmonster.com/i
pka/A0770414.html
5 Themes of Geography –
pgs. T6 – T7 (Teacher Ed.)
www.unitedstreaming.com
How to Study Cultures: How
Social Organizations Define
a Culture: Communication
and Social Organizations in a
Culture
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 34
SUSD Social Studies Curriculum Table
Middle School


SS06-S4C2-O4
Explain why places and
regions serve as cultural
symbols such as Jerusalem
being a sacred place for Jews,
Christians, and Muslims.
Connect with:



Strand 2 Concept 2
SS06-S4C2-O5

Describe the physical and
human characteristics of
places and regions of a Middle
Eastern country studied.


exchange between the
ancient civilizations being
studied
Write an analysis of how the
environment influences the
development of civilizations
in a place
Research writing tools and
materials of an area, include
the nature and uses of
writing
Think-Pair-Share students
define and list examples of
cultural symbols
Research a culturally
important place (i.e., Mecca,
Jerusalem, Washington D.C.)
and create a visual display
about it
Create and send a postcard
from the place being studied
using the point of view of a
visitor who is there because
of a cultural connection
Connect the ancient place
name with the modern name
Analyze a physical map of
the country and describe it in
words
Double bubble thinking mapthe physical features and








www.unitedstreaming.com
Middle East: The Land of
Contrast




Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation







Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and

Thinking map notebook
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 35
SUSD Social Studies Curriculum Table
Middle School
Connect with:

Strand 2 Concept 2


human activities of the place
Write a journal about daily
life from the point of view of a
resident of the area (modern
or ancient)
Research the art/architecture
of the country and make a
flow map explaining the
reason for changes over time
Make a PowerPoint
presentation to the class
(group or individual) that
correlates the physical and
human features of the
country




Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Strand 4 Concept 3: Physical Systems
Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems.
These processes affect the distribution of resources and economic development. Science Strands are summarized as
they apply to Social Studies content in Grades K-8. In High School, the Performance Objectives are a summary of skills
and content for grades 9 -12. These concepts are reinforced in Social Studies classes, but assessed through Science.
Performance Objectives
SS06-S4C3-O1
(Science Strands are
summarized below as they
apply to Social Studies
content in Grades K-8. These
Possible Strategies or
Activities
 Locate and label maps with
countries rich in natural
resources; analyze how their
resources have affected their
economy and political relations
 Relate to current events (New
Possible Assessment






Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Possible Resources



http://www.msnbc.com/news/
wld/graphics/earths_timeline
_dw.htm
http://www.scotese.com/pang
eanim.htm
www.unitedstreaming.com
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 36
SUSD Social Studies Curriculum Table
Middle School
concepts are reinforced in
Social Studies classes, but
assessed through Science.)
Identify the physical
processes that influence the
formation and location of
resources such as oil, coal,
diamonds, and copper.
Orleans, Indonesia, Pakistan,
1989 California Earthquake, Mt.
St. Helens)
 Create an individual
emergency kit
 Research and utilize the
double bubble map to compare
and contrast two distinct cities
(LA vs. Kansas)





Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Enviro Tackle Box: Module 4:
Forces in the Environment
Connect with:
Science Strand 3 Concept 1
Evaluate the effects of, and
describe how people plan for and
respond to natural disasters.
Science Strand 4 Concept 3
Describe how sunlight, water
quality, climate, population
density and pollution affect
quality of life.
Science Strand 6 Concept 1
Describe the composition of and
interactions between bodies of
water and the atmosphere.
Science Strand 6 Concept 2
Explain the water cycle and
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 37
SUSD Social Studies Curriculum Table
Middle School
factors that affect climate.
Strand 4 Concept 4: Human Systems
Human cultures, their nature, and distribution affect societies and the Earth.
Performance Objectives
SS06-S4C4-O1
Interpret the demographic
structure of places and
regions using a population
pyramid.
SS06-S4C4-O2
Describe the environmental,
economic, cultural, and
political effects of human
migrations and cultural
diffusion on places and
regions.
SS06-S4C4-O3
Analyze the causes and
Possible Strategies or
Activities







Use population pyramids
from different regions to
describe demographic trends
Compare demographic
information of two regions
being studied
Create a population pyramid
for a country or state
Connect to current events.
Create a timeline of major
migrations to the US from
1800-present day
Search an almanac/internet
for data on languages and
ethnicities of a given country,
graph data
Identify the effects of
European migration to North
America on the native
Possible Assessment
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Possible Resources
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Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log



