Grade 6 Textbooks
Mathematics
Because economic concepts are closely tied to mathematics, we decided to review a sampling of math books in this project. Obviously basic operations of addition, subtraction, multiplication and division are required; however, I was most interested in graphing data as it relates to finding relationships between economic concepts, such as the relationship between the production of goods and services and resources.
Title: Impact Mathematics
Publication: 2009, Glencoe, McGraw-Hill
ISBN #: 978-0-07-888706-2
Assessment Rating: 2-Poor
Assessment:
The topic of displaying data was covered in this textbook. However, this topic was insufficiently covered. In particular, the only graphs that were discussed and displayed were bar graphs, line graphs, and histograms. In addition, there was very little discussion of why graphs are important and how to select the most appropriate graph, and no discussion of how to interpret graphs. Overall, the textbook is marginally adequate for mathematics and not, in my opinion, adequate for integrating into a social studies lesson on looking for relationships in economics.
The topic of displaying data was covered in this textbook. However, this topic was insufficiently covered. In particular, the only graphs that were discussed and displayed were bar graphs, line graphs, and histograms. In addition, there was very little discussion of why graphs are important and how to select the most appropriate graph, and no discussion of how to interpret graphs. Overall, the textbook is marginally adequate for mathematics and not, in my opinion, adequate for integrating into a social studies lesson on looking for relationships in economics.
Title: Mathematics: Course 1
Publication: 2010, Pearson Education, Inc.
ISBN #: 978-0-13-372120-1
Assessment Rating: 3-Fair
Assessment:
The topic of displaying data is adequately covered in this textbook. In particular, a number of different ways to display data are covered, such as frequency tables, line plots, bar graphs, line graphs, stem-and-leaf plots, and double bar and line graphs. In addition, there are lessons on misleading graphs and statistics and using spreadsheets to organize data. What was not included, that I think is important, is a discussion of why graphs are important and how to select the most appropriate graph. Overall, the textbook is adequate for mathematics and, along with other materials on displaying data, could be integrated into a social studies lesson on looking for relationships in economics.
The topic of displaying data is adequately covered in this textbook. In particular, a number of different ways to display data are covered, such as frequency tables, line plots, bar graphs, line graphs, stem-and-leaf plots, and double bar and line graphs. In addition, there are lessons on misleading graphs and statistics and using spreadsheets to organize data. What was not included, that I think is important, is a discussion of why graphs are important and how to select the most appropriate graph. Overall, the textbook is adequate for mathematics and, along with other materials on displaying data, could be integrated into a social studies lesson on looking for relationships in economics.
Social Studies
Title: World Cultures and Geography: South America and Europe
Publication: 2007, McDougall Littell
ISBN #: 978-0-618-88876-4
Applicable NC SCOS Goal for Economics:
Social Studies Competency Goal 4: the learner will identify significant patterns in the
movement of people, goods and ideas over time and place in South America and Europe
Social Studies Competency Goal 5: the learner will evaluate the ways people of South
America and Europe make decisions about the allocation and use of economic resources
Social Studies Competency Goal 6: the learner will recognize the relationship between
economic activity and the quality of life in South America and Europe
Assessment Rating: 3-Fair
Assessment:
Social Studies under the North Carolina Standard Course of Study (NC SCOS) for the sixth grade focuses on the geography, history, culture, economy and government of Europe and South America. Specifically, a number of economic concepts and principles are addressed including:
This textbook addresses the above areas in throughout the textbook. Specifically, basic economic concepts such as categories of natural resources and economic systems, are introduced in chapter three, and other concepts, such as commodities and the relationship between economic development and standard of living, are included in most of the rest of the chapters and are related to a specific country or region. However, these concepts are covered very briefly (often just a few short paragraphs), superficially, and often in combination with government, with more emphasis given to the topic of government. The focus is on natural resources and commodities and not a lot is written beyond what the country possesses or produces. Occasionally important economic terms are highlighted and in bold and are defined at the beginning of the chapter section. There are some activities to reinforce economic concepts, such as a graphic box insert in the chapter on the United Kingdom showing the location of windfarms in Britain and asking questions to connect geography and economics. However, there are very few such activities. This publisher provides a number of electronic products (e.g., eBooks, interactive games and activities) and other resources which should definitely be used to supplement this somewhat limited textbook, if a teacher wants to adequately cover the competency goals.
