Curriculum Map-6th Grade

Mississippi Social Studies Framework
Narrative Summary for SIXTH GRADE (WORLD GEOGRAPHY AND CITIZENSHIP)

Using geography as a framework, the sixth grade course of study focuses on the rudiments of civic engagement. The course content is designed to provide a
foundation for understanding global affairs and hemispheric concerns including current situations. The differing physical landscapes of the W estern Hemisphere
will be examined. Skill development will include, but is not limited to, the interpretation and application of maps, graphs, charts, political cartoons, primary
documents, and other social studies tools. The avenues for these concepts are developed through the social studies strands. The expanding theme that is
incorporated in this framework refers to a curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to
the world. The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture.
Domestic Affairs
Understand the responsibilities, duties, and functions of all three branches of government on a federal, state, and local level.
Differentiate among the three branches of government at the federal, state, and local level. (DOK 1)
Explain and analyze the concepts of separation of powers and checks and balances among the three branches of state and national governments. (DOK
2)
Research and summarize how the electoral process works in the United States government. (DOK 1)
Understand individual and civic duties and responsibilities of citizens of the United States.
Explain and give examples of the differences between natural-born citizens, naturalized citizens, and non-citizens. (DOK 1)
Differentiate between individual and civic duties/responsibilities of American citizens (e.g., Individual- respect for the rights of others, self-discipline,
negotiation, compromise; Civic- respect for the law, patriotism, participation, in the political process). (DOK 1)
Understand how the United States can benefit by individual and collective participation and by public service.
Investigate and discuss examples of how citizens participate in the political process. (DOK 2)
Explore and formulate a plan for civic and community action (e.g., recycling, supporting the military and veterans, helping the elderly, etc.). (DOK 3)
Global Affairs
Understand the world in spatial terms using maps, major physical and human features, and urban and rural land-use patterns.
Analyze information using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons, tables, technology, etc.). (DOK 3)
Analyze relationships among people, places, and the environment by mapping information including trade patterns, governmental alliances, and
immigration patterns. (DOK 3)
Understand the processes that shape the physical environment, including long-range effects of extreme weather phenomena and human activity (e.g., ocean and
atmospheric circulation, movements of the sun, moon, and Earth, hurricanes, erosion, pollution, deforestation, etc.).
Compare and contrast the effects that human activity has on ecosystems throughout time. (DOK 2)
Analyze positive and negative effects that natural and human phenomena have on societies throughout the world. (DOK 3)
6th Grade Social Studies World Geography/ Citizenship
Assess and describe how governments and people prepare for natural disasters.
(DOK 2)
Civil Rights/Human Rights

Understand the influences of historical documents (e.g., Magna Carta, Mayflower Compact, Declaration of Independence, Constitution, the Bill of Rights, the
Emancipation Proclamation, etc.), events, and social movements on the rights of American citizens.
Compare and contrast the essential ideas of various historical documents that are important in shaping the values of American Democracy. (DOK 2)
Analyze how various philosophers influenced the writing of Americas historical documents. (DOK 3)
Analyze political and social impacts of civil rights movements throughout the history of the United States (e.g., demonstrations, individual and group
resistance, organizing efforts, and collective action/unity). (DOK 3)
Explain and analyze the current state of civil and human rights for all people in our nation (e.g., people with disabilities, minorities, gender, etc.). (DOK 3)
Explain how conflict, cooperation, and interdependence (e.g., social justice, diversity, mutual respect, and civic engagement) among groups, societies, and
nations influenced the writing of early historical documents. (DOK 3)
Economics
Understand how geographic location affects the economic and political aspects of both the Eastern and Western Hemispheres.
Identify and describe economic activities of both hemispheres. (DOK 3)

Analyze how physical features of a region affect the economic and political development of a population. (DOK 3)
Culture
Understand how location affects the cultural aspects of both the Eastern and W estern Hemispheres.
Identify and describe the hemispheres using the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region).
(DOK 1)
Analyze how physical features of a region affect the cultural development of a population. (DOK 2)
Greenville Public School District

