[DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.
Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.
[ELA2015] (6) 31 :
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]
[SS2010] USS6 (6) 6 :
6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.
Locating on a map Allied countries and Axis Powers
Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge
Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō
Describing the development of and the decision to use the atomic bomb
Describing human costs associated with World War II
Examples: the Holocaust, civilian and military casualties
Explaining the importance of the surrender of the Axis Powers ending World War II