Social Studies under the North Carolina Standard Course of Study (NC SCOS) for the sixth grade focuses on the geography, history, culture, economy and government of Europe and South America. Specifically, a number of economic concepts and principles are addressed including:
- Types, uses, and importance of commodities
- Relationship between location of natural resources and economic development
- Types and effectiveness of different economic systems (traditional, command, and market)
- Relationship between the production of goods and services and limited resources
- Specialization and interdependence on a regional, national, and global level
- Relationship between economic development and standard of living
- Influence of education and technology on productivity and economic development
- Over-specialization
This textbook addresses the above areas in throughout the textbook. Specifically, basic economic concepts such as categories of natural resources and economic systems, are introduced in chapter three, and other concepts, such as commodities and the relationship between economic development and standard of living, are included in most of the rest of the chapters and are related to a specific country or region. However, these concepts are covered very briefly (often just a few short paragraphs), superficially, and often in combination with government, with more emphasis given to the topic of government. The focus is on natural resources and commodities and not a lot is written beyond what the country possesses or produces. Occasionally important economic terms are highlighted and in bold and are defined at the beginning of the chapter section. There are some activities to reinforce economic concepts, such as a graphic box insert in the chapter on the United Kingdom showing the location of windfarms in Britain and asking questions to connect geography and economics. However, there are very few such activities. This publisher provides a number of electronic products (e.g., eBooks, interactive games and activities) and other resources which should definitely be used to supplement this somewhat limited textbook, if a teacher wants to adequately cover the competency goals.
Title: North Carolina Journeys: A Journey through Europe, Russia and South America Vols. 1 & 2
Publication: 2007, Gibbs Smith, Publisher
ISBN #: 978-1-4236-0233-0
Assessment Rating: 4-Good
Assessment:
Similar to the McDougall Littell Social Studies textbook, the Gibbs Smith text covers the NC SCOS objectives for competency goals 4, 5, and 6 throughout the book. However, unlike the McDougall Littell book, the Gibbs Smith text devotes whole chapters on Economy and Government for different regions of Europe and for South America. While each chapter does not address all of the economic concepts and principles, the principles and concepts that are the most relevant to the history of the region are presented in a very clear and engaging manner. In addition to the nice presentation of economic concepts and principles this textbook has excellent unit activities, end of chapter activities, and within chapter activities. An example of an engaging within chapter activity is a Northern European tasting party where students bring foods from various countries of Northern Europe and identify and label on a map the areas where the foods originate. This textbook also integrates other content areas into the lessons such as creating a mobile of the major products of a country (Art). While not a standalone resource, this textbook would be a reasonable start to addressing economics in grade 6. It should be used in conjunction with other resources provided by the publisher, such as audio books, eBooks, interactive games, etc.
Similar to the McDougall Littell Social Studies textbook, the Gibbs Smith text covers the NC SCOS objectives for competency goals 4, 5, and 6 throughout the book. However, unlike the McDougall Littell book, the Gibbs Smith text devotes whole chapters on Economy and Government for different regions of Europe and for South America. While each chapter does not address all of the economic concepts and principles, the principles and concepts that are the most relevant to the history of the region are presented in a very clear and engaging manner. In addition to the nice presentation of economic concepts and principles this textbook has excellent unit activities, end of chapter activities, and within chapter activities. An example of an engaging within chapter activity is a Northern European tasting party where students bring foods from various countries of Northern Europe and identify and label on a map the areas where the foods originate. This textbook also integrates other content areas into the lessons such as creating a mobile of the major products of a country (Art). While not a standalone resource, this textbook would be a reasonable start to addressing economics in grade 6. It should be used in conjunction with other resources provided by the publisher, such as audio books, eBooks, interactive games, etc.
