Course Focus and Content



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Grades 5-6

Social Studies

Curriculum Framework

Revised 2014
Grades 5-6 Social Studies Curriculum Framework
Course Focus and Content

Grades 5-6 Social Studies builds on the foundational knowledge of civics/government, economics, geography, and history, gained in Grades K-4. The course strands, content standards, and the student learning expectations (SLEs) are meant to be taught in an integrated manner, not in isolation. Social studies skills move from basic to more sophisticated and are used in combination to access and comprehend social studies content. Students develop foundational knowledge regarding patterns of change over time and ways people view, construct, and interpret history. The Grade 5 history strand focuses on U.S. History from the beginnings through the Revolutionary Period; whereas, the Grade 6 history strand focuses on World History from the beginnings through the middle of the first millennium. The history strand in Grades 5-6 is organized chronologically using the Eras and time periods from The National Center for History in the Schools (NCHS). The civics/government, economics, and geography strands correlate to the historic eras.


Skills and Application

In Grades 5-6, students will develop and apply disciplinary literacy skills: reading, writing, speaking, and listening. As students seek answers to compelling and supporting questions, they will examine a variety of primary and secondary sources and communicate responses in multiple ways, including oral, visual, and written forms. Students must be able to select and evaluate sources of information, draw and build upon ideas, explore issues, examine data, and analyze events from the full range of human experience to develop critical thinking skills essential for productive citizens. Grades 5-6 Social Studies is required by the Standards for Accreditation.


The acquisition of content knowledge and skills is paramount in a robust social studies program rooted in inquiry. The chart below summarizes social studies practices in Dimensions 1, 3, and 4 of The College, Career, & Civic Life C3 Framework for Social Studies State Standards. These practices should be addressed throughout Grades K-12, building as students acquire the skills. Dimension 2 sets forth the conceptual content, and the alignment to this dimension is embedded in the SLEs.


Dimension 1 – Questions

Dimension 3 – Sources and Evidence

Dimension 4 – Communicating Ideas

1. Construct compelling questions that promote inquiry around key ideas and issues

4. Gather relevant information from multiple perspectives and a variety of sources; evaluate the credibility of the source by determining its relevance and intended use

6. Construct arguments and explanations that convey ideas and perspectives to appropriate audiences using print, oral, and digital technologies

2. Develop supporting questions that contribute to inquiry: identifying facts, concepts, and interpretations


5. Use evidence from multiple sources to answer compelling and supporting questions by developing arguments with claims and counterclaims and providing explanations

7. Critique the credibility, relevance, and use of evidence in arguments and explanations proposed by self and others

3. Answer compelling and supporting questions using appropriate and available sources that consider multiple points of view




8. Use disciplinary lenses within the social sciences to understand local, regional, and global problems, proposing solutions or assessing strategies and options for action while applying deliberative processes

Engage in disciplinary thinking across the social sciences in Grades K-12

Grades 5-6 Social Studies Curriculum Framework


Strand Content Standard

Civics/Government




1. Civic and Political Institutions - Students will analyze the impact of origins, structures, and functions of institutions on society and citizens.




2. Participation and Deliberation - Students will analyze civic rights, roles, and responsibilities.




3. Processes, Rules, and Laws - Students will analyze the sources and functions of laws as well as the process of making and amending laws.

Economics




4. Economic Decision Making - Students will analyze economic decision making.




5. Exchange and Markets - Students will analyze the exchange of goods and services and the role of producers, consumers, and government in the market place.




6. Growth and stability - Students will evaluate economic growth and stability.




7. Global Economy - Students will analyze economic interdependence within a global economy.

Geography




8. Geographic Representations - Students will use geographic representations and skills to become geographically informed citizens.




9. Human Environment Interaction - Students will analyze the interaction between humans and the environment.





10. Spatial Patterns and Movement - Students will interpret the spatial characteristics and patterns of human settlement.




11. Global Interconnections - Students will compare global places and regions and the connections between them.

History

*Grade 5 United States Beginnings Through 1820s Content Standard 12 begins on page 15

12. United States Beginnings Through 1820s - Students will analyze key historical periods; patterns of change over time; and ways people view, construct, and interpret the history of the United States.