Teacher observation
Checklist
Project

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


Population pyramids:
http://www.nationmaster.com
/country/us/Age_distribution
Almanac
http://www.prb.org/Content/N
avigationMenu/PRB/Educato
rs/LessonPlans/Pyramid_Buil
ding.htm
http://www.nationalgeographi
c.com/resources/ngo/educati
on/ideas58/58made.html
www.unitedstreaming.com
1. Physical Geography:
Regions and Culture
2. How to study cultures:
How Geography defines
a Culture
http://www.nationalgeographi
c.com/xpeditions/lessons/09/
g68/statistics.html
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 38
SUSD Social Studies Curriculum Table
Middle School
effects of settlement patterns.

Connect with:
Strand 1 Concept 2
Strand 2 Concept 2
SS06-S4C4-O4
Identify how factors such as
river/coastal civilizations and
trade influenced the location,
distribution, and
interrelationships of economic
activities over time and in
different regions.


American population
Analyze population statistics
of different regions and write
sentences about what the
graphs imply

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
Writing assignment
Learning Log
Interview
Conference
Peer and/or self-evaluation

www.unitedstreaming.com
Physical GeographyGeography effects where
and how people live
Create trade route maps of
Asia, Europe and Africa,
illustrate the products being
exchanged
Write a plan for a ship
captain detailing the route of
travel from one destination to
another, include business
transactions
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
www.unitedstreaming.com
1. Rome: A Favorable
Location
2. U.S. Geography: From
Sea to Shining Sea: The
Country Evolves


Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Debate/journal: Do women in
the US have a better role in
society than women of the
Roman Empire?
Bubble map the role of
women/men in societies of
early civilization in regards to
suffrage, education,
leadership and work
opportunities
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Teacher observation
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log
Interview
Peer and/or self-evaluation

www.unitedstreaming.com
How to Study Cultures: How
Social Organizations Define
a Culture
Thinking map notebook
http://ancienthistory.mrdonn.
org/indexlife.html
Connect with:
Strand 2 Concept 2, 3, 4
SS06-S4C4-O5
Identify cultural norms that
influence different social,
political, and economic
activities of men and women.
Connect with:
Strand 2 Concept
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i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 39
SUSD Social Studies Curriculum Table
Middle School
Strand 4 Concept 5: Environment and Society
Human and environmental interactions are interdependent upon one another. Humans interact with the environmentthey depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an
understanding of the interconnections and interdependence of human and physical systems.
Performance Objectives
SS06-S4C5-O1
Describe ways that human
dependence on natural
resources influences
economic development,
settlement, trade, and
migration.
SS06-S4C5-O2
Describe the intended and
unintended consequences of
human modification (e.g.,
irrigation, aqueducts, canals)
on the environment.
Connect with:
Possible Strategies or
Activities

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

Strand 2 Concept 2
SS06-S4C5-O3

Possible Assessment
Analyze how various
civilizations benefited from
natural resources by their
location
Analyze newspaper or
magazine articles detailing a
conflict over natural
resources – write your own
“Navigating the Niger” lesson





Debate the pros/cons of
constructing dams,
aqueducts, fountains,
swimming pools, etc. on the
environment
Make a collage to illustrate
appropriate uses of water
versus wasteful uses
Discuss the consequences of
Earth’s freshwater supply
running out


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
Journal: an ancient farmer

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Possible Resources
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Peer and/or self-evaluation

Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation
Teacher observation




Importance of river valleys
pg. 17
http://www.nationalgeographi
c.com/xpeditions/lessons/14/
g68/pgafrica3.html
www.unitedstreaming.com
1. Ancient Rome: Prosperity
and Decline
2. Physical Geography:
Natural Resources
www.unitedstreaming.com
Irrigation- Desert Biomes:
Essential and Endangered
DVD – An Inconvenient Truth
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 40
SUSD Social Studies Curriculum Table
Middle School
Explain how changes in the
natural environment (e.g.,
flooding of the Nile) can
increase or diminish its
capacity to support human
activities.
Connect with:
Strand 2 Concept 2


SS06-S4C5-O4

Identify the way humans
respond to/ prepare for natural
hazards (i.e., lightning, flash
floods, dust storms,
tornadoes, hurricanes, floods,
earthquakes) in order to
remain safe.



