KNOWLEDGE OBJECTIVES - The student will demonstrate an understanding of the following:
- how the environment affected the way in which basic needs were met (climate and geography affected the foods available and the materials available for clothing, shelter and transportation) and how the people in turn affected their environment (ways they changed their environment––building cities, using plant and animal resources)
- some important values and beliefs on which life was based; e.g., democracy, class structure, religion
- some important values, religious beliefs and customs and how they affected everyday life; e.g., government, holy days/festivals, art/literature
- the class structure and the relationships between the class structure and the equality/inequality that existed in terms of satisfying needs (some people did not have the opportunity to meet their basic needs)
- ways that Greek values, beliefs and ideas have affected Western civilization, such as: the idea of democracy, geometry, architecture, Olympics
SKILL OBJECTIVES - The student will be able to do the following:
PROCESS SKILLS
Locating/Organizing/Interpreting Information
- locate information on each topic or question researched, using more than one source
- select pertinent information (main ideas and supporting facts) by reading history books, myths, legends, historical maps and historical fiction
- choose books appropriate for the purpose, including dictionaries, encyclopedias, reference books, atlases
- identify possible sources, and identify which source of information is more acceptable, stating reasons for choice
- use computer programs (where appropriate software and hardware are available)
- collect and organize information, using a data base
- write a paragraph or report
- distinguish between fact and fiction (historical fiction)
- classify pictures, facts or events under main headings and categories
- organize information gathered into a chart, diagram or graph
- summarize information from a variety of sources
Geography/Mapping
- use maps and globes to explain geographic setting of Greece
- infer human activities and way of living from physical detail
- recognize that there are many kinds of maps for different purposes, and choose the best map for a specific purpose
Analyzing/Synthesizing/Evaluating
- compare and contrast the ways the early civilization(s) met basic needs with the ways present society meets them
- assess the extent to which the individual could make personal decisions about satisfying needs in the civilization(s) under study
- analyze how the values, ideas and beliefs of the Greek civilization affect us today
COMMUNICATION SKILLS – The student will:
- write a summary of main points encountered in oral, written or viewed presentations
- collect information on a clearly defined topic, and organize the information into a short report
- share ideas about the Greeks through drama or role playing
- write a fictional story, using historical events
PARTICIPATION SKILLS
- accept and abide by the decision of the group, or share and defend a different point of view
- profit from criticism and suggestion; and give constructive criticism and suggestions
- cooperate and compromise to solve group problems
- tolerance for others’ perspectives on issues of class structure and organization
- appreciation for contributions of peoples throughout history
- appreciation of ways people, past and present, have been able to meet their basic needs
ATTITUDE OBJECTIVES – The student will be encouraged to develop:
- tolerance for others’ perspectives on issues of class structure and organization
- appreciation of contributions of peoples’ throughout history
- appreciation of ways people, past and present, have been able to meet their basic needs
CURRENT PROGRAM OF STUDIES
Social:
SKILLS AND PROCESSES FOR GRADE 6
Alberta Learning’s Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol *.