* Grade 6 World History Content Standard 13 begins on page 19

13. World History Beginnings of Civilization Through 1500 C.E. - Students will analyze key historical periods; patterns of change over time; and ways people view, construct, and interpret the history of nations and cultures of the world.

Notes:


  1. Words that appear in italics within this document are defined in the glossary.

  2. All items in a bulleted list are required to be taught.

  3. The examples given (e.g.,) are suggestions to guide the instructor.

  4. Common Core State Standards (CCSS ELA-Literacy alignment) key, CCRA.R.1 = College and Career Ready Anchor Standard.Reading.1

  5. College, Career, & Civic Life C3 Framework for Social Studies State Standards (C3 alignment) key, D2.His.1.3-5 = Dimension 2.History. 1st K-12 Pathway.Grades 3-5.

  6. Each grade level continues to address earlier SLEs as needed and as they apply to more difficult text.

  7. The K-6 strands, content standards, and SLEs are meant to be taught in an integrated manner, not in isolation.

  8. The ADE course curriculum framework is intended to assist in district curriculum development, unit design, and to provide a uniform, comprehensive guide for instruction. It is not intended to be a state-mandated curriculum for how and when content is taught; these decisions are left to local districts.

This icon indicates Student Learning Expectations that focus on topics in Grades K-6, which relate to Arkansas and may be used to fulfill the requirements of the Arkansas History unit for Grades K-6 as defined in Act 787 of 1997. This framework does not meet the Grades 7-12 Arkansas History requirement as defined in Act 787 of 1997. Refer to the Arkansas History Curriculum Framework written for the course in Grades 7-8 or the Arkansas History Curriculum Framework for the course in Grades 9-12 to fulfill the one-semester Arkansas History requirement as defined in Act 787 of 1997.

Strand: Civics/Government

Content Standard 1: Civic and Political Institutions - Students will analyze the impact of origins, structures, and functions of institutions on society and citizens.




THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Structure and Function

C.1.5.1

Examine foundational documents of the United States government

(e.g., Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, U.S. Constitution)

D2.Civ.3.3-5


C.1.5.2

Examine the three branches of federal and state government including checks and balances and separation of powers

D2.Civ.1, 4.3-5

description: description: 419bbc84-bc23-4d62-9a5c-49a30d7977fd
C.1.5.3

Explain origins, functions, and structure of different systems of government, including those created by the Arkansas and U.S Constitutions

D2.Civ.5.3-5

description: 419bbc84-bc23-4d62-9a5c-49a30d7977fd
C.1.5.4

Examine how social organizations and institutions make rules and create responsibilities

(e.g., workplace, families)

D2.Civ.4, 11.3-5



description: 419bbc84-bc23-4d62-9a5c-49a30d7977fd


C.1.6.1

Examine origins and purposes of government to 1500 C.E.

(e.g., belief systems, Mandate of Heaven, resource allocation, Magna Carta)

D2.Civ.3.6-8


C.1.6.2


Compare origins, functions, structure, and different forms of executive leadership in systems of government in a variety of civilizations

D2.Civ.5.6-8


C.1.6.3

Compare structure of government and functions of civilizations in different times and places

(e.g., patriarchal, tribe, city-state, nation)

D2.Civ.6, 14.6-8



description: description: 419bbc84-bc23-4d62-9a5c-49a30d7977fd
C.1.6.4

Compare power, rules, and responsibilities of civil societies in different times and places

D2.Civ.1, 6, 12, 14.6-8

description: description: 419bbc84-bc23-4d62-9a5c-49a30d7977fd


CCRA.R.1, 3

CCRA.W.7


CCRA.SL.1, 4

CCRA.L.6


Strand: Civics/Government

Content Standard 2: Participation and Deliberation - Students will analyze civic rights, roles, and responsibilities.


THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Citizenship

C.2.5.1

Evaluate various ways of fostering citizenship and civic virtues

D2.Civ.7, 8, 9, 10.3-5
C.2.5.2

Demonstrate proper etiquette for the Arkansas and American Flags



cid:419bbc84-bc23-4d62-9a5c-49a30d7977fd
C.2.5.3

Analyze rights, responsibilities, and privileges of citizens and non-citizens in the United States

D2.Civ.8.3-5


C.2.5.4

Examine actions of individuals and groups that illustrate civic virtues at the local, state, and national level

D2.Civ.6, 8.3-5




C.2.6.1

Compare ways in which various civilizations foster social responsibility and civic virtues

D2.Civ.1, 2, 7.6-8
C.2.6.2

This SLE is specific to United States history; however, students should continue to demonstrate proper procedures for recitation of the Pledge of Allegiance and flag etiquette


C.2.6.3

Analyze rights, responsibilities, and privileges of individuals in various societies to 1500 C.E.

D2.Civ.1.6-8

cid:419bbc84-bc23-4d62-9a5c-49a30d7977fd
C.2.6.4

Examine civic virtues that guide government, society, and communities over time

D2.Civ.8.3-5

419bbc84-bc23-4d62-9a5c-49a30d7977fd


CCRA.R.1, 3

CCRA.W.7


CCRA.SL.2

CCRA.L.6

Strand: Civics/Government

Content Standard 3: Processes, Rules, and Laws - Students will analyze the sources and functions of laws as well as the process of making and amending laws.





THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Processes, rules, and laws



C.3.5.1

Compare the process for creating rules and laws at the local, state, and federal levels

D2.Civ.3.3-5

cid:419bbc84-bc23-4d62-9a5c-49a30d7977fd

C.3.5.2


Evaluate ways rules and laws change society and reasons why people change rules and laws at the local, state, and federal levels

D2.Civ.12.3-5



419bbc84-bc23-4d62-9a5c-49a30d7977fd
C.3.5.3

Explain the development of policies to address public problems at the local, state, and federal level

D.2.Civ.6, 13.3-5

cid:419bbc84-bc23-4d62-9a5c-49a30d7977fd


C.3.6.1

Evaluate the function and effects of rules, laws and treaties on civilizations to 1500 C.E.

(Code of Hammurabi, Justinian Code)

D2.Civ.3, 12.6-8




C.3.6.2

Analyze ways rules and laws change society and reasons why people change rules and laws over time

D2.Civ.12.3-5

C.3.6.3


Explain the development of policies to address public problems in various civilizations over time

D2.Civ.10, 12.6-8




CCRA.R.1, 3

CCRA.W.7


CCRA.SL.1, 4

Strand: Economics

Content Standard 4: Economic Decision Making - Students will analyze economic decision making.


THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Scarcity
Costs and Benefits

E.4.5.1

Explain ways trade-offs have allowed societies to get the most out of scarce resources

D2.Eco.1.3-5


E.4.5.2

Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making

(e.g., exploration, colonization, taxation, the American Revolution, the new nation)

D2.Eco.1.3-5






E.4.6.1

Examine ways trade-offs have allowed civilizations to get the most out of scarce resources

D2.Eco.2.6-8

E.4.6.2


Analyze historical developments in various regions across the world to 1500 C.E. using models of economic decision making

(e.g., nomadic vs. agrarian, invasions, trade)

D2.Eco.1.6-8




CCRA.R.1, 3

CCRA.W.7


CCRA.SL.1, 4



Strand: Economics

Content Standard 5: Exchange and Markets - Students will analyze the exchange of goods and services and the role of producers, consumers, and government in the market place.


THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Human Resources

Production and Consumption


Markets


E.5.5.1

Examine ways a diverse labor force affected economies in early America

D2.Eco.6.3-5


E.5.5.2

Examine ways human, natural, and capital resources were organized to produce and deliver goods and services in pre-colonial America through the Revolutionary period

(e.g., trade companies, joint stock companies, entrepreneurs, merchants)

D2.Eco.3.3-5




E.5.5.3

Evaluate the development of a free market system (e.g., mercantilism, property rights, free enterprise)

D2.Eco.4.3-5
E.5.5.4

Begins in Grade 6




E.5.6.1

Analyze ways division of labor and specialization affected the development of civilizations

D2.Eco.6.6-8

E.5.6.2


Analyze ways human, natural, and capital resources were organized to produce and deliver goods and services in early civilizations to 1500 C.E.

