To navigate this page, any available resources will appear as links below the Content Expectation. Please contact david.johnson@wmisd.org if you have a public domain resource which could be linked to one of these standards.

Vocabulary: The attached vocabulary list came from the Michigan Citizenship Collaborative Curriculum and should be covered throughout the course of the year if you're following the MC3 units.

"I Can" Statements The attached "I Can" statements were developed during the Wexford-Missaukee Intermediate School District curriculum review for Social Studies.

Common Core Writing Examples from Mason Lake Oceana ISD's Social Studies Network.

Common Core (College and Career Readiness Standards) for content literacy in Social Studies

assessment.jpgThere are Northern Michigan Learning Consortium Assessments available for some of these units. Please click here to learn more about how to access them.

folder.jpgMC3 Unit 1 - Foundations of Social Studies

6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.
resource.jpgRESOURCE: Earth - Eras of Earth's History
Written as a broad overview of the history of Earth, using this article in class with a discussion on the central ideas (answer the question posed by the GLCE for example) would begin to satisfy Reading Standard for Literacy in History/Social Studies standard 2. Using the underlined vocabulary you could hit RSLHSS standard 4. For written responses, look at CCRS Standard 5. Students could, for example, write a brief series of paragraphs listing the era's of history that they know of, as well as a few facts that they know about each.

6 – H1.2.1: Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

resource.jpgRESOURCE: Primary vs Secondary Sources
A quick reference guide to Primary and Secondary sources.

6 – G1.1.1: Describe how geographers use mapping to represent places and natural and human phenomena in the world.
resource.jpgRESOURCE: World Atlas - Canada
resource.jpgRESOURCE: World Atlas - North America
resource.jpgRESOURCE: World Atlas - South America
resource.jpgRESOURCE: World Atlas - United States
Use the different kind of maps of these regions (for example, relief maps, political maps, landforms, bodies of water, etc.) From there, students may write about how the Five Themes of Geography fit with what you have viewed or printed for them. A developed informative piece including: topic and organization, developed with relevant well-chosen facts, with varied transitions, precise language, and a formal objective tone (including a Conclusion!) would hit CCRS Writing Standard 2.

6 – G1.2.2: Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology. See also 7 – G1.2.2.
resource.jpgRESOURCE: Maps and Mapmaking
This resource can be used in full or in part to help students get a glimpse of how maps have changed over time. CCRS Writing Standard 1 could be hit if they discuss why maps have changed over time by: introducing a claim (Maps have changed over time), support the claim with reasoning, data, and evidence that shows they understand it, use word choice, maintain a formal style and end with a conclusion. Through reading of parts of the article students can cite specific textual evidence to support analysis of the text (CCRS Reading 1) determine meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific text (CCRS Reading 4)

6 – G1.2.4: Use observations from air photos, photographs (print and CD), and films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. See also 7 – G1.2.3.
resource.jpgRESOURCE: Library of Congress Map Collections Home Page
Using the LOC map collections (any can be used). Reading and discussing (or even writing) about the differences in regions, particularly by citing evidence to support their assumptions will hit CCRS Informational Text Standard 1.


6 – G1.2.5: Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information Systems (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions.

6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region. See also 7 – G1.2.6.


resource.jpgRESOURCE: Coffee, Conservation, and Commerce in the Western Hemisphere
resource.jpgRESOURCE: The Environmental Problems Still Afflicting North America
Either one of these articles meets text complexity. Reading Standards 4 (determine meanings of unfamiliar words), 5 (discussing organization of document), and 8 (Determining Fact from fiction) all apply.

6 – G1.3.1: Use the fundamental themes of geography (location, place, human/environment interaction, movement, region) to describe regions or places on earth. See also 7 – G1.3.1.

resource.jpgRESOURCE: The Five Themes of Geography Review
A question centered around "How do the Five Themes of Geography guide those who study geography" or something along those lines, could meet Writing Standard 7.


6 – G1.3.2: Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. See also 7 – G1.3.2.
resource.jpgRESOURCE: Maps of North America Annual Percipitation

resource.jpgRESOURCE: Maps of North America Environmental Issues
resource.jpgRESOURCE: Land Use
resource.jpgRESOURCE: Map of Population Density (North America)

All of these maps lend themselves nicely to a writing assignment where information from the maps is synthesized within the writing itself. Writing Standard 6 is very applicable.