DIMENSIONS OF THINKING
Students will:
6.S.1 develop skills of critical thinking and creative thinking:
• critically evaluate ideas, information and positions
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate original ideas and strategies in individual and group activities
* seek responses to inquiries from various authorities through electronic media
6.S.2 develop skills of historical thinking:
• explain the historical contexts of key events of a given time period
6.S.4. demonstrate skills of decision making and problem solving:
select and use technology to assist in problem solving
* use data gathered from a variety of electronic sources to address identified problems
* use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to
present connections among ideas and information in a problem-solving environment
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
6.S.7 apply the research process:
• use graphs, tables, charts and Venn diagrams to interpret information
• draw and support conclusions based on information gathered to answer a research question
• include references in an organized manner as part of research
* access and retrieve appropriate information from the Internet, using a specific search path or
from given uniform resource locations (URLs)
* use a variety of technologies to organize and synthesize researched information
* reflect on and describe the processes involved in completing a project
COMMUNICATION
Students will:
6.S.8 demonstrate skills of oral, written and visual literacy:
• express opinions and present perspectives and information in a variety of forms such as oral
or written presentations, speeches or debates
• listen to others in order to understand their perspectives
* organize information gathered from the Internet, or an electronic source, selecting and
recording the data in logical files or categories
* communicate effectively through appropriate forms, such as speeches, reports and
multimedia presentations, applying information technologies that serve particular audiences
and purposes
LANGUAGE LEARNING:
Objectives: The student will:
1.1 Discover & Explore
- use prior experiences with oral, print, and other media texts to choose new texts that meet learning needs and interests (express ideas and understanding);
- read, write, represent, and talk to explore and explain connections between prior knowledge and new information in oral, print, and other media texts (express ideas and understanding);
- engage in exploratory communication to share personal responses and develop own interpretations (express ideas and understanding);
- experiment with a variety of forms of oral, print, and other media texts to discover those best suited for exploring, organizing, and sharing ideas, information, and experiences (experiment with language and forms);
- assess a variety of oral, print, and other media texts, and discuss preferences for particular forms (express preferences);
1.2 Clarify & Extend
- select from the ideas and observations of others to expand personal understanding (consider the ideas of others);
- use talk, notes, personal writing, and representing, together with texts and the ideas of others, to clarify and shape understanding (combine ideas);
- evaluate the usefulness of new ideas, techniques, and texts in terms or present understanding (extend understanding);
2.1 Use Strategies & Cues
- combine personal experiences and the knowledge and skills gained through previous experiences with oral, print, and other media texts to understand new ideas and information (use prior knowledge);
- apply knowledge of organizational structures of oral, print, and other media texts to assist with constructing and confirming meaning (use prior knowledge);
- preview the content and structure of subject area texts, and use this information to set a purpose, rate, and strategy for reading (use comprehension strategies);
- use definitions provided in context to identify the meanings of unfamiliar words (use comprehension strategies);
- monitor understanding by evaluating new ideas and information in relation to known ideas and information (use comprehension strategies);
- use text features, such as charts, graphs, and dictionaries, to enhance understanding of ideas and information (use textual cues);
- choose the most appropriate reference to confirm the spellings or to locate the meanings of unfamiliar words in oral, print, and other media texts (use references);
2.2 Respond To Texts
- explain own point of view about oral, print, and other media texts (experience various texts);
- make connections between own life and characters and ideas in oral, print, and other media texts (experience various texts);
- discuss common topics or themes in a variety of oral, print, and other media texts (experience various texts);
- summarize oral, print, and other media texts, indicating the connections among events, characters, and settings (construct meaning from texts);
- identify or infer reasons for a character’s actions or feelings (construct meanings from texts);
- make judgments and inferences related to events, characters, setting, and main ideas of oral, print, and other media texts (construct meaning from texts);
2.4 Create Original Text
- determine purpose and audience needs to choose forms, and organize ideas and details in oral, print, and other media texts (structure texts);
- express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose (structure texts);
3.1 Plan & Focus
- distinguish among facts, supported inferences, and opinions (focus attention);
- use note-taking or representing to assist with understanding ideas and information, and focusing topics for investigation (focus attention);
- decide on and select the information needed to support a point of view (determine information needs);
- develop and follow own plan for accessing and gathering ideas and information, considering guidelines for time and length of investigation and presentation (plan to gather information);
3.2 Select & Process
- locate information to answer research questions, using a variety of sources, such as printed texts, bulletin boards, biographies, art, music, community resource people, CD ROMS, and the Internet (use a variety of sources);
- use a variety of tools, such as bibliographies, thesauri, electronic searches, and technology, to access information (access information);
- skim, scan, and read closely to gather information (access information);
- evaluate the congruency between gathered information and research purpose and focus, using pre-established criteria (evaluate sources);
3.3 Organize, Record, & Evaluate
- organize ideas and information using a variety of strategies and techniques, such as comparing and contrasting, and classifying and sorting according to subtopics and sequence (organize information);
- organize and develop ideas and information into oral, print, and other media texts with introductions that interest audiences and state the topic, sections that develop the topic and conclusions (organize information);
- make notes on a topic, combining information from more than one source; use reference sources appropriately (record information);
- use outlines, thought webs, and summaries to show the relationships among ideas and information to clarify the meaning (record information);
- quote information from oral, print, and other media sources (record information);
- evaluate the appropriateness of information for a particular audience and purpose (evaluate information);
3.4 Share & Review
- communicate ideas and information in a variety of oral, print, and other media texts, such as multiparagraph reports, question and answer formats, and graphs (share information and ideas);
- select appropriate visuals, print, and/or other media to inform and engage the audience (share ideas and information);
- establish goals for enhancing research skills (review research process);
4.1 Enhance & Improve
- work collaboratively to revise and enhance oral, print, and other media texts (appraise own and others’ work);
- ask for and evaluate the usefulness of feedback and assistance from peers (appraise own and others’ work);
- revise to provide focus, expand relevant ideas, and eliminate unnecessary information (revise and edit);
- edit for appropriate verb tense and for correct pronoun references (revise and edit);
- use paragraph structures in expository and narrative texts (revise and edit);
- write legibly and at a pace appropriate for context and purpose (enhance legibility);
- experiment with a variety of software design elements, such as spacing, graphics, titles, and headings, and font sizes and styles, to enhance the presentation of texts (enhance legibility);
- choose words that capture a particular aspect of meaning that are appropriate for the context, audience, and purpose (expand knowledge of language);
- experiment with several options, such as sentence structures, figurative language, and multimedia effects, to choose the most appropriate way of communicating ideas and information (enhance artistry);
4.2 Attend To Conventions
- use complex sentence structures and a variety of sentence types in own writing (attend to grammar and usage);
- identify comparative and superlative forms of adjectives, and use in own writing (attend to grammar and usage);
- identify past, present, and future verb tenses, and use throughout a piece of writing (attend to grammar and usage);
- use a variety of resources and strategies to determine and learn the correct spelling of common exceptions to conventional spelling patterns (attend to spelling);
- explain the importance of correct spellings for effective communication (attend to spelling);
- edit for and correct commonly misspelled words in own writing, using spelling generalizations, and the meaning and function of words in context (attend to spelling);
- identify parentheses and colons when reading, and use them to assist comprehension (attend to capitalization and punctuation);
4.3 Present & Share
- use various styles and forms of presentations, depending on content, audience, and purpose (present information);
- emphasize key ideas and information to enhance audience understanding and enjoyment (enhance presentation);
- demonstrate control of voice, pacing, gestures, and facial expressions; arrange props and presentation space to enhance communication (use effective oral and visual communication);
- identify the tone, mood, and emotion conveyed in oral and visual presentations (demonstrate attentive listening and viewing);
- respond to the emotional aspects of presentations by providing nonverbal encouragement and appreciative comments (demonstrate attentive listening and viewing);
5.1 Respect Others & Strengthen Community
- compare personal challenges and situations encountered in daily life with those experienced by people or characters in other times, places, and cultures portrayed in oral, print, and other media texts (appreciate diversity);
- share and discuss ideas and experiences that contribute to different responses to oral, print, and other media texts (appreciate diversity);
- identify ways in which oral, print, and other media texts from diverse cultures and communities explore similar ideas (relate texts to cultures);
- demonstrate respect by choosing appropriate language and tone in oral, print, and other media texts (use language to show respect);
5.2 Work Within A Group
- assume a variety of roles, and share responsibilities as a group member (cooperate with others);
- identify and participate in situations and projects in which group work enhances learning and results (cooperate with others);
- contribute to group knowledge of topics to identify and focus information needs, sources, and purposes for research investigations (work in groups);
- address specific problems in a group by specifying goals, devising alternative solutions, and choosing the best alternative (work in groups);
- assess own contributions to group process, and set personal goals for working effectively with others (evaluate group process);
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