General Course Overview

  • Sixth Grade Social Studies is a class that examines Minnesota’s history and its government placing the state and its people within the context of U.S history.

    The grade six social studies curriculum centers on the state of Minnesota. We use our unique state to teach history, civics, economics, geography, while improving our reading and writing skills. Additionally, we will learn the skills needed for successful civic discourse about various historical events. Finally, we will implement historical fiction novels to expand our understanding of Minnesota’s history.

General Course Information

  • Duration: Full Year Course, One Class Hour per Day

    Required Texts (provided):

    Texts:

    • Northern Lights: Stories of Minnesota’s Past-MNHS
    • The Broken Blade-William Durbin
    • Soldier’s Heart-Gary Paulsen
    • Blackwater Ben-William Durbin
    • Junior Scholastic-The Social Studies Magazine-Scholastic Inc.

    Short Stories:

    • Various articles from MNOPEDIA
    • Short Stories:
      • The Bracelet-Yoshiko Uchida
      • They Called Us Enemy-George Takei
      • Hidden: A Child’s Story of the Holocaust-Loïc Dauvillier
      • Beno and the Night of Broken Glass-Meg Wiviott
      • Fish for Jimmy-Katie Yamasaki
      • Baseball Saved Us-Ken Mochizuki
      • A Place where Sunflowers Grow-Amy Lee-Tai

Outline of Major Content Areas

  • Course description:
    The grade six social studies curriculum centers on the state of Minnesota. We use our unique state to teach history, civics, economics, geography, while improving our reading and writing skills. Additionally, we will learn the skills needed for successful civic discourse about various historical events. Finally, we will implement historical fiction novels to expand our understanding of Minnesota’s history.

Topics, Standards, and Learning Targets

  • Based on Classroom Assessments, the student will be able to:

    Civic Skills: (6.1.1.1)

    • Describe diverse perspectives and frames of reference.
    • Evaluate arguments from different points of view.
    • Provide examples of strengths, weaknesses and consequences of decisions made on issues.

    Civics Standards: (6.1.4.6.2&3)

    • Explain the difference between state and federal power.
    • Explain the powers shared by the state and federal power.
    • Describe how Minnesota’s constitution sets up our states government and protects the rights of citizens.

    Economics: (6.2.4.5.1)

    • Explain how goods and services, resources and money move through markets.
    • Explain the importance of the Stock Market in a Market Economic System.
    • Describe the concepts of supply and demand.

    Geography: (6.3.1.1.1)

    People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.

    • Create and use various types of maps to study Minnesota’s history.
    • Identify the TODALS map basics.
    • Create maps that display information in a neat manner.
    • Identify States and Capitals of the United States.

    Geographic factors influence the distribution, functions, growth and patterns of cities and other human settlements. (6.3.3.6.)

    • Identify the major physical features of Minnesota.
    • Describe how physical features and resources have impacted settlement patterns.
    • Explain how physical features impacted industry and the economy of Minnesota.

    The Dakota and Ojibwe Culture-Pre-European Contact (6.4.4.15.)

    • Demonstrate knowledge of Minnesota’s indigenous people by studying the Dakota and Anishinaabe cultures through compare and contrast.
    • Compare and Contrast Cultural History (Migration to North America).
    • Explain the importance of oral history.
    • Explain how lifestyle changed by the seasons.

    Minnesota and the Fur Trade -1679-1812 (6.4.4.16.1)

    • Demonstrate knowledge of Minnesota’s indigenous people by studying the Dakota and Anishinaabe cultures through compare and contrast.
    • Compare and Contrast Cultural History (Migration to North America).
    • Explain the importance of oral history.
    • Explain how lifestyle changed by the seasons.

    Treaties with Native Americans-Traverse Des Sioux and Mendota-(6.4.4.18.2)

    • Demonstrate knowledge of treaties including how they were negotiated, why they were important, and who was involved.
      • Fort Snelling
      • Treaty of Traverse Des Sioux
      • Fairness of Treaties
    • Manifest Destiny-Influence

    Settlement and Statehood (6.4.4.18.3)

    • Demonstrate knowledge and understanding of the factors that led to the settlement of Minnesota.
    • Identify the major players of Minnesota’s statehood era.
    • Analyze the impact of Minnesota’s political, cultural, and physical landscapes on settlement patterns.

    U.S. Civil War (6.4.4.19.1-2)

    • Demonstrate an understanding of Minnesota’s role in the Civil War and its impact on the state.
    • Explain the experiences of a soldier in the Union Army.

