Social Studies 6

Unit 1: Geography & Indigenous People of the Western Hemisphere
Unit 2: Cultures Connect: The Push, The Pull, and The Clash

Geography and Indigenous People of the Western Hemisphere

Bend 1: How did the environment and people’s connection to the natural world help shape Indigenous culture?

Students will learn how indigenous people believe that humans came to inhabit the land their group lives on through creation stories. They'll investigate aspects of multiple cultural groups across various regions of the western hemisphere. There is a particular focus on how the geography and climate influence the culture that developed in each place.

Bend 2: How were Indigenous cultures impacted by other cultures entering into the geographic regions and accessing the natural resources available?

As other cultures entered into the geographic regions and accessed the natural resources there, Indigenous culture was impacted as well. Students will examine the introduction of horses and pigs, the loss of the buffalo, and the forced removal of the Cherokee from their homelands.

Bend 3: How do Indigenous people contribute to modern society?

Finally, students will look at the continued contributions that indigenous people make to modern society. Students look at current events including aspects of tackling environmental changes in which Indigenous people share their knowledge, methods, and leadership to affect change.

Cultures Connect: The Push, The Pull, and The Clash

Bend 1: How do the locations and use of various natural resources relate to human settlements and movements?

In this bend students investigate resources of value and how these resources impact exploration, settlement, and interaction between groups. The unit begins with students exploring ancient Africa, learning about the various resources that were traded on the Gold Road. Finally students consider how the Crusades exposed Europeans to the vast resources of Africa and Asia and the results of that exposure.

Bend 2: How did cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas?

In this bend students look at the movement of people between the eastern and western hemispheres. Specifically, students consider what forces pushed or pulled people between Portugal, Spain, Africa and the Americas. Students will look at the interactions between the groups and the sharing of ideas, products, and organisms, especially as a part of the Columbian Exchange.

Bend 3: Why do individuals and groups during the same historical period differ in their perspectives?

In this bend students look at the movement of people between Europe (France, England, and Holland) and the Americas. Students consider what resources were valued by each group, and the steps taken by each group to secure these. Students will look at the interactions between the groups and the sharing of ideas, products, and organisms, especially as a part of the fur trade. The bend culminates with an intentional look at why various perspectives held by each group developed.

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