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Performance Standards 2nd Nine Weeks

English/Language Arts

Verbs, Adverbs, Main Idea, Informational Text, Expository

ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

  • For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
  • Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index).
  • Applies knowledge of common graphic features (e.g., graphic organizers, diagrams, captions, illustrations).
  • Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes).
  • Identifies and analyzes main ideas, supporting ideas, and supporting details.
  • Follows multi-step instructions to complete or create a simple product.
  • Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature:

Writing

ELA6W2 The student demonstrates competence in a variety of genres.

  • The student produces writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that:
  • Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
  • Establishes a statement as the main idea or topic sentence.
  • Develops a controlling idea that conveys a perspective on the subject.
  • Creates an organizing structure appropriate to purpose, audience, and context.
  • Develops the topic with supporting details.
  • Excludes extraneous and inappropriate information.
  • Follows an organizational pattern appropriate to the type of composition.
  • Concludes with a detailed summary linked to the purpose of the composition.

Conventions

ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

  • Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
  • Identifies and uses verbs – action (transitive/intransitive), linking, and state-of-being.
  • Identifies and uses verb phrases – main verbs and helping verbs.
  • Identifies and uses adverbs.

Math

Algebra

M6A3. Students will evaluate algebraic expressions, including those with exponents,
and solve simple one-step equations using each of the four basic operations.

Ratios, Proportions and Scale Drawings

M6A1. Students will understand the concept of ratio and use it to represent
quantitative relationships.

M6A2. Students will consider relationships between varying quantities.

  • Analyze and describe patterns arising from mathematical rules, tables, and graphs.
  • Use manipulatives or draw pictures to solve problems involving proportional relationships.
  • Use proportions (a/b=c/d) to describe relationships and solve problems, including percent problems.
  • Describe proportional relationships mathematically using y = kx, where k is the constant of proportionality.
  • Graph proportional relationships in the form y = kx and describe characteristics of the graphs.
  • In a proportional relationship expressed as y = kx, solve for one quantity given values of the other two. Given quantities may be whole numbers, decimals, or fractions. Solve problems using the relationship y = kx.
  • Use proportional reasoning (a/b=c/d and y = kx) to solve problems.

Measurement

M6M1. Students will convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships.

M6M2. Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each quantity using the appropriate unit.

  • Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
  • Select and use units of appropriate size and type to measure length, perimeter, area and volume.
  • Compare and contrast units of measure for perimeter, area, and volume.

Science

Inside the Earth; Water in Earth’s Processes

S6E3. Students will recognize the significant role of water in earth processes.

  • Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
  • Relate various atmospheric conditions to stages of the water cycle.
  • Describe the composition, location, and subsurface topography of the world’s oceans.
  • Explain the causes of waves, currents, and tides.

S6E5:  Students will investigate the scientific view of how the earth’s surface is formed

  • Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
  • Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
  • Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
  • Describe how fossils show evidence of the changing surface and climate of the Earth.
  • Explain the effects of human activity on the erosion of the earth’s surface.

S6E6: Students will describe various sources of energy and with their uses and conservation.

  • Explain the role of the sun as the major source of energy and its relationship to wind and water energy.

Social Studies

SS6H1 The student will describe the civilizations at the time of the Columbian Exchange and the impact of European exploration on those civilizations.

  • Describe Aztec and Incan societies prior to the Columbian Exchange; include religious beliefs, origins of their empires, the astronomic and calendar developments of the Aztecs, and the roads and aqueducts of the Incas.
  • Describe the encounter and consequences between the Spanish and the Aztec and Incan civilizations; include how small Spanish forces defeated large empires, and the roles of Cortes, Pizarro, Montezuma, and Atahualpa.

SS6H2 The student will explain the development of Latin America and the Caribbean and Canada as colonies of European nations and on through their independence.

  • Describe the importance of African slavery on the development of the Americas.
  • Explain the importance of the Spanish mission system in developing Latin America.
  • Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture in Haiti, and Miguel Hidalgo, Simon Bolivar, and Jose de San Martin.

SS6H3 The student will analyze important 20th century issues in Latin America and the Caribbean and in Canada.

  • Describe the development of nationalism and the role of leaders such as Juan and Eva Peron.
  • Explain the role of the Organization of American States.
  • Analyze the impact of the Cuban Revolution.
  • Describe Quebec’s independence movement.
  • Analyze the impact and political outcomes of guerrilla movements in Latin America, such as Shining Path in Peru, the FARC in Colombia, and the Zapatistas in Mexico.

SS6G1 The student will be able to describe and locate the important physical and human characteristics of Latin America and the Caribbean and Canada.

  • Describe and locate major physical features; include the Pacific Ocean, Gulf of Alaska, Hudson Bay, Caribbean Sea, Gulf of Mexico, the Great Lakes, Panama Canal, Amazon River, Andes Mountains, Rocky Mountains, Sierra Madre Mountains, St. Lawrence River, Patagonia, Atacama Desert, and Rio de la Plata.
  • Describe and locate Canada and the nations of Latin America; include Cuba, Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Columbia, Venezuela, Brazil, Chile, Ecuador, Argentina, Bolivia, Uruguay, Paraguay, Peru, Haiti, and Jamaica.