6 – G1.3.3: Explain the different ways in which places are connected and how those connections demonstrate interdependence and
accessibility. See also 7 – G1.3.3.
resource.jpgRESOURCE: Jennifer Dispatch for KIDS - NAFTA
The overview of NAFTA talks about how the countries which are a part of it are connected and work together. In this case, it might be a good opportunity to discuss the central idea (is this pro or anti NAFTA, how can you tell?) of the article (Reading standard 2), and of course an argumentative piece (Writing Standard 1) which is well developed with reasons and details on whether or not NAFTA should continue.

6 – G2.2.2: Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel). See also 7 – G2.2.2.

resource.jpgRESOURCE: Forestry in Canada
This is a brief resource, but full of tough vocabulary, a chance to practice context clues (Reading Standard 4) and a good one to refer back to with some of the following resources in talking about cost/benefits

resource.jpgRESOURCE: Hydro's Untapped Potential
This is a much longer article but does a great job at talking about Canada's production of hyrdo-electric energy, as well as why the United States hasn't jumped on board here. A good chance to talk about how the information is presented (Reading Standard 5), whether or not there is bias (author's point of view, Reading Standard 6) and provides writing opportunities (particularly ARgumentative, Writing Standard 1) when used solo or in conjunction with the other articles listed here.
resource.jpgRESOURCE: How the Trapped Chilean Miners Survived
Ignoring the environmental harm completely, looking at the human cost of mining using the Chilean Miners as an example. (Reading Standard 6) Organization (Reading Standard 5), Central Ideas (Reading Standard 2). Argumentative writing (Writing STandard 1) when used solo or in conjunction with the other articles)

6 – G2.2.3: Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists). See also 7 – G2.2.3.

6 – G4.2.1: List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet). See also 7 – G4.2.1.

6 – G5.1.1: Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica). See also 7 – G5.1.1.

6 – G5.1.3: Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). See also 7 – G5.1.3.

6– G5.2.1: Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia). See also 7 – G5.2.1.

6 – C1.1.1: Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion).

6 – C3.6.1: Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact. See also 7 – C3.6.1.

6 – E1.1.1: Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement). See also 7 – E1.1.1.

6 – E3.1.2: Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing). See also 7 – E3.1.2.

6 – E3.3.1: Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) See also 7 – E3.3.1.

folder.jpgMC3 Unit 2 - Geography of the Western Hemisphere

6 – G1.1.2: Draw a sketch map from memory of the Western Hemisphere showing the major regions (Canada, United States, Mexico, Central America, South America, and Caribbean).
6 – G1.2.1: Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.
6 – G1.2.3: Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.
6 – G1.2.4: Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. See also 7 – G1.2.3.

6 – G1.2.5: Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions.

6 – G1.3.1: Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. See also 7 – G1.3.1.
6 – G2.1.1: Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.
6 – G2.1.2: Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.
6 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

6 – G3.1.1: Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).
6 – G3.2.1: Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).
6 – G3.2.2: Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).
6 – G4.3.1: Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

6 – G4.3.2: Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such asMexico City, and patterns of agricultural settlements in South andNorth America).
resource.jpgRESOURCE: Human Populations
While the other data on the page is useful as well, the true useful tool for this GLCE lies in the first graphic, which, when clicked through, shows how population density changes over time (across the world.) This would be a great writing assignment if students had another outline map that showed things like natural resources, waterways, etc. Students could write an informative piece which describes how human settlements cropped up in the various regions they are studying. (Writing Standard 1)

6– G5.2.1: Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia). See also 7 – G5.2.1

folder.jpgMC3 Unit 3 - North America: People, Places, and Issues

6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. See also 7 – H1.1.1.
6 – H1.1.2: Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Note: in 7th grade Eastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included).
6 – H1.2.3: Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. See also 7 – H1.2.3.
6 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. See also 7 – H1.4.2.
6 – H1.4.3: Use historical perspective to analyze global issues faced by human long ago and today. See also 7 – H1.4.3.
6 – W3.1.3: Describe similarities and differences among Mayan and Aztec societies, including economy, religion, and role and class structure.

6 – W3.1.4: Describe the regional struggles and changes in governmental systems among the Mayan and Aztec Empires.
6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region. See also 7 – G1.2.6.
6 – G1.3.1: Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. See also 7 – G1.3.1.
6 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).
6 – G2.2.3: Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists). See also 7 – G2.2.3.
6 – G4.1.1: Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).
6 – G4.3.2: Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America).

