SIXTH GRADE SOCIAL STUDIES
Angela McGreal
Welcome
November, 2011
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Students will analyze the effects of Spanish exploration upon the new World. Spain dominated world exploration in the 16th century. Spanish explorers establish claims in the New World that changed the fate of a continent, unleashing disease and destruction, but eventually creating a new civilization. Groups will be assigned a specific explorer and prepare an “interview” with the explorer in order to tell their story of their New World adventure. Mini skits will be presented to the class.

 

 

 

Contact Information

 
 
 
Mrs. Angela Mc Greal, Instructor for 6th and 7th Grade Social Studies
Phone: 708 246 7330
 

 

Focus Statement: Students will analyze the development of North America from the origins of Early Man to the formation of the United States in 1790.

 

 

SS.6.1 Explain the origins of human culture in North America.
·        SS. 6.1.1/2/3 Explain the two theories of how the First Americans migrated to this continent based on archeological evidence and geographical formations.
·        SS. 6.1.4 Describe the different aspects of the First American cultures of Northwest Coast, Plains, Eastern Woodlands, Mound Builders, Anasazis, Inuits, and Iroquois.
 
SS.6.2 Analyze the motives of early explorers and their effect on the New World.
·        SS. 6.2.1/2 Describe the routes that the Old World explorers and their motivations for choosing their routes.
·        SS. 6.2.3 Evaluate the significance of Columbus’ voyage and his interactions with indigenous peoples.
·        SS.6.2.4 Analyze the development of the “Columbian Exchange” and how it impacted the settlement of New France, and the first English colonies.
·        SS. 6.2.5 Describe the impact the Spanish had on North American cultures. (Aztecs, Incas, and Pueblos)
 
SS 6.3 Describe the origins of the American Colonies.
·        SS. 6.3.1 Describe how a democratic republic developed in the American colonies.
·        SS. 6.3.2 Analyze the Mayflower Compact to determine its influence on the religious and political freedoms in the English Colonies.
·        SS. 6.3.3 Explain the important characteristics of the Jamestown settlement including its purpose, challenges, achievements, and interactions with Native Americans.
·        SS. 6.3.4 Describe the economic, geographical, and cultural characteristics of colonial regions. (New England Region, Middle Colonies, Southern Colonies)
·        SS. 6.3.5 Analyze the role of slavery and the indentured servitude in the economic and cultural development of the colonies.
 
SS 6.4   Determine the causes of the Revolutionary War.
·        SS. 6.4.1 Evaluate how the differences between the English, French and Native Americans led to the French and Indian War.
·        SS.6.4.2 Analyze the significance of the Peter Zenger landmark case in 1735 and how it inspired political reform during the pre-Revolutionary period.
·        SS.6.4.3 Describe how the events and political leaders (Firebrands), set the stage for the Revolutionary War.
 
SS 6.5   Describes major events of the Revolutionary War.
·        SS. 6.5.1 Analyze why the formation of the First and Second Continental Congress resulted in the writing of the Declaration of Independence.
·        SS. 6.5.2 Describe the contributions of George Washington, John Adams, Thomas Jefferson, and Benjamin Franklin.
·        SS. 6.5.3 Describe the important conflicts of the Revolutionary War including Lexington and Concord, the Battle of Bunker Hill, Battle of Saratoga, Winter at Valley Forge, and the Battle of Yorktown.
·        SS. 6.5.4 Describe the contributions of women, minorities, and foreign support in the Revolutionary War.
 
SS 6.6   Explains the effects of the Articles of Confederation and the U.S. Constitution.
·        SS. 6.6.1. Evaluate the Articles of Confederation in terms of its strengths and weaknesses.
·        SS. 6.6.2 Explain the basic purposes of the U.S. Constitution including the establishment of three branches of government, the setting of powers and limits, and the protection of rights.
 
SS 6.7   Describes the early years of U.S. government.
·        SS. 6.7.1 Describe the precedents established by George Washington including the creation of a cabinet, holding receptions, and touring the country to meet the citizens.
·        SS.6.7.2 Compare and contrast the Federalist and Democratic Republican parties.
·        SS.6.7.3 Distinguish between a capital and Capitol and give details about the selection of Washington, D.C. as our nation’s first capital city.
·        SS.6.7.4 Analyze the Marbury v. Madison Supreme decision to determine its role in the checks and balances system of the U.S. Constitution.
·        SS. 6.7.5 Analyze the Louisiana Purchase and the Monroe Doctrine to determine the ways that they changed America.
·        SS. 6.7.6 Explain the goals of Lewis and Clark’s expedition and trace their route to the West coast.
·        SS. 6.7.7 Explain why the onset of western movement led to regional tensions including the Indian Removal Act of 1830 and the Trail of Tears.
·        SS.6.7.8 Describe the War of 1812, including its causes, major events, and outcomes.
 
 

 

 
 
·         Social studies textbook
·         Pen or pencil
·         Spiral notebook
·         Separate pocket in Pendaflex
 
Grades: 10% homework, 10% class work, 30% quizzes, and 50% tests/projects. Late work will only be accepted one day late and will earn a maximum 70% credit. Projects will receive one grade reduction for every day late.
Students are expected to be on time for class, be prepared for class with textbook, assignments, materials, and follow all class room protocols. Students not following the class room expectations will receive consequences 
in the form of warnings, detentions, and parental contact.
 I have been teaching social studies for ten years at Pleasantdale Middle School. Previously, I taught at Burr Ridge Middle School and also substituted at schools in the Western suburbs. Social studies is my passion! I enjoy history, political science, sociology, psychology, geography, and economics.
 After attending the University of Illinois at Chicago, I worked as a stock broker in the financial community. While I stayed home to raise three children, I assumed the presidency of various organizations such as: The Darien Woman’s Club, The Carriage Way West Homeowners’ Association, and The Hinsdale South Booster Club. I have also served on a number of local governmental and educational committees. Later, I attended St. Xavier University to attain my teaching certification. Over the years, I have attended a number of universities and accumulated additional graduate accreditations.
Count me in with the growing number of avid readers in the Chicago area.  I joined a neighborhood book group and now have made time to do reading beyond daily newspapers and news magazines. It feels great to add over thirty book selections to my repertoire. Historical fiction has joined mysteries as some of my favorite genres.