New Jersey

Civics, Government, and Human Rights

• 6.1.2.CivicsPI Civic and Political Institutions

  • 6.1.2.CivicsPI.1 Describe roles and responsibilities of community and local government leaders (e.g., mayor, town council).

    • Rules and laws (K-B.1)

  • 6.1.2.CivicsPI.2 Investigate the importance of services provided by the local government to meet the needs and ensure the safety of community members.

    • Government services (K-B.2)

  • 6.1.2.CivicsPI.3 Explain how individuals work with different levels of government to make rules.

  • 6.1.2.CivicsPI.4 Explain how all people, not just official leaders, play important roles in a community.

    • Jobs community helpers do (K-A.1)
    • Tools community helpers use (K-A.2)

  • 6.1.2.CivicsPI.5 Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.

    • Jobs community helpers do (K-A.1)
    • Tools community helpers use (K-A.2)

  • 6.1.2.CivicsPI.6 Explain what government is and its function.

    • Rules and laws (K-B.1)
    • Government services (K-B.2)

• 6.1.2.CivicsPD Participation and Deliberation

  • 6.1.2.CivicsPD.1 Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

  • 6.1.2.CivicsPD.2 Establish a process for how individuals can effectively work together to make decisions.

• 6.1.2.CivicsDP Democratic Principles

  • 6.1.2.CivicsDP.1 Explain how national symbols reflect on American values and principles.

    • Identify American symbols (K-C.1)
    • Identify American landmarks and monuments (K-C.2)

  • 6.1.2.CivicsDP.2 Use evidence to describe how democratic principles such as equality, fairness, and respect for legitimate authority and rules have impacted individuals and communities.

    • Martin Luther King Jr. Day (K-J.1)
    • Independence Day (K-J.2)

  • 6.1.2.CivicsDP.3 Explain how historical symbols, monuments and holidays reflect the shared values, principles, and beliefs of the American identity.

    • Identify American symbols (K-C.1)
    • Identify American landmarks and monuments (K-C.2)
    • Martin Luther King Jr. Day (K-J.1)
    • Independence Day (K-J.2)

• 6.1.2.CivicsPR Processes and Rules

  • 6.1.2.CivicsPR.1 Determine what makes a good rule or law.

    • Rules and laws (K-B.1)

  • 6.1.2.CivicsPR.2 Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    • Rules and laws (K-B.1)

  • 6.1.2.CivicsPR.3 Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    • Rules and laws (K-B.1)

  • 6.1.2.CivicsPR.4 Explain why teachers, local community leaders, and other adults have a responsibility to make rules that fair, consistent, and respectful of individual rights.

• 6.1.2.CivicsCM Civic Mindedness

  • 6.1.2.CivicsCM.1 Describe why it is important that individuals assume personal and civic responsibilities in a democratic society.

  • 6.1.2.CivicsCM.2 Use examples from a variety of sources to describe how certain characteristics can help individuals collaborate and solve problems (e.g., open-mindedness, compassion, civility, persistence).

  • 6.1.2.CivicsCM.3 Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling accepted.

    • Martin Luther King Jr. Day (K-J.1)

Geography, People, and the Environment

• 6.1.2.GeoPP Human Population Patterns

  • 6.1.2.GeoPP.1 Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

    • Compare cities and rural areas (K-A.3)
    • Identify Earth's land features (K-D.1)
    • Identify Earth's water features (K-D.2)
    • Identify human and physical features (K-D.3)

• 6.1.2.GeoSV Spatial Views of the World

  • 6.1.2.GeoSV.1 Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains).

    • Identify Earth's land features (K-D.1)
    • Identify Earth's water features (K-D.2)
    • Use cardinal directions (K-F.)

  • 6.1.2.GeoSV.2 Describe how maps are created for a specific purpose (e.g., school fire-drill map, route from home to school, learning centers in a classroom).

  • 6.1.2.GeoSV.3 Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal directions, scale, symbols,) and purposes (wayfinding, thematic).

    • Use cardinal directions (K-F.)

  • 6.1.2.GeoSV.4 Identify examples of geospatial data (e.g., landmarks on the school grounds, the spatial location of each student's assigned seat in the classroom, needs more thought).

    • Left and right (K-E.1)
    • Use cardinal directions (K-F.)

• 6.1.2.GeoHE Human Environment Interaction

  • 6.1.2.GeoHE.1 Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.