6 – G4.4.1: Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).

6 – G5.1.1: Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica). See also 7 – G5.1.1.
6 – C3.6.2: Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.
6 – C4.3.1: Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2: Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).

6 – C4.3.3: Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)).

6 – E3.1.1: Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

6 – E3.3.1: Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) See also 7 – E3.3.1.
6 – P3.1.1: Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/ argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.
  • Identify public policy issues related to global topics and issues studied.
  • Clearly state the issue as a question of public policy orally or in written form.
  • Use inquiry methods to acquire content knowledge and appropriate data about the issue.
  • Identify the causes and consequences and analyze the impact, both positive and negative.
  • Share and discuss findings of research and issue analysis in group discussions and debates.
  • Compose a persuasive essay justifying the position with a reasoned argument.
  • Develop an action plan to address or inform others about the issue at the local to global scales.

folder.jpgMC3 Unit 4 - South America: People, Places, and Issues

6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. See also 7 – H1.1.1.
6 – H1.2.2: Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. See also 7 – H1.2.2.
6 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. See also 7 – H1.4.2.
6 – W3.1.3: Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.
6 – W3.1.5: Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).
6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region. See also 7 – G1.2.6.
6 – G1.3.3: Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.
6 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).
6 – G2.2.3: Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists). See also 7 – G2.2.3.
6 – G4.1.1: Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).
6 – G4.4.1: Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).
6 – G5.1.1: Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica). See also 7 – G5.1.1.
6 – G5.1.3: Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). See also 7 – G5.1.3.
6 – G6.1.1: Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action.
6 – C3.6.1: Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact. See also 7 – C3.6.1.

6 – C4.3.1: Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2: Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).
6 – C4.3.3: Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)).
6 – E3.1.1: Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

6 – E3.3.1: Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) See also 7 – E3.3.1.

folder.jpgMC3 Unit 5 - Geography of Europe and Russia

6 – G1.2.4: Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. See also 7 – G1.2.3.

6 – G1.3.1: Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. See also 7 – G1.3.1.
6 – G1.3.2: Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. See also 7 – G1.3.2.
6 – G1.3.3: Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.

6 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).
6 – C4.3.1: Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua)..

folder.jpgMC3 Unit 6 - Europe and Russia: People, Places, and Issues

6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. See also 7 – H 1.1.1.
6 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. See also 7 – H1.4.2.
6 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).
6 – G4.4.1: Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth). See also 7 – G4.4.1.
6 – G5.1.1: Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica). See also 7 – G5.1.1.
6 – G5.1.3: Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). See also 7 – G5.1.3.
6 – C3.6.2: Compare and contrast different political systems.
6 – P3.1.1: Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/ argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.
  • Identify public policy issues related to global topics and issues studied.
  • Clearly state the issue as a question of public policy orally or in written form.
  • Use inquiry methods to acquire content knowledge and appropriate data about the issue.
  • Identify the causes and consequences and analyze the impact, both positive and negative.
  • Share and discuss findings of research and issue analysis in group discussions and debates.
  • Compose a persuasive essay justifying the position with a reasoned argument.
  • Develop an action plan to address or inform others about the issue at the local to global scales.

folder.jpgMC3 Unit 7 - Australia and Oceana

6 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. See also 7 – H1.4.2.

6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere. See also 7 – G1.2.6.
6 – G1.3.1: Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. See also 7 – G1.3.1.
6 – G1.3.3: Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.
6 – G2.1.1: Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. See also 7 – G2.1.1.
6 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). See also 7 – G2.2.1.
6 – G4.4.1: Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth). See also 7 – G4.4.1.
6 – G5.1.1: Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water). See also 7 – G 5.1.1.
6 – G5.1.2: Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, hydroelectric developments in Canada, Brazil and Chile, and mining in Kentucky and West Virginia). See also 7 – G5.1.2.
6– G5.2.1: Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change. See also 7 – G5.2.1.

6 – G6.1.1: Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action.
6 – P4.2.1: Demonstrate knowledge of how, when, and where individuals would plan and conduct activities to advance views in matters of public policy, report the results, and evaluate effectiveness. See also 7 – P4.2.1.

6 – P4.2.2: Engage in activities intended to contribute to solving a national or international problem studied. See also 7 – P4.2.2.
6 – P4.2.3: participate in projects to help or inform others (e.g., service learning projects). See also 7 – P4.2.3.