Recommended Grade 6th Grade Social Studies Curriculum MAP
2015-2016
Content: 6th Grade Social Studies World Geography/ Citizenship
STRANDS: (D-Domestic Affairs) (G-Global Affairs) - (CR/HR-Civil-Human Rights) (E-Economics) (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to
DO?)
Essential
Questions
Skills
1st Nine
Weeks
Week 1
2b. Differentiate
between individual
and civic
duties/responsibilitie
s s of American
citizens (e.g.,
Individual-respect for
the rights of others,
self-discipline,
negotiation,
compromise; Civicrespect for the law,
patriotism, and
participation in the
political process).
(DOK 1)
What guarantees
your rights as a
citizen of the
United States?
Under what
circumstances
can the U.S.
government limit
the civil rights if
its citizens? Why
is registering for
military service
an important duty
of citizenship?
Analyze how
people identify,
organize, and
accomplish the
purposes of
government.
Differentiate
between individual
and civic duties/
responsibilities of
American citizens.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Hold a discussion on what citizenship

means including rights and
responsibilities of citizens.
Suggested
Resources:
Textbook,
Newspapers
Ask students to describe what would

happen if there were no rules or laws
at home, in school, in traffic or against
stealing, attacking, etc.
http://www.a
rchives.gov/
education/
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
CCR.ELA Liter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
Have the children write a poem, story,

play or song about citizenship. Have
them perform their creation for others.
Have them read, analyze and debate
newspaper articles on various topics
concerning civic life.
Make an engaging oral presentation on
civic duties/responsibilities.
Vocabulary strategies
Pre-reading W arm-ups,
Insight 360
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
1st Nine
Weeks
Week 2
2a. Explain and give
What are some

examples of the
ways in which
citizens hold
power in our
government?
How do the rights
and duties of
naturalized
citizens differ
from those of
citizens by birth?
Compare and
Contrast, Form a
simple
organization of
key ideas related
to a topic,
Make decision
based on the data
obtained
My World Activity- Find step by Step

instructions and an Activity Support on
pp. T22-T23 (VERBAL)in the My W orld
Geography Textbook.
examples of the
differences between
natural-born citizens,
naturalized citizens,
and non-citizens.
(DOK 1)
Students will use a bubble map /Venn

Diagram to compare and contrast
between natural-born, naturalized or
non-citizens.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Resources
(What
MATERIALS
will
you need?)
Textbook
Thinking
maps
Graphic
Organizer
Paper
Pencil
http://www.a
rchives.gov/
education/
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
CCR.ELA
Liter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
CCR.ELA Liter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
1st Nine
Weeks
Week 3
1a. Differentiate
among the three
branches of
government at the
federal, state, and
local level. (DOK 1)
How W ould you

describe the
relationship
between the
three branches of
government?
How does the
term of office
affect the
membership of
the House and
Senate?
Read to get literal

meaning
Read for a variety
of purposes:
critically,
analytically, to
predict outcomes,
to answer
question, to form
an opinion, to skim
for facts
Have students create a graphic

organizer comparing the three
branches of government.
Have students play the 3 Branches of
Government Game
http://www.trumanlibrary.org/whistlesto
p/teacher_lessons/
3branches/3bgovt.htm
Interactive Teaching Unit
Writing Activity: A friend in another
country wants to know how Congress
works. Write a letter listing and
describing the powers of Congress.
Computer/IPAD
http://www.a
rchives.gov/
education/
Insight 360
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
1st Nine
Weeks
Week 4
1b. Explain and

analyze the
concepts of
separation of powers
and checks and
balances among the
three branches of
state and national
governments. (DOK
2)
Summarize the
duties of each
branch of
government. Why
are checks and
balances
important to the
American system
of government?
Read to get literal

meaning
Read for a variety
of purposes:
critically,
analytically, to
predict outcomes,
to answer
question, to form
an opinion, to skim
for facts
Recognize and
understand an
increasing number
of social studies
terms
Writing activity- You are an editorial

writer on a newspaper in 1788. Write
an editorial about one part of the
Constitution, in which you analyze its
strengths and weaknesses. Include a
prediction about what kind of
government you think will result.
Play an interactive gamewww.quia.com/rr/92742.html
www.readworks.org
Students are to write an essay on the
separation of powers and checks and
balances among the three branches.
Make an engaging oral presentation on
concepts of separation of powers and
checks and balances among the three
branches.
Resources
(What
MATERIALS
will
you need?)
IPADS/
computer
Paper
Pencil
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
CCR.ELA
Liter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
Teacher-made
Test
Grading
Period
Objectives (PLD)
need to be able to
DO?)
1st Nine
Weeks
Week 5
1c. Research and

summarize how the
electoral process
works in the United
States government.
(DOK 1)
Essential
Questions
Which values or
beliefs are
apparent in the
rights guaranteed
to American
citizens? Explain
the political
process.
Skills
Making
Generalization
Explain,
Summarize
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Writing Activity: You are the mayor of a

small town. Your town needs improved
upkeep of local streets and parks.
Address your constituents in a speech.
Propose a program that would improve
the quality of life.
Textbook
Power point
Paper, pencil
Ballots, ballot
box
Electorate
maps
http://www.a
rchives.gov/
education/
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
Have students conduct a Mock

