GeorgiaPerformanceStandards

toc =6th Grade Social Studies Performance Standards=

The below can be found at Georgia Department of Education [|website].

Latin America and Canada
SS6G1 The student will locate selected features of Latin America and the Caribbean. a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert. b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela. SS6G2 The student will discuss environmental issues in Latin America. a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela. SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade. SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. a. Describe the results of blending of ethnic groups in Latin America and the Caribbean. b. Explain why Latin America is a region based on the languages of Portuguese and Spanish. c. Evaluate how the literacy rate affects the standard of living. SS6G5 The student will locate selected features of Canada. a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. a. Describe how Canada’s location, climate, and natural resources have affected where people live. b. Describe how Canada’s location, climate, and natural resources impact trade. SS6G7 The student will discuss environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

Government/Civics Understandings
SS6CG1 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominate forms of democratic governments: parliamentary and presidential. SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. SS6CG3 The student will explain the structure of the national government of Canada. a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.

Economic Understandings
SS6E1 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the functions of the North American Free Trade Agreement (NAFTA). d. Explain why international trade requires a system for exchanging currencies between nations. SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship. SS6E4. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.

Historic Understandings
SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations. a. Describe the influence of African slavery on the development of the Americas. b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America. c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo. SS6H3 The student will analyze important 20th century issues in Latin America and the Caribbean. a. Explain the impact of the Cuban Revolution. b. Explain the impact and political outcomes of the Zapatista guerrilla movement in Mexico. SS6H4 The student will describe the impact of European contact on Canada. a. Describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec’s independence movement.

Geographic Understandings
SS6G8 The student will locate selected features of Europe. a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula. b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom. SS6G9 The student will discuss environmental issues in Europe. a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine. SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe. a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade. SS6G11 The student will describe the cultural characteristics of Europe. a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian. b. Describe the major religions in Europe; include Judaism, Christianity, and Islam. c. Explain how the literacy rate affects the standard of living in Europe.

Government / Civics Understandings
SS6CG4 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. SS6CG5 The student will explain the structure of modern European governments. a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. b. Describe the purpose of the European Union and the relationship between member nations.

Economic Understandings
SS6E5 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia. SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe. a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos. b. Explain why international trade requires a system for exchanging currencies between nations. SS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship.

Historical Understandings
SS6H6 The student will analyze the impact of European exploration and colonization on various world regions. a. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator. b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas. c. Trace the colonization of Australia by the United Kingdom. d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI. SS6H7 The student will explain conflict and change in Europe to the 21st century. a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism. b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers. c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification.

Geographic Understandings
SS6G12 The student will be able to locate selected features of Australia. a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert. SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. a. Describe how Australia’s location, climate, and natural resources have affected where people live. b. Describe how Australia’s location, climate, and natural resources impact trade. SS6G14 The student will describe the cultural characteristics of people who live in Australia. a. Explain the impact of English colonization on the language and religion of Australia. b. Evaluate how the literacy rate affects the standard of living. SS6CG6 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominate forms of democratic governments: parliamentary and presidential. SS6CG7 The student will explain the structure of the national government of Australia. a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms.

Economic Understandings
SS6E8 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Describe the economic system used in Australia. SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia. a. Explain how specialization makes trade possible between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos. c. Explain why international trade requires a system for exchanging currency between nations. SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship.

Historical Understandings
SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans. a. Describe the origins and culture of the Aborigines. SS6H9 The student will explain the impact European exploration and colonization had on Australia. a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists. b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.

*Reading Across the Curriculum*
SS6RC1 Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas: Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. Read both informational and fictional texts in a variety of genres and modes of discourse. Read technical texts related to various subject areas. b. Discussing books: Discuss messages and themes from books in all subject areas. Respond to a variety of texts in multiple modes of discourse. Relate messages and themes from one subject area to messages and themes in another area. Evaluate the merit of texts in every subject discipline. Examine author’s purpose in writing. Recognize the features of disciplinary texts. c. Building vocabulary knowledge: Demonstrate an understanding of contextual vocabulary in various subjects. • Use content vocabulary in writing and speaking. Explore understanding of new words found in subject area texts. d. Establishing context: Explore life experiences related to subject area content. Discuss in both writing and speaking how certain words are subject area related. Determine strategies for finding content and contextual meaning for unknown words.

Map and Globe Skills
MAP AND GLOBE SKILLS GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills.



Information Processing Skills
GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills.