Halifax County Public Schools Grade 6 Curriculum …hcsresources.wikispaces.com/file/view/SS+6th+Grade+Pacing+Guide+... · Halifax County Public Schools Grade 6 Curriculum Pacing

Halifax County Public Schools Grade 6

Curriculum Pacing Guide

2011-2012

H- History

G- Geography and Environmental Literacy

E- Economics Financial Literacy

C&G- Civics and Government

C- Culture

1st Six Weeks

6th Grade Social Studies

Big Question: How do we decide what is true?

Days NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

&

Instructional

Recommended

Resources/Materials

Recommended Assessments

2 Days Discuss the Classroom

Syllabus and

School Handbook,

Build Classroom

Rules/Expectations

Pretest

Introduction: What is Social

Studies

1. Definition

Class Syllabus

EMS School Handbook

Classroom

Rules/Expectations

Diagnostic

9 Days Overview of Geography/Planet

Earth including:

Five Themes, Branches of

Geography, Essential

Elements, Climate, Natural

Resources, Environment

I Can:

1.01 Create maps, charts,

graphs, databases, and models

I Can:

6.H.1.1

Construct charts, graphs,

and historical narratives

Introduce Vocabulary

for Section being

taught

Discuss the Unit Big Question

Write about the Big Question

Essential Question

Write about the Essential

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Pre-Reading Strategies

During Reading Strategies

After Reading Strategies

Vocabulary Strategies

Textbook

Revised Blooms Taxonomy

(Key Words & Model

Questions)

Atlases

Maps

Vocabulary and Reading

Warm-up Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Daily Formative

Assessments



2011-2012

H- History




C- Culture

as tools to illustrate

information about different

people, laces and regions in

South America and Europe.

1.02 Generate, interpret and

manipulate information from

tools such as maps, globes,

charts, graphs, databases, and

models to pose and answer

questions about space and

place, environment and

society, and spatial dynamics

and connections.

3.04 Describe how physical

processes such as erosion,

earthquakes, and volcanoes

have resulted in physical

patterns on the earth’s surface

and analyze their effects on

human activities.

to explain particular

events or issues over

time.

6.G.2.2

Construct maps, chars

and graphs to explain

data about geographic

phenomena (e.g.

migration patterns and

population and resource

distribution patterns).

6.G.1.1 Explain how the

physical features and

human characteristics of

a place influence the

development of

civilizations, societies and

regions (e.g. location near

rivers and natural

barriers, trading

practices and spread of

culture.

Document Analysis

Debates

Speeches (assignment &

presentation rubrics)

Research Assignments (specific

guidelines)

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Instructional Coach



2011-2012

H- History




C- Culture

8.01 Describe the role of key

historical figures and evaluate

their impact on past and

present societies in South

America and Europe.

6.H.2.4 Explain the role

that key historical figures

and cultural groups had

in transforming society

(e.g. Mansa Musa,

Confucius, Charlemagne

and Qin Shi Huangdi).

9 Days Overview of the World’s

People including:

Population, culture,

government, and economy

I Can:

3.04 Describe how physical

processes such as erosion,

earthquakes, and volcanoes

have resulted in physical

patterns on the earth’s surface

and analyze their effects on

human activities.

I Can:



human characteristics of

a place influenced the

development of


regions (e.g. location near

rivers and natural

barriers, trading

practices and spread of

culture).


for Section being

taught



Essential Question


Question








Document Analysis

Debates




guidelines)

Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

5.03 Explain how the

allocation of scarce resources

requires economic systems to

make basic decisions

regarding the production and

distribution of goods and

services, and evaluate the

impact on the standard of

living in selected societies and

regions of South America and

Europe.

6.E.1.2

Explain how quality of

life is impacted by

economic choices of


regions.

The Five Themes of

Geography

1. Definitions

2. Examples and

Applications

How can you use the 5 themes

of geography to organize

information and address

questions about places in the

world?

How can you use geographers’

tools to pose and answer

questions about the world?

In what ways might geography

tools be used to identify

climate and population

patterns within South America

and Europe?