    The U.S.-Dakota Conflict (6.4.4.19.3)

    • Explain the causes of the Dakota Conflict.
    • Discuss the effects of the war.
    • Discuss Ramsey, Sibley, and Lincoln’s decision related to the execution of the 38 Dakota

    Development of the Industrial Mode-Rise of Big Business-( 6.4.4.20.1)

    • The rise of big business, urbanization and immigration led to institutionalized racism, ethnic and class conflict and new efforts at reform.
    • Explain how the big 3 businesses in Minnesota were tied closely to natural resources and geographic features.
    • Identify effects (positive and negative) of big business in Minnesota
      • Forest Fires
      • Mono-Crop Agriculture
      • Open Pit Mining

    Development of the Industrial Model -Immigration (6.4.4.20.2)

    • Explain how immigration impacted Minnesota business and society (Timber and Iron Ore).
    • How ethnic neighborhoods and towns developed.

    Development of the Industrial Model-Progressivism and Reform-(6.4.4.20.3)

    • Explain how Minnesotans came together to make change (Labor Unions, Progressive Movement, Women's Suffrage).

    Development of the Industrial Model-Gvt policy Native Americans-(6.4.4.20.4)

    • Explain how government policies on land ownership and treaties impacted the Dakota and Anishinaabe.
    • Describe Native American experience with boarding schools.

    Development of the Industrial Model-WWI-Social and Political Culture- (6.4.4.20.5)

    • Describe what it was like to live in Minnesota during WWI.
    • Explain the negative impact of various Anti-German laws and organizations on ethnic groups in Minnesota.
    • Describe what life was like for soldiers in the trenches of France.
    • Explain why the Distinguished Service Cross was given.

    Great Depression and WWII-Changes in Society-(6.4.4.21.1)

    • Explain the huge changes in daily life for Minnesotans.
      • Art and Literature
      • Prohibition
      • Gender Roles
      • Race/ethnicity issue
      • Home Technology (electricity, telephone)

    Great Depression and WWII-Great Depression-(6.4.4.21.2)

    • Describe the Social and Political Impact of the Great Depression (Conflicts between Labor and Management).
    • Explain the purpose of the New Deal and its impact on Minnesota (Did it help?)

    Great Depression and WWII -Pre-Pearl Harbor Involvement in WWII-(6.4.4.21.3)

    • Create a timeline of events leading to WWII.
    • Explain why Minnesotans had conflicting attitude about joining the war effort (Charles Lindbergh)

    Great Depression and WWII -Minnesota Contributions-(6.4.4.21.4)

    • Explain how Minnesota's resources supported WWII (iron ore).
    • Explain how the people of Minnesota supported WWII (scrap drives, Victory Gardens, manufacturing war).

    Post WWII Economic Boom and the Cold War-(6.4.4.22.2)

    • Identify how WWII ended and how the maps of Europe were redrawn
    • Identify how the Cold War started-Communism vs. Capitalism.
    • Explain how the Cold War affected the people of Minnesota.

General Course Information

  • Grading Scale:

    Summative Assessments

    Summative assessments reflect the essential and enduring knowledge from the course. These assessments evaluate learning at the end of a unit.

    ● Projects ● Tests

    70% of the Total Grade

    Formative Assessments

    Formative assessments are used to make instructional decisions and gauge student learning to allow practice with material BEFORE the Summative Assessment.

    ● Practice
    ● Daily Work

    30% of the Total Grade

    Jordan Public Schools Grading Scale:

    A 93 – 100%
    A- 90 – 92%
    B+ 87–89%
    B 83–86%
    B- 80–82%
    C+ 77–79%
    C 73–76%
    C- 70–72%
    D+ 67–69%
    D 63–66%
    D- 60–62%
    F 0 – 59%

    Grading Policies:

    Late Work Policy

    • ●  Formative Assessments: Students will have the ability to turn in late work. Late work can be completed up to the completion of the unit.Late work will be completed either during WIN or outside of school hours. Once the unit is over, missing work will move from missing to “0”.

    • ●  Summative Assessments: Students will have the ability to turn in projects late, however there will be a deduction in the final grade. Late work for Summative Assessments will be completed either during WIN or outside of school hours. If a student misses a test, communication with the teacher is expected to figure out a time to make this up.

      As long as communication is happening, flexibility can be made.

    Assessment “Redo” Policy: Students are encouraged to retake any “Assessment” task within a unit as long as the first “Assessment” is below an “A”. Students will need to meet with me to go through a set of tasks prior to redoing summative assessments. “Practice” tasks or quizzes below 10 points cannot be retaken.

    Failure to turn in assignment: If a student knowingly or habitually fails to turn in an assignment, but marks “turned in”, the student will receive a zero on the assignment.

    Additional Course Information:

    Technology Requirements
    Charged Chromebook and charger (write name on your charger)

    Extra Help
    7:20-8:00am, 12:33-1:20 and 3:00-3:20pm

Classroom Expectations

  • As a student in this classroom, the expectation is that you give your best each and every day. You are able to give your best by following these simple, yet important rules.

    1. Always do your best
    2. Follow directions set by staff members
    3. Listen while others are speaking (both students and staff)
    4. Work quietly when asked, and work efficiently with partners when asked
    5. Complete and hand in work on time
    6. Be prepared
    7. Be respectful to all people in the room
    8. Know that each day is a new opportunity to be awesome