Social Studies
6th Grade

Students will identify key events and effects of Reconstruction. (Themes 3, 6)

·        Compare/contrast the economic and philosophical characteristics of the North and South.

·        Describe the impact of Reconstruction policies on the South including the 13th, 14th, and 15th Amendments.

·        Investigate Jim Crow laws and their effect on the lives of African Americans from Reconstruction to the beginning of the civil rights movement. (www.pbs.org/wnet/jimcrow/segregation.html)

 

Students will describe post-Civil War changes in the United States, and the role of the United States in world affairs up to the Great Depression. (Themes 4, 5, 6, 7, 8)

·        Explain why immigrants transformed American life, the obstacles they faced, and the contributions they made. (Research famous immigrants, and research immigration entry points at:

                        www.ellisisland.org/

                        www.history.com/minisites/ellis-island/

                        www.angelisland.org/immigr02.html)

·        Describe the United States' participation in national and world events. (Spanish-American War and the lands gained, Panama Canal and its impact on transportation and world trade, World War I and the costs and benefits of the U.S. involvement)

·        Share how technological advancements (inventions) in the early 20th century helped to boost the economy in the United States and changed lifestyles of the period. (World War I weapons, cars, home appliances, movies)

 

Students will describe social and economic developments of the Great Depression. (Themes 1, 6)

·        Explain government's changing role in economic fluctuation. (stock market, New Deal policies including banking, farming, employment)

·        Compare/contrast the social and economic changes and effects that occurred before, during, and after the Great Depression with an emphasis on the historical/current analysis of economic upturns and downturns.  (PBS video - "Surviving the Dust Bowl" and related activities at: www.pbs.org/wgbh/amex/dustbowl/index.html)

 

 

 

 

Students will identify causes, key events, and the effects of World War II. (Themes 3, 6, 7)

(literature circles using books about World War II topics)

·        Identify events and ideas that led to the United States' involvement and participation in World War II. (bombing of Pearl Harbor, desegregation of military)

·        Identify key people and events of World War II. (the Holocaust through Teaching Tolerance's "One Survivor Remembers")

·        Describe life in the United States during and after World War II.  (life on the home front, Japanese-American internment camps, changing role of women, influx of immigrants)

 

Students will describe people, events, and ideas since World War II. (Themes 3, 4,8)

·        Explain segregation, desegregation, and the Civil Rights Movement. (Teaching Tolerance's "Viva La Causa", "A Place at the Table", "American's Civil Rights Movement", "Mighty Times: The Legacy of Rosa Parks", "Mighty Times: The Children's March")

·        Describe conflicts since World War II and the world leaders involved.  (Cold War, Korean War, Cuban Missile Crisis, Vietnam War, Persian Gulf War, Operation Iraqi Freedom, Afghanistan: War on Terrorism)

·        Research people associated with the time period.  (Present a PowerPoint presentation which includes an individual's involvement in the historical events of the time.)

 

Students will use a variety of skills to interpret, analyze, and evaluate primary and secondary sources as related to historical and current events.  (Themes 1 - 8)

 (Primary and secondary sources and other documents are included in all units of instruction.)

 

Possible Service Projects:

Students will be involved in a "Pay-It-Forward" to become a positive influence in the community.  (Theme 2)

 (Teach "Pay-It-Forward" concepts and ways that students can make something little become something big.  Keep individual diaries about what they did and what was done for them.)

OR

Students will be involved in conflict-resolution strategies to become a member of the community that contributes in a positive manner.  (Theme 2)

 (Teach conflict-resolution strategies in Guidance.  Apply those strategies in all situations.  Keep a record of conflicts and how they were resolved.)