Syllabus: Sixth Grade Social Studies
Instructor: Mr. Rudy Bilka
The Sixth Grade Social Studies program is a combination of units in geography, world cultures and
history.
Course Big Idea: As a member of the world community my life is affected by events and policies in
America and other countries.
Course Essential Questions:
 How does a certain event or policy affect my life now?
 How does the United States relationship with other countries affect my life as an American?
 What can I do on a local, national, or international level to create change I feel is important?
Social Studies Fair Project
The Sixth Grade Social Studies department hosts the Social Studies Fair near the beginning of the second
semester. Each student will select a topic and create a report as well as a display on that topic. Research
Writing skills as well as specific research requirements that mirror National History Day expectations are
a focus of this project. The classroom portion of this project is 3 wks.
Semester Course: Geography & Map Skills and World Cultures
Instructor: Rudy Bilka
Units of Instruction:
1. Geography and Map Skills
This unit includes a brief review of the fifty US states and capitals with the majority of the time spent on
general map skills. The map portion will focus on reading and using a map, identifying countries and
major geographic features of the world, and designing and creating a personal map.
Big Idea: I can travel anywhere in the world if I can interpret different types of maps and decipher a set
of coordinates.
Essential Questions:
 What is the purpose of the different types of maps?
 How do you interpret directionality on a map?
 How do you read map coordinates to find a location?
Map & Geography Unit Learning Outcomes:
 Evaluate and use a map key and map scale to understand and find locations on a map.
 Recognize cardinal and intermediate directions.
 Find locations on a globe or map using coordinates.
 Determine distance on a map and globe using scale.
 Identify 7 continents, 5 oceans, and 8 seas.
 Identify the advantages and problems of representing the earth as a globe and as a flat map.
 Identify how latitude affects the climate of various regions of the earth.
 Identify how the climate of an area affects the vegetation that will grow there, as well as the
ways in which people and animals live.
2. Canada
The study of Canada is centered on an understanding of the country’s history, geography, culture and
economic relationship shared with the United States.
Big Idea: The special interdependence that exists between Canada and the United States is based
on geographic, cultural, political, and economic factors.
Essential Questions:
 How does the geography of Canada and the United States foster interdependence
between these two countries?
 How do the political and cultural backgrounds of Canada and the United States help the
two countries maintain a relationship of interdependence?
 What factors result in Canada and the United States being interdependent economic
partners?
 What Canadian Province or Territory would you most enjoy visiting and why?
Canada Unit Learning Outcomes:
 Identify the six regions of Canada and facts that are specific to each region.
 Describe the three types of climates found in Canada.
 Identify those natural resources which are important to Canada’s economy.
 Locate and identify the provinces and territories of Canada.
 Identify the native Indian cultures associated with each province and territory and describe their
importance to the history of that province or territory.
 Demonstrate research skills by completing a presentation on a specific province or territory.
 Collect research information using only main idea words or phrases, not whole sentences, in
order to avoid plagiarism and combine information from different sources into one unified
essay.
 Use public speaking skills to present information.
 Design and produce Canada advertisements in a variety of media formats.
3. Mexico and Central & South America
The main emphasis of this unit is the geography, history, and culture of Mexico. The study of Central and
South America will focus primarily on geography and map information. Mexico Day, an interdisciplinary,
fun filled day of activities that represents the Mexican culture, will be scheduled during this unit.
Big Idea: The special interdependence that exists between Mexico and the United States is based
on geographic, cultural, political, and economic factors.
Essential Questions:
 How does the geography of Mexico and the United States foster interdependence between
these two countries?
 How do the political and cultural backgrounds of Mexico and the United States help the
two countries maintain a relationship of interdependence?
 What factors result in Mexico and the United States being interdependent economic
partners?
 What area of Mexico would you most enjoy visiting and why?
Mexico and Latin America Unit Learning Outcomes:
 Locate and describe Mexico’s climate zone.
 Identify Mexico’s important natural resources.
 Locate and describe landforms found in Mexico.
 Identify the features of Indian and Spanish cultures that have shaped Mexico.
 Describe family life in Mexico.
