Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Europe, Latin America, Canada, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas in order to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses primarily on significant events in each region from the twentieth and twenty-first centuries.
 As we conclude the school year the students will embark on an adventure which will provide them with real world experiences and the confidence to try new opportunities. Students are able to either work as a group or individually as they create a new product or service. Please see the attached outline for their business development and presentation. The students will present their products or service in an attempt to acquire "investors" who will help make their dream a reality. 
See the tab above for Milestone preparation. Within this tab are a variety of link to help the students prepare for the upcoming assessment.
Unit Test – Why Africa? Due Friday 4/3 When we began the unit, you were asked why it is important to learn about Africa. Now that we have completed the unit, you are to answer the same question. With your increased level of knowledge, I would like you to compose an essay which is to include information gained from the standards covered. You must reference land forms/features, environmental issues, religion/ethnicity, government, economics, and at least one historical component (nationalism, apartheid, imperialism, Pan-Africanism).
SS7G2 The student will discuss environmental issues across the continent of Africa.
a. Explain how water pollution and the unequal distribution of water impacts irrigation, trade, industry, and drinking water. b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa. c. Explain the impact of desertification on the environment of Africa from the Sahel to the rainforest. SS7G4 The student will describe the diverse cultures of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups. c. Evaluate how the literacy rate affects the standard of living. SS7H1 The student will analyze continuity and change in Africa leading to the 21st century. a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries. b. Explain how nationalism led to independence in South Africa, Kenya, and Nigeria. c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk. d. Explain the impact of the Pan-African movement. SS7H1 The student will analyze continuity and change in Africa leading to the 21st century. c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk 
SS7H1 The student will analyze continuity and change in Africa leading to the 21st century. a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries. b. Explain how nationalism led to independence in South Africa, Kenya, and Nigeria. c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk. d. Explain the impact of the Pan-African movement.
SS7H1 The student will analyze continuity and change in Africa leading to the 21st century. a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries
SS7G4 The student will describe the diverse cultures of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups. c. Evaluate how the literacy rate affects the standard of living.
We are now shifting into Africa starting with the physical and political maps of the 53 countries within the continent. SS7G1 The student will locate selected features of Africa. a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert. b. Locate on a world and regional political-physical map the countries of Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, Sudan, and South Sudan.  |
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