Sixth Grade SS Lessons
Theme: Regions and People of the Western Hemisphere
Content Statement #1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.
Content Statement #2. Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.
Geography of Mesopotamia (printable PDF)
Content Statement #3. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.
Mapmaking Guide (printable PDF)
Content Statement #4. Latitude and longitude can be used to identify absolute location.
The Global Grid System (printable PDF)
Latitude and Longitude and Mapmaking (link also listed in 5th grade)
Several Latitude and Longitude resources (link also listed in 5th grade)
Content Statement #5. Regions can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural, or economic).
Content Statement #6. Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment.
Content Statement #7. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today.
Content Statement #8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).
World Religion lesson (slides only)
Content Statement #9. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.
Engaging Students with Primary Sources (printable PDF lesson)
Content Statement #10. Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority.
Content Statement #11. Economists compare data sets to draw conclusions about relationships among them.
Embed in other lessons on supply and demand and in math
Content Statement #12. The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies.
Content Statement #13. The fundamental questions of economics include what to produce, how to produce and for whom to produce.
Content Statement #14. When regions and/or countries specialize, global trade occurs.
Content Statement #15. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of inputs (human resources, natural resources and capital) used.
**9/2014: This item was changed from “Not assessed in PBA” to “Not assessed“**
Content Statement #16. When selecting items to buy, individuals can compare the price and quality of available goods and services.