 Describe the effects of Mexico’s population boom.
 Identify ways in which Mexicans earn a living.
 Explain the why many Mexicans seek jobs in the United States.
 Describe Indian and Spanish influences on Mexican arts and entertainment.
 Identify cultural aspects of Mexico such as foods, arts, and holidays.
 Explain how geography, climate, and resources affect the way people live and work in
Mexico.
 Interpret the causes and effects of the events which have shaped Mexico’s history, culture,
and people.
Assessments:
Pre-Assessments: Pre-assessments will be given at the beginning of each unit to gain an
understanding of individual preparedness for new learning, specific learning differences among
students, and where to begin curriculum goals. Teachers will differentiate instruction, guide
whole-group instruction, plan learning activities that address varying levels of readiness,
determine which students have/have not achieved mastery of specific objectives, identify
problems that might cause students difficulty with mastery of an objective, form flexible groups,
and determine master level of individuals or small groups based on pre-assessments.
Formative Assessments: Formative assessments will be incorporated daily into classroom
instructional practices, which will include quizzes, daily work, demonstrations, work samples,
work samples, sketches, drawings, diagrams, logs, records, journals, drafts, graphic organizer,
exit slips, preview, review, direct questions, systematic observation, and discussions. Formative
assessments provide information needed to adjust teaching and learning while they are
happening in order to get direct, constant feedback. Feedback will be given based on product,
process, and progress. Providing feedback allows students to be a part of the learning
environment and to develop self-assessment strategies that will help with their own
metacognition.
Summative Assessment: Summative assessments are used to evaluate student learning at the
end of an instructional unit by comparing it against the pre-assessment. Summative assessments
can include end of unit tests, papers, projects, or presentations.
Grading System:
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Participation
Homework
Quizzes/Writings
Projects
10%
20%
30%
40%
Type 1 Writing
Type 2 Writing and Skill Work
10% Summary, Quizzes,
Projects, Tests, Type 4 Writing
Grading Policy:



A+ 97-100%
A 96-96%
A- 90-92%
B +87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 63-66%
D- 60-62%
F 0-59%
Make-up Work Guidelines:
Students will be given the opportunity to make up missed work and tests after being absent. It is
the responsibility of the student, upon returning to school, to contact the teacher for make-up
work and to complete that work. Students will have one school day for each day they were
absent to make up assignments. It is the responsibility of the teacher to provide make-up work
for absences. A student will be given a reasonable amount of time for make-up work. Teachers
will use their discretion to further extend that time when necessary. If the students has been
absent for more than one day, they will be given one additional day to prepare before they take
a test. They may be given more time if their absence was extended. If a student fails to complete
a test/assignment that has been re-scheduled by a teacher due to absences, the grade
automatically become a zero. If a student arrives late to school, he or she is responsible for
contacting the teacher that day to take any test scheduled or submit work due that day. Failure
of the student to contact the teacher or make up the work within the time allotted will result in
a zero for a grade. Students are to make up all work missed during a suspension or absence from
school. Grades will not be lowered for disciplinary reasons. A “class participation” grade may be
lowered if the student’s lack of attendance prevents him/her from making a meaningful
contribution to class. Both students and parents will be informed of this circumstance, as well as
the principal.
Notes:
It is the student’s responsibility to keep up with class work and ask the teacher about his/her
progress. It is the teacher’s responsibility to notify first the student, prior to notification of the
parents/guardian, when the student’s class average falls below a C. Progress reports will be sent
home to all students midway through the marking period. They must be signed by a parent or
guardian and returned within 5 days or by the date assigned. Teachers are granted the flexibility
with the procedures they use for grading the students in the classroom. In order to truly
measure each individual student’s understanding and mastery of the material, it may be
necessary to alter their grading procedures and assessment options. Authentic and informal
assessments will be used, along with formal assessment procedures, to ensure that all students
are given equitable opportunities to demonstrate their understanding and mastery of class
material, taking full advantage of all learning modalities. Curving of grades may occasionally be
necessary to equalize the playing field, not in lieu of creatively assessing student understanding.