10 Days I Can:

Early History of Europe

including:

Ancient Greece, Ancient

Rome, and the Middle Ages

10.02 Identify various sources

of citizens’ rights and

I Can:

6.C&G.1.3

Compare the


for Section being

taught



Essential Question


Question




Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

responsibilities, such as

constitutions, traditions, and

religious law, and analyze how

they are incorporated into

different government

structures.

12.02 Describe the relationship

between cultural values of

selected societies of South

America and Europe and their

art, architecture, music and

literature, and assess their

significance in contemporary

culture.

requirements for (e.g.

age, gender, and status)

and responsibilities of

(e.g. paying taxes and

military service)

citizenship under various

governments.

6.C.1.1 Analyze how

cultural expressions

reflected the values of


regions (e.g. oral

traditions, art, dance,

music, literature, and

architecture).





Document Analysis

Debates




guidelines)

CULMINATING PROJECT

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach



2011-2012

H- History




C- Culture

2nd Six Weeks


Big Question: Is conflict always bad?

Days NCSCoS Unit

Objectives/Goals


Terms


&

Instructional Activities

Recommended

Resources/Materials




2011-2012

H- History




C- Culture

10 Days History of Early Modern

Europe including:

Renaissance and

Reformation, Exploration,

Enlightenment, and the

Industrial Revolution

I Can:

3.03 Examine the

development and use of

tools and technologies and

assess their influence on the

human ability to use,

modify, or adapt to their

environment.

4.03 Examine key ethical

ideas and values deriving

from religious, artistic,

political, economic, and

educational traditions, as

well as their diffusion over

time, and assess their

I Can:

6.G.1.4 Explain how and

why civilizations, societies

and regions have used,

modified and adapted to

their environments (e.g.

invention of tools,

domestication of plants

and animals, farming

technique and creation of

dwellings).

6.C.1.1 Analyze how


reflecte4d the values of


regions (e.g. oral



Introduce

Vocabulary for

Section being taught



Essential Question


Question








Document Analysis

Debates



Research Assignments

(specific guidelines)

Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

influence on the

development of selected

societies and regions in


a6.02 Examine the influence

of education and technology

on productivity and

economic development in

selected nations and regions

of South America and

Europe.

8.03 Identify major

discoveries, innovations,

and inventions, and assess

their influence on societies

past and present.

architecture).

6.H.2.3 Explain how

innovation and/or

technology transformed


regions over time (e.g.

agricultural technology,

weaponry, transportation

and communication.

6.H.2.3 Explain how

innovation and/or

technology transformed


regions over time (e.g.

agricultural technology,

weaponry, transportation

and communication.



2011-2012

H- History




C- Culture

10 Days Modern European History

World War I, World War

II, The Holocaust, The Cold

War, and Europe since

1945

I Can:

8.01 Describe the role of

key historical figures and

evaluate their impact on

past and present societies in


I Can:



and cultural groups had in

transforming society (e.g.

Mansa Musa, Confucius,

Charlemagne and Qin Shi

Huangdi).

Introduce

Vocabulary for




Essential Question


Question








Document Analysis

Debates





Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach


Section Assessments

Unit Assessment

10 Days Southern Europe and the

countries of Greece, Italy,

Spain, and Portugal

I Can:

1.03 Use tools such as maps,

globes, graphs, charts,

databases, models, and

I Can:

6.G.2.1 Use maps, charts,

graphs, geographic data

and available technology

tools to draw conclusions

Introduce

Vocabulary for




Essential Question


Question




Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans


Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

artifacts to compare data

on different countries of

South America and Europe

and to identify patterns as

well as similarities and

differences among them.

about the emergence,

expansion and decline of


regions.





Document Analysis

Debates





CULMINATING PROJECT

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach



2011-2012

H- History




C- Culture

2.01 Identify key physical

characteristics such as

landforms, water forms,

and climate, and evaluate

their influence on the

development of cultures in

selected South America and

European regions.

3.01 Identify ways in which

people of selected areas in


have used, altered, and

adapted to their

environments in order to

meet their needs, and

evaluate the impact to their

actions on the development

of cultures and regions.