(e.g., caravans, public works projects, Silk Road, trade routes)

D2.Eco.3.6-8


E.5.6.3

Compare effects of supply and demand on early markets

D2.Eco. 4.6-8


E.5.6.4

Evaluate the emergence of new economic systems and their impact on civilizations

(e.g., manorialism, mercantilism, capitalism)

D2.Eco.4.6-8




CCRA.R.1, 3

CCRA.W.7


CCRA.SL.2

CCRA.L.6




Strand: Economics

Content Standard 6: Growth and Stability - Students will evaluate economic growth and stability.


THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Money

Public goods and Services

Economic Factors


E.6.5.1

Analyze the forms and purposes of currency in early America through the Revolutionary period

D2.Eco.5.3-5
E.6.5.2

Examine roles of early financial institutions on the economy of the United States

D2.Eco.9.3-5
E.6.5.3

Explain ways state and federal governments pay for the goods and services they provide

D2.Eco.12.3-5


E.6.5.4

Discuss effects of unemployment, inflation, and price stability on the economy of the United States through the Revolutionary period

D2.Eco.11.3-5
E.6.5.5

Evaluate effects of war and conflict on communities from the colonial period to the early 1800s using economic factors

D2.Eco.11.6-8



E.6.6.1

Analyze the development of currency as a medium of exchange

D2.Eco.5.6-8
E.6.6.2

Examine roles of early financial institutions on economies in various regions worldwide

D2.Eco.9.6-8
E.6.6.3

Investigate ways that governments in different regions pay for the goods and services they provide

D2.Eco.12.6-8

E.6.6.4


Analyze the economic development of civilizations to 1500 C.E. using data

D2.Eco.11.6-8

E.6.6.5

Evaluate effects of war and conflict on societies and civilizations to 1500 C.E. using economic factors

D2.Eco.11.6-8


CCRA.R.1, 3, 7

CCRA.W.7, 9

CCRA.SL.1, 4, 5

CCRA.L.6

Strand: Economics

Content Standard 7: Global Economy - Students will analyze economic interdependence within a global economy.




THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Economic Interdepend-ence



E.7.5.1

Explain ways trade leads to increasing economic interdependence among countries

(e.g., slave trade, triangular trade, manufactured goods, agriculture)

D2.Eco.14.3-5


E.7.5.2

Explain effects of increasing economic interdependence on different groups within participating nations

(e.g., conflict, competition, cooperation, increased wealth, quality of life)

D2.Eco.15.3-5




E.7.6.1

Identify barriers to trade and ways those barriers influence trade among civilizations

D2.Eco.14.6-8

E.7.6.2


Identify benefits and costs of trade policies/guidelines/strategies to various

individuals, businesses, and societies

(e.g., prestige, wealth, conflict, competition, alliances)

D2.Eco.15.6-8




CCRA.R.1, 3

CCRA.W.7


CCRA.SL.1, 4

CCRA.L.6

Strand: Geography

Content Standard 8: Geographic Representations - Students will use geographic representations and skills to become geographically informed citizens.





THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Spatial Views of the World



G.8.5.1

Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820s using geographic representations of different scales

D2 Geo1, 2.3-5

G.8.5.2


Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations

D2.Geo.2.3-5


G.8.5.3

Synthesize information from a variety of sources to construct maps and other geographic representations

D2 Geo3.3-5



G.8.6.1

Analyze locations of various societies and their cultural and environmental characteristics to 1500 C.E. using a variety of geographic representations

D2Geo1, 2.6-8

G.8.6.2


Explain relationships between physical and human characteristics in various places using a variety of geographic representations

D2.Geo.2.6-8


G.8.6.3

Synthesize information from a variety of sources to construct maps and other geographic representations to ask and answer compelling questions

D2Geo3.6-8




CCRA.R.1, 3, 7

CCRA.W.7, 8

CCRA.SL.1, 2, 4

CCRA.L.6


Strand: Geography

Content Standard 9: Human-Environment Interaction - Students will analyze the interaction between humans and the environment.


THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Place, Region, and Culture

G.9.5.1

Analyze effects of human-generated changes on the physical environment in places and regions over time from early America to the 1820s

D2.Geo.5.3-5
G.9.5.2

Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period

D2.Geo.6.3-5


G.9.5.3

Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment

D2.Geo.4.3-5




G.9.6.1

Analyze effects of human-generated changes in the physical environment in various places and regions over time up to 1500 C.E.

D2.Geo.6.6-8
G.9.6.2

Analyze ways cultural characteristics influenced population distribution in various civilizations up to 1500 C.E.

D2.Geo.6.6-8

G.9.6.3


Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment in various civilizations up to 1500 C.E.

D2.Geo.4.6-8






CCRA.R.1, 3

CCRA.W.7


CCRA.SL.2

CCRA.L.6


Strand: Geography

Content Standard 10: Spatial Patterns and Movement - Students will interpret the spatial characteristics and patterns of human settlement.



THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Resources and Movement

G.10.5.1

Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas

(e.g., early people groups, Native Americans, Westward expansion)

D2.Geo.8.3-5




G.10.5.2

Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information

(e.g., trade routes, water ways, geographic barriers, accessibility)

D2.Geo.7. 3-5


G. 10.5.3

Examine reasons for population shifts in early America and the effects on various regions

D2.Geo.7.3-5


G.10.6.1

Analyze relationships between human settlements and movements and the location and use of natural resources in various regions up to 1500 C.E.

D2.Geo.8.6-8

G.10.6.2


Analyze effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas in various regions of the world using multiple sources of information

(e.g., push- pull-factors)

D2.Geo.7.6-8
G. 10.6.3

Analyze the impact of global population shifts in various eras and regions

(e.g., Bantu migration, urbanization)

D2.Geo.12.6-8




CCRA.R.1, 3, 7

CCRA.W.7, 8, 9

CCRA.SL.2

CCRA.L.6

Strand: Geography

Content Standard 11: Global Interconnections - Students will compare global places and regions and the connections between them.




THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.




Grade 5

Era 1 - Beginnings to Era 3- 1820s



Grade 6

Era 1 - Beginnings to Era 5- 1500 C.E.



CCSS ELA-Literacy Alignment

Changing Spatial Patterns

G.11.5.1

Explain how interactions with nearby and distant places have changed the spatial patterns of economic activities over time

(e.g., explorers, trade routes, triangular trade)

D2.Geo.11.3-5


G.11.5.2

Analyze cooperation within communities during and after natural and human-made disasters

(e.g., disease, famine, weather phenomena, war)

D2.Geo.12.3-5





G.11.6.1

Compare ways spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places

D2.Geo.11.6-8
G.11.6.2

Analyze cooperation within communities during and after natural and human-made disasters

(e.g., disease/plague, famine, weather phenomena, war)

D2.Geo.12.3-5




CCRA.R.1, 3

CCRA.W.7


CCRA.SL.1, 4

CCRA.L.6



Strand: History

Content Standard 12: United States Beginnings Through 1820s - Students will analyze key historical periods; patterns of change over time; and ways people view, construct, and interpret the history of the United States.





Grade 5 *

Era 1 - Beginnings to Era 3- 1820s



CCSS ELA-Literacy Alignment

Era 1: Beginnings to 1620



H.12.5.1

Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources

D2.His.1, 4, 9, 10, 16.3-5
H.12.5.2

Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples)

D2.His.13, 14.3-5
H.12.5.3

Examine reasons for European exploration in the Americas from multiple perspectives

(e.g., trade, religion, colonies, spheres of influence, wealth)

D2.His.4, 10, 14.3-5


H.12.5.4

Evaluate short- and long-term effects of European exploration and settlement in the Americas and Arkansas from multiple perspectives

(e.g., Roanoke, Jamestown, disease, conflict)

D2.His.5, 14.3-5




CCRA.R.1, 3, 7

CCRA.W.7, 8

CCRA.SL.2

CCRA.L.6



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