Election
www.readworks.org
Have students make an engaging oral
presentation on how the electoral
process works in the United States
Have students to complete an exercise
using the last voting data on an
electoral map of the country.
Insight 360
www.readw
orks.org
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Liter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
Grading
Period
Objectives (PLD)
need to be able to
DO?)
1st Nine
Weeks
Week 67.
3a. Investigate and

discuss examples of
how citizens
participate in the
political process.
(DOK 2)
Essential Questions
Why does a
democracy require
a voting process?
What reasons
might people give
for not registering
to vote?
Skills
Research
Read to get literal
meaning
Read for a variety
of purposes:
critically,
analytically, to
predict outcomes,
to answer
question, to form
an opinion, to skim
for facts
Recognize and
understand an
increasing number
of social studies
terms
Give students an issue to debate and

provide a platform for the debate.
Group activity- The students will
research which candidates are running
for what position. They will then
research ways that citizens under 18
can participate in the political process.
Once the research is done, the
students will pretend to be a campaign
manager for that candidate and create
a plan (strategy, campaigns, fund
raisers, and a graph or chart of their
predicted outcome) for helping that
candidate win the election.
www.readworks.org
Have students use a graphic organizer
to compare examples of how citizens
participate in the political process.
presentation on how citizens
participate in the political process.
Resources
(What
MATERIALS
will
you need?)
Suggested
Resources:
Ipads/
google
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
CCR.ELA
Liter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
1st Nine
Weeks
Week 8
3b. Explore and

formulate a plan for
civic and community
action (e.g.,
recycling, supporting
the military and
veterans, helping the
elderly, etc.). (DOK
3)
Why does a
democracy require
a voting process?
How can one
person make a
difference in
America?
How do leaders
lead and what can
we learn from them
to improve
ourselves and our
communities?
Contribute to the
development of a
supportive climate
in a group.
Serve as a leader
or follower
Participate in
delegating duties,
organizing,
planning, making
decisions, and
taking action in a
group setting
Divide students into cooperative

groups of 3 or 4. Students will revisit
previously studied information and
seek out new sources of information
related to researching and developing
action plans. Assign each group a
contemporary news article about a
chosen global issue. Students will
compare what they learn with
previously analyzed sources of
information. Developmentally
appropriate websites with child-friendly
news articles include:
CBBC News
http://www.bbc.co.uk/newsround/news
DOGOnews http://www.dogonews.com
Here There Everywhere News for Kids
http://htekidsnews.com
Indy Kids
www.readworks.org
Students are to write an essay on a
plan for civic and community action.
to compare and contrast civic and
community action.
Resources
(What
MATERIALS
will
you need?)
Suggested
Resources:
Ipads/
google
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
CCR.ELALiter
acy.RH.6-8.2
Determine the
central ideas
or information
of a primary or
secondary
source;
provide an
accurate
summary of
the source
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
2nd
Nine
Weeks
4a. Analyze
information using
social studies tools
(e.g., timelines, time
zones, maps,
globes, graphs,
political cartoons,
tables, technology,
etc.). (DOK 3)
What are the

human and
physical
characteristics of
a place?
What is the
relationship
between humans
and their
environment?
What are the
positive and
negative
interactions of
people and their
environment?
Skills
Interpret social
and political
messages of
cartoons
Detect bias in
visual material
Use map and
globe reading
skills
Triangular Trade
Use a map and locate the countries
involved in triangular trade. Use the
map scale to measure the distance
between each destination point.
Prepare a written report that explains
the steps that were necessary to find
the distances.
www.readworks.org
Resources
(What
MATERIALS
will
you need?)
Suggested
Resources:
Ipads/
google
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
RH.6-8.7
Integrate
visual
information
with other
information in
print and
digital text.
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
WHST.6-8.2
Write
informative/ex
planatory
texts, including
the narration
of historical
events,
scientific
procedures/ex
periments, or
technical
processes.
Have students create their own

timeline.
presentation on social studies tools.
2nd
Nine
Weeks
4b. Analyze
relationships among
people, places, and
the environment by
mapping information
including trade
patterns,
governmental
alliances, and
immigration patterns.
(DOK 3)
What is the
relationship
between a table
and a graph?
How can a map
give exact
distance between
two points?
Present visually
(chart, graph,
diagram, model,
tec.) information
extracted from
print.