5.01 Describe the

relationship between the

location of natural

resources and economic

development, and assess the



human characteristics of a

place influenced the

development of


regions 9e.g. location near

rivers and natural

barriers, trading practices

and spread of culture).


why civilizations, societies

and regions have used,

modified and adapted to

their environments (e.g.

invention of tools,



techniques and creation of

dwellings).

6.E.1.1

Explain how conflict,

compromise, and

negotiation over the

availability of resources



2011-2012

H- History




C- Culture

impact on selected cultures,

countries, and regions in


(natural, human and

capital) impacted the

economic development of

various civilizations,

societies and regions (e.g.

competition for scarce

resources, unequal

distribution of wealth and

the emergence of powerful

trading networks).



2011-2012

H- History




C- Culture

3rd Six Weeks


Big Question: What is important to know?

Days NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary Terms Instructional Strategies

&


Recommended

Resources/Materials


7 Days West/Central Europe

including France and the

Benelux Countries,

Germany and the Alpine

Countries

I Can:





adapted to their

environments in order to

meet their needs, and

evaluate the impact to

their actions on the

development of cultures

and regions.

11.03 Compare

characteristics of political,

economic, religious, and

I Can:

6.G.1.4 Explain how

and why civilizations,

societies and regions

have used, modified and

adapted to their

environments (e.g.

invention of tools,



techniques and creation

of dwellings).

6.G.1.3 Compare

distinguishing

characteristics of


for Section being taught



Essential Question


Question








Document Analysis

Debates





Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach


Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

social institutions of

selected cultures, and

evaluate their similarities

and differences.

11.04 Identify examples of

economic, political, and

social changes, such as

agrarian to industrial

economies, monarchical to

democratic governments,

and the roles of women

and minorities, and

analyze their impact on

culture.

various world regions

(e.g. physical features,

culture, political

organization and ethnic

make-up).

6.H.2.1 Explain how

invasions, conquests,

and migrations affected


societies and regions

(e.g. Mongol invasion,

The Crusades, the

Peopling of the

Americas and

Alexander the Great).

8 Days Northern Europe and the

areas of the British Isles

and Scandinavia

1.03 Use tools such as

maps, globes, graphs,

charts, databases, models,

and artifacts to compare

data on different countries


Europe and to identify

6.G.2.1 Use maps,

charts, graphs,

geographic data and

available technology

tools to draw

conclusions about the

emergence, expansion





Essential Question


Question







Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer


Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

patterns as well as

similarities and differences

among them.







selected South American

and European regions.

11.03 Compare






and differences.

and decline of

civilizations, societies

and regions.



human characteristics

of a place influenced the

development of


and regions (e.g.

location near rivers and

natural barriers,

trading practices and

spread of culture).

6.G.1.3 Compare

distinguishing

characteristics of



culture, political


make-up).


Document Analysis

Debates





Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach



2011-2012

H- History




C- Culture

12.03 Identify examples of

cultural borrowing, such

as language, traditions,

and technology, and

evaluate their importance

in the development of

selected societies in South

America and Europe.

6.C.1.1Analyze how




and regions (e.g. oral



architectural).



2011-2012

H- History




C- Culture

7 Days Eastern Europe including

Poland, the Baltic

Republics, Inland Eastern

Europe, and the Balkan

Countries









10.03 Describe rights and

responsibilities, such as

constitutions, traditions,

and religious law, and

analyze how they are

incorporated into different

government situations.





development of


and regions (e.g.


natural barriers,


spread of culture).

6.C&G.1.3 Compare

the requirements for

9e.g. age, gender and

status) and

responsibilities of 9e.g.

paying taxes and

military service)

citizenship under





Essential Question


Question








Document Analysis

Debates





Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach


Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

11.03 Compare






and differences.

12.03 Analyze how cultural

expressions reflected the

values of civilizations,


oral traditions, art, dance,


architecture).

various governments.

6.G.1.3 Compare

distinguishing

characteristics of



culture, political


make-up).

6.C.1.1 Analyze how




and regions (e.g. oral



architecture).

8 Days Russia and the Caucasus

including history and

culture of Russia, modern

Russia and the Caucasus

countries

I Can:

1.03 Use tools such as

I Can:

6.G.2.1 Use maps,





Essential Question


Question




Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers


Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

maps, globes, graphs,

charts, databases, models,

and artifacts to compare

data on different countries


Europe and to identify

patterns as well as


among them.