SS6G2 The student will discuss the impact of government policies and individual behaviors on Latin American and the Caribbean and Canadian environments.

  • Describe Canadian policies concerning pollution; include acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.
  • Describe the approaches of Latin American countries in dealing with environmental issues; include air pollution in Mexico City, Mexico, and Santiago, Chile; the destruction of the rain forest in Brazil; and oil-related pollution in Venezuela, Mexico, and Ecuador.

SS6G3 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America and the Caribbean and Canada.

  • Describe how Canada’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the St. Lawrence Seaway and the Great Lakes.
  • Describe how the location, climate, and natural resources of Mexico, Brazil, Chile, and Bolivia have affected where people live, where agricultural and industrial regions are located, and their impact on trade, especially the importance of the Amazon River, the Rio de la Plata, the rain forest, the Mexican Plateau, and the Andes Mountains.
  • Explain the distribution of natural resources and how that has affected the peoples of the Caribbean.
  • Explain the impact of natural disasters (i.e., hurricanes, earthquakes, floods) on Latin American and Caribbean countries.

SS6G4 The student will describe the cultural characteristics of Latin America and the Caribbean and Canada.

  • Identify the reasons Canada has two official languages, English and French, and the traditions, customs, and religions of the English and French-speaking areas.
  • Describe the traditions, customs, religion, and life style of the Native Americans who inhabit the Northern territories of Canada.
  • Identify the major ethnic groups of Latin America; include indigenous groups such as mestizos, mulattos, and peoples of European and African descent, where they live, their major religions, customs, and traditions.
  • Explain how the literacy rate in Canada, Mexico, Brazil, and Chile affects each nation’s development in the modern world.
  • Explain the major literary, artistic, and music forms of people in Latin America and the Caribbean.

SS6CG1 The student will explain the structure of national governments in Latin America and the Caribbean and Canada.

  • Explain the basic structure of the national governments of Brazil, Cuba, Jamaica, and Mexico; include the type of government, form of leadership, type of legislature, and role of the citizen.
  • Describe the structure of the Canadian government; include the type of government, form of leadership, type of legislature, and role of the citizen.
  • Describe Canada’s relationship to the United Kingdom.

SS6E1 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Canada, Mexico, Cuba, and Argentina.

SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

  • Analyze how Canada, Mexico, Venezuela, and Brazil benefit from trade.
  • Define types of trade barriers, both physical barriers, such as Bolivia as a landlocked country, and economic barriers, such as tariffs.
  • Analyze the development and impact of trade blocks such as the North American Free Trade Agreement (NAFTA), the Common Market of the South (MERCOSUR), and Free Trade Area of the Americas (FTAA).
  • Describe why international trade requires a system for exchanging currency between and among nations and name currencies from nations such as Canada, Mexico, Brazil, Chile; and explain why Ecuador, El Salvador, and Panama chose to adopt the U.S. dollar as their currency.

SS6E3 The student will describe the factors that influence economic growth and examine their presence or absence in countries such as Canada, Mexico, Brazil, and Argentina.

  • Describe investment in human capital; include the health, education and training of people, and the impact of poverty on economic development.
  • Describe investment in capital goods; include factories, machinery, and new technology.
  • Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.
  • Describe the role of entrepreneurs who take the risks of organizing productive resources.

SS6H4 The student will describe the important developments in Europe between 1400 CE and 1800 CE.

  • Explain the importance of exploration in the development of Europe; include the work of Prince Henry the Navigator, Columbus, and Hudson.
  • Trace the empires of Portugal, Spain, the Netherlands, England, and France in Africa, the Americas, and Asia.
  • Describe the impact Peter the Great and Catherine the Great had on Russia.

SS6H5 The student will describe major developments in Europe during the 20th century.

  • Describe major developments of World War I; include the reasons for the War, the Russian Revolution, the collapse of empires, and the consequences of making Germany pay for World War I.
  • Describe the impact of the world-wide depression on Europe, especially Germany.
  • Describe World War II; include the ideas of Nazism and Fascism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman.
  • Explain the collapse of the Soviet Union; include the failure of communism, the rise of the desire for freedom (Solidarity in Poland), and the fall of the Berlin Wall.
  • Explain the significance of the reunification of Germany after the collapse of the Soviet Union.

SS6E6 The student will give examples of how voluntary trade benefits buyers and sellers in Europe.

  • Explain how countries such as England, France, and the Netherlands developed extensive colonial empires as an important aspect of their economies.

 

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Tift County Schools
207 North Ridge Avenue
Tifton, Georgia 31794

Phone: 229.387.2400
Fax: 229.386.1020
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