6th Grade
6th Grade
Embedded Files
Social Studies: Contemporary World Cultures
Social Studies: Contemporary World Cultures
Introduction
Introduction
(1) In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of view.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, art galleries, and historical sites.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text from the Declaration of Independence: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
Unit 01: Thinking Like a Geographer: The World’s Geographic Patterns
Unit 01: Thinking Like a Geographer: The World’s Geographic Patterns
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit students specifically learn about types of maps, elements of maps, and how to read maps. Additionally students study about how geography influences settlement patterns, about the defining characteristics of culture, about cultural celebrations, and about how geographers divide the world into culture regions. In order for students to continue to develop critical thinking skills, in this unit they will research the similarities and differences of cultural traditions, commemorations, celebrations, and religious holidays/observances from around the world.
TEKS in this unit: 6.3A, 6.13A, 6.14A, 6.14B, 6.14C, 6.17A, 6.17B, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 02: Freedom for All: The United States and Canada
Unit 02: Freedom for All: The United States and Canada
(20 classes for the entire unit)
(20 classes for the entire unit)
In this unit, students refine an understanding of a culture region and how the construct of region helps geographers examine the world. Students also examine the physical geography of the United States and Canada along with studying how a history of colonization and immigration influences cultural patterns in the region. Additionally students examine the political and economic systems of the United States and Canada with an emphasis on how these institutions reflect a culture that values freedom. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.2A, 6.3B, 6.3C, 6.3D, 6.7B, 6.7C, 6.8A, 6.9A, 6.9B, 6.10A, 6.10B, 6.10C, 6.11A, 6.12A, 6.12B, 6.13B, 6.13C, 6.18A, 6.18B, 6.18C, 6.19A, 6.19B, 6.19C, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21C, 6.21D, 6.21E
Unit 03: A Legacy of Colonialism: Latin America
Unit 03: A Legacy of Colonialism: Latin America
(15 classes for the entire unit)
(15 classes for the entire unit)
In this unit students continue to study about how the processes of colonization and migration bring about cultural changes. Specifically, students examine Latin America’s physical geographic patterns, the cultural patterns of Latin America prior to the arrival of Europeans, and the cultural changes brought about by colonization and the Columbian Exchange. Additionally, students examine the architecture and arts of Latin America as they reflect a blending of cultural elements that characterize the region. Lastly, students learn about how economic development and human environmental interaction are intertwined in Latin America. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.2A, 6.2B, 6.3A, 6.3B, 6.3C, 6.3D, 6.5C, 6.6B, 6.13B, 6.13C, 6.15A, 6.15B, 6.15D, 6.16A, 6.16B, 6.16C, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 04: We Are Family: Europe
Unit 04: We Are Family: Europe
(15 classes for the entire unit)
(15 classes for the entire unit)
In this unit, students examine the shared culture of Europeans, how physical geography impacted economic development in Europe, how during the twentieth century Europeans have struggled with world conflicts, and how the European Union facilitated unity in the region. Additionally, students learn about the continuing challenge to assimilate immigrants in Europe. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.1B, 6.2B, 6.3B, 6.3C, 6.3D, 6.6A, 6.6C, 6.7A, 6.8A, 6.8B, 6.10B, 6.13B, 6.13C, 6.13D, 6.15D, 6.16A, 6.16C, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 05: Empire and Ethnicity: Russia and the Eurasian Republics
Unit 05: Empire and Ethnicity: Russia and the Eurasian Republics
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit, students study about the pattern of Soviet domination over many ethnic groups during the twentieth century, including the imposition of communism in the region. Additionally, students learn about how reforms to change the Soviet economy eventually resulted in the breakup of the Soviet Union, and the emergence of new political, social and economic patterns in Russia and the former Soviet republics. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.1B, 6.3B, 6.3C, 6.3D, 6.6A, 6.7A, 6.7B, 6.9A, 6.9B, 6.10A, 6.10B, 6.13D, 6.15D, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 06: A Crossroads of Diffusion: Southwest Asia/North Africa
Unit 06: A Crossroads of Diffusion: Southwest Asia/North Africa
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit students examine the relationship between religion and culture in Southwest Asia/North Africa, how new political patterns emerged in the region following the world wars, how the availability of water and oil affect economic patterns in the region, and how the diffusion of technology has affected culture changes in the region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.1B, 6.3C, 6.3D, 6.4A, 6.4B, 6.5B, 6.5C, 6.6A, 6.6B, 6.6C, 6.13D, 6.14B, 6.14C, 6.15B, 6.15C, 6.15D, 6.17A, 6.18C, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 07: Facing Challenges: Sub-Saharan Africa
Unit 07: Facing Challenges: Sub-Saharan Africa
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit students examine the challenges faced by Sub-Saharan Africa after decolonization. Students study about how the physical geography of Sub-Saharan Africa affects economic development in the region, how decolonization contributed to instability in Sub-Saharan Africa, how ethnic divisions resulted in human rights abuses in the region, and about the rich cultural traditions evident in the region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.1B, 6.2B, 6.3C, 6.3D, 6.4A, 6.4B, 6.5A, 6.6B, 6.8B, 6.9C, 6.16A, 6.16C, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 08: Unity and Division: South Asia
Unit 08: Unity and Division: South Asia
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit students examine the physical geographic processes that affect South Asia and unify the subcontinent, along with how people in this region adapt to those physical processes. Students also study about the influences of Hinduism, Buddhism and Sikhism on culture in South Asia. Finally students learn about the impact of colonialism, religious differences and population growth on South Asia, specifically examining the political divisions that came about following the end of British rule in the region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.3C, 6.3D, 6.5A, 6.5B, 6.6A, 6.10B, 6.14B, 6.17A, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21B, 6.21D, 6.21E
Unit 09: Tradition in a Modernizing World: East and Southeast Asia
Unit 09: Tradition in a Modernizing World: East and Southeast Asia
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit students examine the traditional cultural patterns in East and Southeast Asia, the variety of political and economic systems in the region, and the cultural influences of globalization evident in the region. The variety of economic and political systems in the region allows for comparison of these systems within this region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.3C, 6.3D, 6.7A, 6.8B, 6.9A, 6.9C, 6.10B, 6.11B, 6.15A, 6.16A, 6.17A, 6.18B, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Unit 10: Adapting Down Under: Pacific Realm
Unit 10: Adapting Down Under: Pacific Realm
(10 classes for the entire unit)
(10 classes for the entire unit)
In this unit students study about how physical geography has influenced settlement patterns in the region, how the relationship between indigenous populations and a history of migration has shaped cultural patterns in the region, and how adaptations to the physical geography impacts economic development in the region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 6.1A, 6.3A, 6.3B, 6.3C, 6.3D, 6.5A, 6.5B, 6.5C, 6.7A, 6.13C, 6.16A, 6.19A, 6.19B, 6.19C, 6.19D, 6.20A, 6.20B, 6.20C, 6.20D, 6.21A, 6.21B, 6.21D, 6.21E
Texas Essential Knowledge & Skills (TEKS)
Texas Essential Knowledge & Skills (TEKS)
TEKS - Social Studies - G6.pdfPage updated
Report abuse