9.02 Describe how

different types of

governments such as

democracies, dictatorships,

charts, graphs,

geographic data and

available technology

tools to draw

conclusions about the

emergence, expansion

and decline of


and regions.





development of


and regions (e.g.


natural barriers,


spread of culture).

6.C&G.1.1 Explain the

origins and structures

of various

governmental systems

(e.g. democracy,





Document Analysis

Debates





CULMINATING PROJECT

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach



2011-2012

H- History




C- Culture

monarchies and oligarchies

in selected areas of South

America and Europe carry

out legislative, executive,

and judicial functions, and

evaluate the effectiveness

of each.

absolute monarchy and

constitutional

monarchy).



2011-2012

H- History




C- Culture

4th Six Weeks


Big Question: Do we need words to communicate well?

Days NCSCoS Unit

Objectives/Goals


Terms


&


Recommended

Resources/Materials


8 Days Early History of the Americas

focusing on the Mayans,

Aztecs, and Incas

I Can:

4.02 Identify the main

commodities of trade over time

in selected areas of South

America and Europe, and

evaluate their significance for

the economic, political and

social development of cultures

and regions.

7.01 Identify historical events

such as invasions, conquests,

and migrations and evaluate

their relationship to current

issues.

I Can:

6.G.1.2 Explain the

factors that influenced

the movement of people,

goods, and ideas and the

effects of that movement

on societies and regions

over time (e.g. scarcity of

resources, conquests,

desire for wealth, disease

and trade).

6.H.2.1 Explain how

invasions, conquests, and

migrations affected



Mongol invasion, The


for Section being

taught



Essential Question


Question








Document Analysis

Debates




guidelines)

Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture


historical figures and evaluate

their impact on past and

present societies in South

America and Europe.

Crusades, the People of

the Americas and






(e.g. Mansa Musa,



7 Central America and the

Caribbean

I Can:

7.01 Identify historical events

such as invasions, conquests,

and migrations and evaluate

their relationship to current

issues.

11.01 Identify the concepts

associated with culture such as

I Can:

6.H.2.1 Explain how

invasions, conquests, and

migrations affected



Mongol invasion, The

Crusades, the People of

the Americas and


6.C.1.1 Analyze how



for Section being

taught



Essential Question


Question








Document Analysis

Debates



Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

language, religion, family, and

ethnic identify, and analyze

how they both link and

separate societies.



regions (e.g. oral



architecture).


guidelines)

8 Days Caribbean South America and

the countries of Colombia,

Venezuela, and the Guiana’s

I Can:

1.03 Use tools such as maps,

globes, graphs, charts,

databases, models, and

artifacts to compare data on

different countries of South

America and Europe and to

identify patterns as well as


among them.


groups and evaluate their

impact on historical and

contemporary societies of


I Can:

6.G.2.1 Use maps, charts,

graphs, geographic data

and available technology

tools to draw conclusions

about the emergence,

expansion and decline of


regions.





(e.g. Mansa Musa,




for Section being

taught



Essential Question


Question








Document Analysis

Debates




guidelines)

CULMINATING PROJECT

Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

9.03 Identify the ways in which

governments in selected areas

of South America and Europe

deal with issues of justice and

injustice, and assess the

influence of cultural values on

their practices and

expectations.

6.C&G.1.4 Compare the

role (e.g. maintains order

and enforces societal

values and beliefs) and

evolution of laws and

legal systems (e.g. need

for and changing nature

of codified system of laws

and punishment) in


societies and regions.



2011-2012

H- History




C- Culture

5th Six Weeks


Big Question: How do we decide who we are?

Days

NCSCoS Unit

Objectives/Goals

NCCS Skill/Vocabulary

Terms


&


Recommended

Resources/Materials


10 Atlantic South America

including Brazil, Argentina,

Uruguay, and Paraguay

I Can:

2.03 Examine factors such as

climate change, location of

resources, and environmental

challenges that influence

human migration and assess

their significance in the


cultures in South America and

Europe.

4.01 Describe patterns of and

motives for the migrations of

people, and evaluate their

impact on the political,

economic, and social

I Can:

6.G.1.2 Explain the




effects of the movement



resources, conquests,


and trade).

