Grade 8 Mathematics

By Amy Kelly,2014-08-11 06:56
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Grade 8 Mathematics

    Grade 6 Social Studies

    Scope and Sequence

    First Semester Second Semester

    stthAugust 27 October 5 - 1 6 Weeks January 23 March 7 4 6 Weeks

    Chapter 1-3 29 Days ; Europe 32 days

    o Chapter 14 6 days ; Developing Geography Concepts 15 days

    o Chapter 15 7 days ; Developing Social Studies Concepts 15 days o Chapter 16 5 days

    o Chapter 17 6 days

    o Chapter 18 6 days

    ndOctober 8 November 16 2 6 Weeks March 17 April 25 5th 6 Weeks

    ; North America 29 days ; Sub-Sahara Africa & North Africa 29 days o Chapter 4 6 days o Chapter 19 6 days

    o Chapter 20 7 days o Chapter 5 4 days

    o Chapter 6 6 days o Chapter 21 5 days o Chapter 7 5 days o Chapter 22 5 days o Chapter 8 5 days o Chapter 23 5 days

    rdthNovember 19 January 18 3 6 Weeks 6 Weeks April 28 June 4 6

    ; Middle America & South America 31 days ; Asia & Pacific Realm 27 days o Chapter 9 5 days (Nov. 7 -11 Freedom Week) º Chapter 24 6 days o Chapter 10 5 days º Chapter 25 5 days o Chapter 11 5 days º Chapter 26 5 days o Chapter 12 4 days º Chapter 27 4 days o Chapter 13 5 days º Chapter 28 4 days

    º Chapter 29 4 days

    º Chapter 30 4 days

     Social Studies Grade 6

    Page i

    Grade 6 Social Studies

    Scope and Sequence


    The study of world cultures in sixth grade is an exciting opportunity. Students at this age are becoming more aware of the world outside of their own experiences. The classroom can become a wonderful cruise around the world, where students come into contact with a multitude of people, places and ways of life.

    However, the sixth grade social studies TEKS are broad and encompass a large amount of content and skills to be learned in a single school year. Since this course is not chronological and sequential, like a history course, teachers have many options when planning how to present this course. There is no specific progression that must be followed. Some culture groups are specified in the TEKS, but there is room to include or exclude others.

    This scope and sequence presents a suggested format to incorporate all the sixth grade social studies TEKS in a logical and organized manner. After a study of terminology and concepts relevant to social studies instruction, the first geographic section studied is North America. Students live in this part of the world; they have just completed fifth grade social studies, which focuses on American history and culture, so connections can easily be made. Another choice is to include North America during the first six weeks section as examples of terminology and concepts used in this course. That would allow for less time to be spent on North America during the second six weeks and more time for other cultures. Regardless of the structure, each culture group that is presented should be

    compared to what was previously studied up to that point, particularly the United States. Not only is that process relevant to students thththas sixth graders living in America, but it will also facilitate preparation for the 8, 10, and 11 grade TAKS.

    Rather than approach this course as a study of every country and culture group in the world, representative culture groups for each geographic section have been chosen as the focus of instruction. With the number of days in a school year, teachers must plan

    realistically in order for all TEKS to be addressed. As time permits, teachers can include more culture groups than are part of this document. However, quality instruction must take place in order for students to be successful.

     Social Studies Grade 6

    Page ii

    Grade 6 Social Studies

    Scope and Sequence

    Throughout the year as students learn social studies content, they are expected to master certain geographic concepts that are

    required by the TEKS. Teachers will plan appropriate activities that incorporate geographic concepts and skills throughout the scope

    of the course. For this course those TEKS include 3 through 7.

    (6.3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student is expected to:

    (A) create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and

    economic activities;

    (B) pose and answer questions about geographic distributions and patterns for selected world regions and countries shown on maps, graphs, charts, models,

    and databases; and

    (C) compare selected world regions and countries using data from maps, graphs, charts, databases, and models.

    (6.4) Geography. The student understands the characteristics and relative locations of major historical and contemporary societies. The student is expected to:

    (A) locate major historical and contemporary societies on maps and globes;

    (B) identify and explain the geographic factors responsible for patterns of population in places and regions; (C) explain ways in which human migration influences the character of places and regions; and (D) identify and explain the geographic factors responsible for the location of economic activities in places and regions.

(6.5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.

    The student is expected to:

    (A) explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the

    economic development and foreign policies of societies; and

    (B) identify geographic factors that influence a society's ability to control territory and that shape the domestic and foreign policies of the society.

    (6.6) Geography. The student understands the impact of physical processes on patterns in the environment. The student is expected to:

    (A) describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted in physical patterns on Earth's surface;

    (B) describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber;


    (C) analyze the effects of physical processes and the physical environment on humans.