www.readworks.org
Climate Graph: Pair students to
research the temperature and
precipitation of a given location and
record the results over the last year.
Use the information to create a table
that represents the information
correctly.
Students are to write an essay on
including trade patterns, governmental
alliances, and immigration patterns.
Suggested
Resources:
Ipads/
google
http://www.
archives.go
v/education
/
Insight 360
www.readw
orks.org
Grading
Period
2nd
Nine
Weeks
Objectives (PLD)
need to be able to
DO?)
5a. Compare and

contrast the effects
that human activity
has on ecosystems
throughout time.
(DOK 2)
Essential
Questions
Skills
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
What effect does

human activity
have on an
ecosystem?
Read for a variety

of purposes:
critically,
analytically, to
predict outcomes,
to answer
questions, to form
an opinion, to skim
for facts
Mock Orbit: Organize students in

groups of 6 and provide flashlights to
each group. Assign roles: sun, Earth at
each of four orbit stations, and a sixth
person doing daily activities. Have
groups act out Earths orbit to show
changes in daylight as Earth moves.
Have a student to role-play a single
activity, such as eating dinner, at each
orbit station, noting if it is daylight or
dark. Repeat for other students in
group. Have students to write a
summary that explains the relationship
among orbit cycles, daylight, and
darkness.
Extension: Have students to argue for
or against daylight savings time, citing
reasons for support
.
www.readworks.org
Flashlights
Computers
Ipads
Art supplies
Television
weather
forecast
clips
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
RH6.4:
Determine the
meaning of
words and
phrases as
they are used
in a text
including
vocabulary
specific to
domains
related to
history/social
studies
What is the
government
responsibility
during a natural
disaster?

effects that human activity has on
ecosystems.
to compare and contrast the effects
that human activity has on
ecosystems
10
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
2nd
Nine
Weeks
5b. Analyze positive

and negative effects
that natural and
human phenomena
have on societies
throughout the
world. (DOK 3)
How can a
natural disaster in
one country
affect another
country?
Skills
Make outline
Prepare
summaries
Make timetables
Take notes
Keep records
Ask students to write an essay on

.positive and negative effects that
natural and human phenomena have
on societies.
www.readworks.org
Have students create a collage on
positive and negative effects that
natural disasters have on society.
Resources
(What
MATERIALS
will
you need?)
Suggested
Resources:
Ipads/
google
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric (Schoolhome
connection
project)
Teacher-made
Test
RH6.7:
Integrate
visual
information (in
charts, graphs,
photographs,
videos, or
maps) with
other
information in
print and
digital text.
Demonstrations
(observations)
Drawings
Graphic
Organizers
Rubric
WHSTY.6.2
Write
informative/ex
planatory
texts, including
the narration
of historical
events,

to compare and contrast the natural
and human phenomena have on
societies
2nd
Nine
Weeks
5c. Assess and

describe how
governments and
people prepare for
natural disasters.
(DOK 2)
How can a
natural disaster in
one country
affect another
country?
Use various parts

of a book (index,
table of contents,
etc.)
Evaluate sources
of information
Use appropriate
source for
information
Have students to work in small groups

to design an advertising campaign for
their town or city based on regional
climate. Assign roles such as expert,
artist, and copywriter.
www.readworks.org
Have students to develop a narrative
explaining how governments and
people prepare for natural disasters.
11
Suggested
Resources:
Ipads/
google
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
3rd
Nine
Weeks
6a. Compare and

contrast the
essential ideas of
various historical
documents that are
important in shaping
the values of
American
Democracy. (DOK 2)
Magna Carta,
Constitution,
Declaration of
Independence,
English Bill of
Rights,
Emancipation,
Proclamation,
Mayflower Compact
What significance
did the historical
documents have
on American
citizens?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
Utilizing a wall pocket Venn diagram,

the student will be given a black index
card to either compare or contrast a
historical document. (e.g. compare the
Constitution with the Bill of Rights,
contrast the Constitution with the Bill of
Rights.)
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
www.readw
orks.org
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments

www.readworks.org
to compare and contrast the various
historical documents that are important
in shaping the values of American
Democracy.
Have students to develop a narrative
explaining various historical
documents that are important in
shaping the values of American
Democracy.
presentation on various historical
documents.
12
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
The student will
use and reflect
on an
appropriate
composing
process (e.g.,
planning,
drafting,
revising, editing,
publishing).
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
3rd
Nine
Weeks
6b. Analyze how

various philosophers
influenced the
writing of Americas
historical
documents. (DOK 3)
Thomas Paine, John
Locke, Montesquieu
Thomas Jefferson,
Framers of the
Constitution.
Are there any

relationships to
the historical
documents of the
philosophers?
Vocabulary
Development Map
/ Graph / Chart
Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
The students will identify how to

analyze and interpret images and
make inferences of Americas historical
documents.
Have students create a graphic
organizer on Americas historical
documents.
www.readworks.org
Students are to write an essay on
Americas historical documents.
3rd Nine
Weeks
6c. Analyze political

and social impacts of
civil rights
movements
throughout the
history of the United
States (e.g.,
demonstrations,
individual and group
resistance,
organizing efforts,
and collective
action/unity). (DOK
3)
What was the

political and
social impact of
the Civil Rights
Movement?
Vocabulary
Development Map
/ Graph / Chart
Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
Students are to create a graphic

organizer of the Civil Rights Movement
consisting of, the issues that sparked
the Movement, the people who
participated and the events that
occurred during the Movement.
Civil Rights Movement.
www.readworks.org
13
Resources
(What
MATERIALS
will
you need?)
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA. 3
RevisingRevise
selected drafts
by adding,
elaborating,
deleting, and
rearranging
text based on
feedback on
teacher/peer
feedback,
writers
checklist, or
rubric.
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA. 3
RevisingRevise
selected drafts
by adding,
elaborating,
deleting, and
rearranging
text based on
feedback on
teacher/peer
feedback,
writers
checklist, or
rubric.
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Grading
Period
Objectives (PLD)
need to be able to
DO?)
3rd Nine
Weeks
6d. Explain and

analyze the current
state of civil and
human rights for all
people in our nation
(e.g., people with
disabilities,
minorities, gender,
etc.). (DOK 3)
Essential
Questions
Skills
What civil rights

and human rights
were imposed?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
Students read essays and participate

in a discussion that examines Dr.
Martin Luther King, Jr.'s stance on both
civil rights and the broader issue of
human rights. They conduct research
about King's life and work, analyze
quotes from his speeches and writings
and evaluate their own communities.
www.readworks.org
presentation on civil and human rights
for all people in our nation.
3rd Nine
Weeks
6e. Explain how

conflict, cooperation,
and
interdependence
(e.g., social justice,
diversity, mutual
respect, and civic
engagement) among
groups, societies,
and nations
influenced the
writing of early
historical
documents. (DOK 3)
How were earlier

historical
documents
influenced?
Vocabulary
Development Map
/ Graph / Chart
Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
The students will conduct research

about King's life and work, analyze
quotes from his speeches and writings
and evaluate their own community's
response to local issues of human
rights.
www.readworks.org
organizer of events consisting of
conflict, cooperation, and
interdependence during the Civil
Rights Movement.
14
Resources
(What
MATERIALS
will
you need?)
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA. 3
RevisingRevise
selected drafts
by adding,
elaborating,
deleting, and
rearranging
text based on
feedback on
teacher/peer
feedback,
writers
checklist, or
rubric.
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA. 3
RevisingRevise
selected drafts
by adding,
elaborating,
deleting, and
rearranging
text based on
feedback on
teacher/peer
feedback,
writers
checklist, or
rubric.
http://www.a
rchives.gov/
education/
Insight 360
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
http://www.a
rchives.gov/
education/
Insight 360
www.readw
orks.org
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
1st & 4th

Nine
Weeks
7a Identify and
describe economic
activities of both
hemispheres (United
States, Iraq, Saudi
Arabia)
1. W hat effect
does human
activity has on an
ecosystem?
2. W hat is the
government
responsibility
during a natural
disaster?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
The student will write three paragraphs

about the pros and cons of the effects
that natural and human disasters has
had on society such as Hurricane
Katrina, Haiti tsunami, & Japans
earthquakes, Mississippi Flood.
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
www.readw
orks.org
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA.2a.3 Text
structures sequential
order,
description,
simple cause
and effect,
procedure,
compare/contr
ast, order of
importance,
problem/soluti
on, etc.
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA.2a.3 Text
structures sequential
order,
description,
simple cause
and effect,
procedure,
compare/contr
ast, order of
importance,
problem/soluti
on, etc.