during times of plenty and
times of famine
Relate to current events
Cause-effect analysis of
global warming and human
activities
Guest speaker – the Red
Cross
Research the
duties/responsibilities of
FEMA on the internet,
summarize findings
Island Survival Activityprioritize items needed
List items needed in a
household emergency kit
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Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Peer and/or self-evaluation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Interview
Conference
Peer and/or self-evaluation

www.unitedstreaming.com
1. World History: Prehistory
2. Physical GeographyChanges to the Earth’s
surface: Erosion and
weathering
3. Source of Life: Water in
our Environment
4. Earth Science: Land and
Water

Island Survival Activity
http://www.doweducation.co
m/teachers/g58/island.htm
http://www.fema.gov/kids/
http://www.weather.gov/om/
http://www.flash.org/resource
Center.cfm
www.unitedstreaming.com
After the hurricane




Strand 4 Concept 6: Geographic Applications
Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the
present, and to plan for the future.
Performance Objectives
SS06-S4C6-O1
Possible Strategies or
Activities

Groups collaborate to choose
a location for a city of their
Possible Assessment


Teacher observation
Checklist
Possible Resources

“Building a New Town;”
http://www.nationalgeographi
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 41
SUSD Social Studies Curriculum Table
Middle School
Describe ways geographic
features and conditions
influenced settlement in
various locations (e.g., near
waterways, on high terrain,
with adequate fresh water, on
good land for farming, in
temperate climates)
throughout different periods of
time, places, and regions.
making, evaluate the
geography of their location

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

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
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation







Teacher observation
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log
Interview

Connect with:
Strand 2 Concept 2
SS06-S3C6-O2

Use geographic knowledge and
skills (e.g., recognizing patterns,
mapping, graphing) when
discussing current events.

Include a world map on a
current event board and
thumbtack the location of
current events
Identify patterns of conflict in
regions/ link to geography,
resources

c.com/xpeditions/lessons/12/
g68/newtown.html
www.unitedstreaming.com
1. Geography Basics- How
water affects living
patterns
2. Geography Basics- How
climate affects living
patterns
3. Physical Geography:
Geography effects where
and how people live
Geography Skills website:
http://www.lizardpoint.com/fu
n/geoquiz/
Strand 5: Economics
The goal of the economics strand is to enable students to make reasoned judgments about both personal economic
questions and broader questions of economic policy. Students will develop an economic way of thinking and problem
solving to understand and apply basic economic principles to decisions they will make as consumers, members of the
workforce, citizens, voters, and participants in a global marketplace. This will prepare students to weigh both short-term
and long-term effects of decisions as well as possible unintended consequences. The study of economics explains
historical developments and patterns, the results of trade, and the distribution of income and wealth in local, regional,
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 42
SUSD Social Studies Curriculum Table
Middle School
national, and world economies. Students will be able to analyze current issues and public policies and to understand the
complex relationships among economic, political, and cultural systems.
Strand 5 Concept 1: Foundations of Economics
The foundations of economics are the application of basic economic concepts and decision-making skills. This includes
scarcity and the different methods of allocation of goods and services.
Performance Objectives
Possible Strategies or
Activities
SS06-S5C1-O1

Identify how limited resources
and unlimited human wants
cause people to choose some
things and give up others.

SS06-S5C1-O2
Determine how scarcity,
opportunity costs, and tradeoffs influence decisionmaking.
SS06-S5C1-O3
Explain why specialization





Possible Assessment
Double-bubble Map: wants
vs. needs (small groups)
Set up classroom store w/
play currency that students
earn by doing classroom jobs
Vocabulary word maps of
critical words

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
Possible Resources



Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
Prioritize a list of needs and
wants – justify your choices
Create a budget based upon
a set income and set
expenses
Research and report upon a
local event that involves
conservation of a natural
resource



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
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


Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log
Interview
Peer and/or self-evaluation