     Social Studies Grade 6

    Page iii

    Grade 6 Social Studies

    Scope and Sequence

    (6.7) Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions.

    The student is expected to:

    (A) identify and analyze ways people have adapted to the physical environment in selected places and regions; (B) identify and analyze ways people have modified the physical environment; and (C) describe ways in which technology influences human capacity to modify the physical environment.

     Social Studies Grade 6

    Page iv

    Grade 6 Social Studies

    Scope and Sequence

    Throughout the year as students learn social studies content, they are expected to master certain skills that are required by the TEKS.

    Teachers will plan appropriate activities that incorporate social studies skills throughout the scope of the course, including TEKS 21

    through 23.

(6.21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic


    The student is expected to:

    (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual

    material; and artifacts to acquire information about selected world cultures; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,

    summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

    (D) identify different points of view about an issue or topic;

    (E) identify the elements of frame of reference that influenced participants in an event; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

    (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

    (A) use social studies terminology correctly;

    (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences;

    (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

    (E) use standard grammar, spelling, sentence structure, and punctuation.

     (6.23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

    The student is expected to:

    (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and

    implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take

    action to implement a decision.

     Social Studies Grade 6

    Page v

    Grade 6 Social Studies

    Scope and Sequence

    Instructional Resources

    Assessment Classroom Resources Technology Chapter Tests with ExamView Program Overview Student Edition on Audio CD Alternative Assessment Pacing Charts Resource Pro CD-ROM Diagnostic Tests for Middle Grades Letters Home Passport to the World CD-ROM Test-Taking Strategies with Transparencies Guided Reading and Review Social Studies Skills Tutor CD-ROM Test-Taking Strategies Posters Chapter Summary World Video Explorer Review Book for World Studies Vocabulary Companion Web Site Test Prep Book for Middle Grades World Reteaching

     Studies Enrichment

     Critical Thinking

     Activity Atlas

     Cooperative Learning Activities


     Section Quiz

     Chapter Tests (Forms A & B)

     Unit Tests (Forms A & B)

     Social Studies and Geography Skills

     Guide to the Essentials, English

     Guide to the Essentials, Teacher’s Manual

     Primary Sources and Literature Readings

     Outline Maps

     Using the Internet

     The Middle Grades Experience

     Glossary of Geographic Terms Poster

     DK Atlas

     Guided Reading & Review, Student Edition

     Guided Reading & Review, Teacher Edition

     Color Transparencies

     Section Reading Support Transparency System

     Social Studies Grade 6

    Page vi

    Grade 6 Social Studies

    Scope and Sequence

    Additional Resources

    Landform posters with definitions


     This is for landforms

    Maps and other information

    multicultural holidays


    Middle America early people

     Social Studies Grade 6

    Page vii

    Grade 6 Social Studies

    Scope and Sequence

     This is for landforms

    Maps and other information

    multicultural holidays


    Middle America early people


    Ancient Egypt

    Exploring Ancient World

    Information on United Nation counties Old maps

     Social Studies Grade 6

    Page viii

    Grade 6 Social Studies

    Scope and Sequence

    United States' Civil War

    Flags of the world

Number the Stars by Louis Lowry

Storyteller’s Beads by Jane Kurtz

    Sadako and the Thousand Paper Cranes by Elenor Coerr

    Retreat from Gettysburg by Kathleen Ernst

    The Century for Young People by Peter Jennings

     Social Studies Grade 6

    Page ix

    Grade 6 Social Studies

    Scope and Sequence

    General Geography/Developing Social Studies Concepts

    (30 days @ 45 minutes per day)

    The following are Region IV Education Service Center professional development opportunities offered through our catalog and through customized services. The key refers to the code used in the Assessment and Instructional Resources columns. This list also contains Web sites that can be utilized throughout the course.

    For updated instructional links, visit our Web site at


    LRE: Law-Related Education

    CRISS: Project CRISS

    R4CS: Content and Skills Integration Across the Social Studies TAKS: Grades 6-8

    SSC: Social Studies Center Web site:

    PASP: Protocol Alliance Suitcase Project (trunks that have artifacts and information on a country)

    R4PDS1: Social Studies: A Conceptual Approach

    R4PDS2: Developing the Social Studies Skills

    R4PDS3: Promoting Visual Literacy in the Social Studies

    R4PDS4: Acceleration in Social Studies Instruction

    R4PDS5: Promoting Active Student Involvement in Social Studies Instruction

    R4PDS6: The Judicious Use of the Social Studies Textbook

     Social Studies Grade 6

    Page 1

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