Academic+Standards

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Regions and People of the World** The sixth-grade year focuses on the study of world regions. The concentration is geographic ratherthan historic.Students study some of the earliest peoplewho lived in each region in order to understand how humans interactedwith theenvironmental conditions at that time. Connections are made topresent-dayworld regions including characteristics of governments and economic interactions.
 * Grade Six

A. Interpret relationships between events shown on multiple-tier time lines. B. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations. C. Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. D. Describe the effects of interactions among civilizations during the 14th through the 18th centuries. E. Explain the causes and consequences of the American Revolution, withemphasis on both Colonial and British perspectives. F. Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the U.S. Constitution. G. Analyze the causes and consequences of the American Civil War.

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system. Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal
 * History**
 * People in Societies**
 * Geography**
 * Economics**
 * Government**
 * Citizenship Rights and Responsibilities**
 * Social Studies Skills and Methods**

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups toanalyze the impact of their commonality and diversity within local, national, regional and global settings. A. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures. B. Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict. C. Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.
 * Benchmarks**
 * People in Societies**
 * By the end of the 6-8 program:**

Curriculum Standards The ten themes that form the framework of the National Council for the Social Studies (NCSS) social studies standards are: The study of culture prepares students to ask and answer questions such as: What are the common characteristics of different cultures? How do belief systems, such as religion or political ideals, influence other parts of the culture? How does the culture change to accommodate different ideas and beliefs? What does language tell us about the culture? Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world beyond their personal locations. Students need the knowledge, skills and understanding to ask and answer questions such as: Where are things located? Why are they located where they are? What do we mean by region? How do landforms change? What implications do these changes have for people? Personal identity is shaped by one's culture, by groups, and by institutional influences. Students should consider such questions as: How do people learn? Why do people behave as they do? What influences how people learn, perceive and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop from youth to adulthood? Institutions such as schools, churches, families, government agencies and the courts play an integral role in people's lives. It is important that students learn how institutions are formed, what controls and influences them, how theyinfluence individuals and culture, and how they are maintained or changed. Students may address suchquestions as: What is the role of institutions in this and other societies? How am I influenced byinstitutions? How do institutions change? What is my role in institutional change? Understanding the historical development of structures of power, authority and governance and theirevolving functions in contemporary U.S. society and other parts of the world is essential for developingcivic competence. In exploring this theme, students confront questions such as: What is power? Whatforms does it take? Who holds it? How is it gained, used and justified? What is legitimate authority? How are governments created, structured, maintained and changed? How can individual rights be protected within the context of majority rule? Because people have wants that often exceed the resources available to them, a variety of ways haveevolved to answer such questions as: What is to be produced? How is production to be organized? Howare goods and services to be distributed? What is the most effective allocation of the factors ofproduction (land, labor, capital, and management)? Modern life as we know it would be impossible without technology and the science that supports it. Buttechnology brings with it many questions: Is new technology always better than old? What can we learnfrom the past about how new technologies result in broader social change, some of which isunanticipated? How can we cope with the ever-increasing pace of change? How can we managetechnology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? The realities of global interdependence require understanding the increasingly important and diverseglobal connections among world societies and the frequent tension between national interests and globalpriorities. Students will need to be able to address such international issues as health care, theenvironment, human rights, economic competition and interdependence, age-old ethic enmities, and political and military alliances. An understanding of civic ideals and practices of citizenship is critical to full participation in society andis a central purpose of the social studies. Students confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and responsibilities? What is the role of the citizen in the community and the nation, and as amember of the world community? How can I make a positive difference?
 * National Council for the Social Studies **
 * I. Culture**
 * II. Time, Continuity and Change**
 * III. People, Places and Environments**
 * IV. Individual Development and Identity**
 * V. Individuals, Groups and Institutions**
 * VI. Power, Authority and Governance**
 * VII. Production, Distribution and Consumption**
 * VIII. Science, Technology and Society**
 * IX. Global Connections**
 * X. Civic Ideals and Practices**