Make a poster demonstrating
the jobs that are needed to
run a school



Checklist
Project
Writing assignment





Industrial Revolution pg. 724
Budgeting Your Financial
Resources
http://themint.org/teachers/bu
dgeting-your-financialresources.html
www.unitedstreaming.com
Understanding Economics
World War I pgs. 781 – 82
Scarcity & Choice
http://teacher.scholastic.com/
lessonplans/moneyinmotion/
http://themint.org/teachers/sc
arcity-choice-anddecisions.html
Give and Take
http://ecedweb.unomaha.edu
/lessons/lessons6-12.cfm
Specialization pg. 15
Exchange City:
http://www.jaaz.org/
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 43
SUSD Social Studies Curriculum Table
Middle School
improves standards of living.
Connect with:
Strand 2 Concept 2
SS06-S5C1-04
Compare how money, as
opposed to barter, facilitates
trade.
SS06-S5C1-05
Explain how trade promoted
economic growth throughout
world regions.
Connect with:
Strand 2 Concept 3
Strand 2 Concept 4








List all of the steps &
supplies required to find and
maintain a survival resource
Exchange City field trip
Use barter in the classroom
to get materials for a project
where students build a model
Web search of the same
items’ cost in different
countries (currency
exchange)
Double Flow-Chart: Analyze
the cause and effects of
trade between different
regions
Diagram and examine the
Triangular Trade between
Africa, America and Europe
Research NAFTA and its
effect on jobs, immigration
and availability of goods
Double bubble: trade in the
ancient world and trade in
the modern world
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
Portfolio or Journal
Performance and
Participation
Peer and/or self-evaluation
Checklist
Project
Portfolio or Journal
Performance and
Participation
Interview
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Learning Log
Interview
Conference
Peer and/or self-evaluation







Lemonade and Cookies
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
Why Do We Need Money?
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
How Economic Activities
determine Culture:
www.unitedstreaming.com
www.unitedstreaming.com
Rome: Movement of Goods
and People
Thinking Maps notebook
Coming and Going
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
Agent Pincher: Case of the
UFO
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
Strand 5 Concept 2: Microeconomics - There are no performance objectives at this grade.
Strand 5 Concept 3: Macroeconomics - There are no performance objectives at this grade.
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 44
SUSD Social Studies Curriculum Table
Middle School
Strand 5 Concept 4: Global Economics - There are no performance objectives at this grade.
Strand 5 Concept 5: Personal Finance
Decision-making skills foster a person’s individual standard of living. Using information wisely leads to better informed
decisions as consumers, workers, investors and effective participants in society.
Performance Objectives
SS06-S5C5-01
Compare the cost and benefits
of using credit.
Possible Strategies or
Activities




SS06-S5C5-02
Explain how interest is the
price paid to borrow money.



SS06-S5C5-03
Describe the factors lenders
consider before lending


Research items that you
need credit in order to obtain
(i.e., car, cell phone,
mortgage)
Fill out a credit application
Interview someone who has
used a credit card and report
on their experience
Virtual shopping spree with
$10,000
Calculate interest on a car
loan, house loan, college
loan
Compare the cost of buying
something with cash vs.
buying it with credit
Az. Stock Market Simulation
– Az. Council on Econ. Ed.
Write a letter to a lender
explaining why they should
lend you money
Interview a loan officer at a
Possible Assessment
Possible Resources

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






Teacher observation
Checklist
Project
Writing assignment
Portfolio or Journal
Learning Log
Interview
Conference
Peer and/or self-evaluation





Checklist
Project
Writing assignment
Performance and
Participation
Learning Log
Interview
Peer and/or self-evaluation
Teacher observation
Traditional quiz or test
Checklist











Credit: Buy Now, Pay More
Later
http://themint.org/teachers/bu
y-now-and-pay-later.html
Buy Now, Pay Later
http://ecedweb.unomaha.edu
/lessons/buy9-12.pdf
Money in Motion
http://teacher.scholastic.com/
lessonplans/moneyinmotion/
Time Value of Money
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
AZ. Stock Market Simulation:
http://www.azecon.org/pages
/programSMS.html
Giving Credit
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07
Sixth Grade
Page 45
SUSD Social Studies Curriculum Table
Middle School
money.



bank
Collect advertisements for
loans and make a display
defining key words/ideas
Fill out a loan application
Guest speaker – bank loan
officer

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
Project
Writing assignment
Portfolio or Journal
Performance and
Participation
Interview
Conference
Peer and/or self-evaluation

Trish and Scott’s Big
Adventure
http://my.econedlink.org/stan
dards/display_standards.php
?ss2=AZ
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing
situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally
match the grade level expectations
Arizona Department of Education 5/22/06
SUSD 6/30/07