6.G.1.2 Explain the




effects of that movement


for Section being

taught



Essential Question


Question








Document Analysis

Debates




guidelines)

Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture


societies and regions.

9.02 Describe how different

types of governments such as

democracies, dictatorships,

monarchies and oligarchies in

selected areas of South

America and Europe carry out

legislative, executive, and

judicial functions, and

evaluate the effectiveness of

each.



resource, conquests,


and trade).

6.C&G.1.1 Explain the

origins and structures of

various governmental

systems (e.g. democracy,

absolute monarchy and

constitutional monarchy).

10 Days Pacific South America

including Bolivia, Chile,

Ecuador, Peru and the history

and current state of this region


for Section being

taught



Essential Question


Textbook


(Key Words & Model

Questions)

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

I Can:

1.01 Create maps, charts,

graphs, databases, and models

as tools to illustrate

information about different

people, places and regions in






adapted to their environments

in order to meet their needs,

and evaluate the impact to


development of cultures and

regions.

10.01 Trace the development

of relationships between

individuals and their

governments in selected

cultures of South America and

Europe, and evaluate the

I Can:

6.H.1.1 Construct charts,

graphs, and historical

narratives to explain

particular events or

issues over time.


why civilizations,

societies and regions have

used, modified and

adapted to their

environments (e.g.

invention of tools,




of dwellings).



age, gender and status)



military service)

Question








Document Analysis

Debates




guidelines)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach



2011-2012

H- History




C- Culture

changes that have evolved over

time.


governments.

10 Days Pacific South America

including Bolivia, Chile,

Ecuador, Peru and the history

and current state of this region

(continued)

I Can:





adapted to their environments

in order to meet their needs,

and evaluate the impact to


development of cultures and

regions.

I Can:


why civilizations,

societies and regions have

used, modified and

adapted to their

environments (e.g.

invention of tools,




of dwellings).


for Section being

taught



Essential Question


Question








Document Analysis

Debates




guidelines)

CULMINATING PROJECT

Textbook


(Key Words & Model

Questions)


Warm-ups

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Cornell-Notes

AVID Strategies

Project Rubric

Instructional Coach

Daily Formative

Assessments

Section Assessments

Unit Assessment



2011-2012

H- History




C- Culture

10.01 Trace the development

of relationships between

individuals and their

governments in selected

cultures of South America and

Europe, and evaluate the

changes that have evolved over

time.



age, gender and status)



military service)


governments.



2011-2012

H- History




C- Culture

Helpful Websites

http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/glossary.html

http://www.archives.gov/education/lessons/worksheets/

www.edsitement.com

www.edhelper.com

www.unitedstreaming.com

http://www2.scholastic.com/browse/learn.jsp

http://www.nationalgeographic.com/education/

http://kids.nationalgeographic.com/

http://www.libertyskids.com/pt_guide_adult_background.html

http://www.dpi.state.nc.us/curriculum/socialstudies/

www.socialstudiesforkids.com

www.socialstudieswebsite.com

6th Six Weeks


Big Question: How much do our communities shape us?

Days NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary Terms Instructional Strategies

&


Recommended

Resources/Materials


10 End of Year Project Project Rubric

10 Social Studies Review

Study Activities for Exam

General Overview

10 Follow EOG & Exam

Schedule

EOG & Social Studies Exams

http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/glossary.html

http://www.archives.gov/education/lessons/worksheets/

http://www.edsitement.com/

http://www.edhelper.com/

http://www.unitedstreaming.com/

http://www2.scholastic.com/browse/learn.jsp

http://www.nationalgeographic.com/education/

http://kids.nationalgeographic.com/

http://www.libertyskids.com/pt_guide_adult_background.html

http://www.dpi.state.nc.us/curriculum/socialstudies/

http://www.socialstudiesforkids.com/

http://www.socialstudieswebsite.com/

Documents

Halifax County Public Schools Grade 6 Curriculum …hcsresources.wikispaces.com/file/view/SS+6th+Grade+Pacing+Guide+... · Halifax County Public Schools Grade 6 Curriculum Pacing