www.readworks.org
organizer of economic activities of both
hemispheres (United States, Iraq,
Saudi Arabia).
1st & 4th

Nine
Weeks
7b. Analyze how

physical features of
a region affect the
economic and
political development
of a population.
(DOK 3)
Is it possible to
live in two
different
hemispheres at
the same time?
Vocabulary
Development Map
/ Graph / Chart
Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
The student will research two countries
(one from each hemisphere) and
identify the physical features by
creating a graphic organizer.
www.readworks.org
organizer of different regions with
specific physical features.
presentation on physical features of
specific region.
15
Grading
Period
Objectives (PLD)
need to be able to
DO?)
Essential
Questions
Skills
1st & 4th

Nine
Weeks
8a. Identify and

describe the
hemispheres using
the five themes of
geography (e.g.,
location, place,
human/environment
al interaction,
movement, and
region). (DOK 1)
How does the

theme of
Location help you
to understand
where you are on
Earth?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons
Assign each group a different

geography theme. The group uses a
newspaper to find a picture and article
to fit that particular theme and
collectively explain in their own words
why the article and picture belongs to
that theme.
organizer of the 5 themes of
Geography.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
6LA.2c. The
student will
recognize or
generate an
appropriate
summary or
paraphrase of
the events.
Internet
resources
Copy of
historical
documents
Library
Test
Field Trips
to Civil
Rights
Museum
Thematic Essay
Multiple
Choice/Primary
Source
Power point
project
Unit
Assessments
Math- 6M.1b.
Use estimation
strategies to
determine the
reasonablenes
s of results in
a variety of
situations
including
rational
number
computations.
(DOK 2)

presentation on the five themes of
geography.
1st & 4th

Nine
Weeks
8b. Analyze how

physical features of
a region affect the
cultural development
of a population.
1. How are maps

used to
understand the
earths landforms
and cultures?
2. W hat are some
strategies used to
make a
reasonable
estimate?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and Effect
Analyzing Political
Cartoons

www.readworks.org
Using globe, projector, & maps from
textbook, the student will locate certain
places, coordinates, & physical
features that are specified.
www.readworks.org
organizer on specific physical features
of a region.
16
http://www.a
rchives.gov/
education/
Insight 360

Curriculum Map-6th Grade

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Curriculum Map-6th Grade

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Mississippi Social Studies Framework

Narrative Summary for SIXTH GRADE (WORLD GEOGRAPHY AND CITIZENSHIP)

Civil Rights/Human Rights

Identify and describe economic activities of both hemispheres. (DOK 3)

6th Grade Social Studies World Geography/ Citizenship

Greenville Public School District

Hold a discussion on what citizenship

Ask students to describe what would

Have the children write a poem, story,

6th Grade Social Studies World Geography/ Citizenship

2a. Explain and give

What are some

My World Activity- Find step by Step

Students will use a bubble map /Venn

How W ould you

Read to get literal

6th Grade Social Studies World Geography/ Citizenship

Have students create a graphic

1b. Explain and

Read to get literal

Writing activity- You are an editorial

6th Grade Social Studies World Geography/ Citizenship

1c. Research and

Writing Activity: You are the mayor of a

Have students conduct a Mock

6th Grade Social Studies World Geography/ Citizenship

3a. Investigate and

Give students an issue to debate and

6th Grade Social Studies World Geography/ Citizenship

3b. Explore and

Divide students into cooperative

6th Grade Social Studies World Geography/ Citizenship

What are the

Have students create their own

Have students to read passages and

6th Grade Social Studies World Geography/ Citizenship

5a. Compare and

What effect does

Read for a variety

Mock Orbit: Organize students in

Students are to write an essay on the

6th Grade Social Studies World Geography/ Citizenship

5b. Analyze positive

Ask students to write an essay on

Have students use a graphic organizer

5c. Assess and

Use various parts

Have students to work in small groups

6th Grade Social Studies World Geography/ Citizenship

6a. Compare and

Utilizing a wall pocket Venn diagram,

Have students to read passages and

6th Grade Social Studies World Geography/ Citizenship

6b. Analyze how

Are there any

The students will identify how to

6c. Analyze political

What was the

Students are to create a graphic

6th Grade Social Studies World Geography/ Citizenship

6d. Explain and

What civil rights

Students read essays and participate

6e. Explain how