  • 6.1.2.GeoHE.2 Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).

    • Compare cities and rural areas (K-A.3)
    • Identify human and physical features (K-D.3)

  • 6.1.2.GeoHE.3 Identify cultural and environmental characteristics of different regions in New Jersey and the United States.

    • Compare cities and rural areas (K-A.3)
    • Identify human and physical features (K-D.3)

  • 6.1.2.GeoHE.4 Investigate the relationship between the physical environment of a place and the economic activities found there.

    • Identify human and physical features (K-D.3)
    • Goods and services (K-G.3)
    • Producers and consumers (K-G.4)
    • Natural resources (K-G.5)

• 6.1.2.GeoGI Global Interconnections

  • 6.1.2.GeoGI.1 Explain why and how people, goods, and ideas move from place to place.

    • Then and now: transportation and communication (K-H.1)

  • 6.1.2.GeoGI.2 Use technology to understand the culture and physical characteristics of regions.

Economics, Innovation, and Technology

• 6.1.2.EconET Economic Ways of Thinking

  • 6.1.2.EconET.1 Explain the difference between needs and wants.

    • Needs and wants (K-G.1)

  • 6.1.2.EconET.2 Cite examples of choices people make when resources are scarce.

    • Scarcity (K-G.2)

  • 6.1.2.EconET.3 Describe how supply and demand influence price and output of products.

  • 6.1.2.EconET.4 Explain the impact that decisions about savings, debt, and investment can have on individuals' lives.

  • 6.1.2.EconET.5 Describe how local and state governments make decisions that affect individuals and the community.

• 6.1.2.EconEM Exchange and Markets

  • 6.1.2.EconEM.1 Describe the skills and knowledge required to produce specific goods and services.

    • Goods and services (K-G.3)
    • Producers and consumers (K-G.4)
    • Tools community helpers use (1-C.2)

  • 6.1.2.EconEM.2 Describe the goods and services that individuals and businesses in the local community produce and those that are produced in other communities.

    • Goods and services (K-G.3)

  • 6.1.2.EconEM.3 Identify the ways in which people exchange(d) goods and services today, and in the past (e.g., purchase, borrow, barter).

• 6.1.2.EconNE National Economy

  • 6.1.2.EconNE.1 Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    • Natural resources (K-G.5)

  • 6.1.2.EconNE.2 Describe examples of goods and services that governments provide.

    • Government services (K-B.2)
    • Goods and services (K-G.3)

• 6.1.2.EconGE Global Economy

  • 6.1.2.EconGE.1 Cite examples of products that are produced domestically and sold abroad and produced abroad and sold domestically.

  • 6.1.2.EconGE.2 Explain why people in one country trade goods and services with people in other countries.

History, Culture, and Perspectives

• 6.1.2.HistoryCC Continuity and Change

  • 6.1.2.HistoryCC.1 Use multiple sources to create a chronological sequence of events that describes how and why your community has changed over time.

  • 6.1.2.HistoryCC.2 Use a timeline of important events to make inferences about the "big picture" of history.

  • 6.1.2.HistoryCC.3 Make inferences about how past events, individuals, and innovations affect our current lives.

• 6.1.2.HistoryUP Understanding Perspectives

  • 6.1.2.HistoryUP.1 Use primary sources representing multiple perspectives to compare and make inferences about why there are different accounts of the same event.

  • 6.1.2.HistoryUP.2 Use evidence to demonstrate how an individual's beliefs, values, and traditions may change and/or reflect more than one culture.

  • 6.1.2.HistoryUP.3 Use examples from the past and present to describe how stereotyping and prejudice can lead to conflict.

    • Martin Luther King Jr. Day (K-J.1)

• 6.1.2.HistorySE Historical Sourcing and Evidence

  • 6.1.2.HistorySE.1 Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history.

  • 6.1.2.HistorySE.2 Analyze a variety of sources describing the same event and make inferences about why the accounts are different (e.g., photographs, paintings, cartoons, newspapers, poetry, novels, plays).

  • 6.1.2.HistorySE.3 Use historical data from a variety of sources to investigate the development of a local community (e.g., origins of its name, originating members, important historical events and places).

• 6.1.2.HistoryCA Claims and Argumentation

  • 6.1.2.HistoryCA.1 Make an evidence-based argument how and why communities change over time (e.g., locally, nationally, globally).

    • Then and now: transportation and communication (K-H.1)