Instructional Guide
Sixth Grade Social Studies
Textbook References: World Cultures and Geography: Western Hemisphere and Europe
McDougall Littell 2003
Objectives from the Standard Course of Study are integrated throughout the year. The first use of the SCOS objective in this guide spells out the objective. Subsequent references are by number only. .UNIT 1: GEOGRAPHY FOUNDATION
TIMEFRAME: 5 days
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe.
1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures. / · How can the 5 themes of geography be used as an organizational tool for studying the regions of Europe and South America?
· How does geography (location and physical characteristic) affect our lives?
· How do maps illustrate information about different places and regions?
· How do we distinguish between physical and political maps and the information each provides? / · 5 Themes of Geography graphic organizer
· “Movement Scavenger Hunt” In pairs, students check the “Made In…” label on all of their belongings, record the nations, and then on map draw arrows from all nations to NC.
· Map skills activities reviewing basic concepts such as cardinal and intermediate directions, legends, and latitude/longitude coordinates. / · http://www.classzone.com/books/wc_eastern/index.cfm and enter the Teacher Access Code in your Teacher’s Edition of the textbook.
· http://www.lib.ncsu.edu/livinginourworld/lessons.htm for free materials and resources from Living in Our World by North Carolina State University.
· Textbook – Unit 1, chapters 1and 2
· NGS videos –
· The Five Themes of Geography and Latitude and Longitude
UNIT 2: Ancient Greece and Ancient Rome
TIMEFRAME: 10 days
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Goals 7 and 8
COMPETENCY GOAL 3: The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe.
3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.
4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.
4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.
9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.
12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.
13.02 Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic. / · How have the achievements of the Ancient Greeks and Romans influenced culture, science, and politics in the world today?
· Historically, who were the key figures and what were the key events of these ancient civilizations?
· How did the expansion of the Roman Empire influence modern day Europe?
· What is the significance of societies changing from a polytheistic culture to a monotheistic one? / · Map activity on the expansion of the Roman Empire
· Research Project on innovations of the Ancient Greeks and Romans that still affect us today. (example: aqueducts, roads, ancient “air conditioning,” architectural elements).
· Art integration project with Greek pottery
· Language Arts integration with the following: 1) a unit on mythology and 2) activity on Greek and Latin roots in English 3) Fictional story in the Holt literature book, “The Dog of Pompeii.”
· Science integration of planet names and constellations.
· Comparison T chart of Greece’s “direct democracy” and Rome’s republic and correlation to US/European democracies.
· Create a colored map of Europe based on a root words languages chart. Analyze the Roman Empire’s influence on today’s languages by examining the Latin roots. / · Current Text book Chapter 10
· Former textbook,
· Living in Our World: Europe and Northern Asia, chapter 3
UNIT 3: Middle Ages, Renaissance, Reformation
TIMEFRAME: 5 days
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.01, 4.03, 9.01, 13.02
Goals 7 and 8
1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them.
9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.
11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.
11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture. / · How did the cultural and governmental developments of the Middle Ages affect life in Europe today?
· What were the key accomplishments of the Renaissance period that continue to inspire artists, writers, and thinkers of today?
· What effect did the Reformation have on current religious beliefs in Europe and the United States (and NC)? / · Feudal Society worksheet
· Art integration with study of great Renaissance painters and sculptors.
· Create timeline of key events throughout the Renaissance/ Reformation period
· Create map similar to language one of last unit, only now illustrating dominant religions of European nations and discuss the correlation.
· Language arts integration with novels such as Catherine Called Birdie and The Midwife’s Apprentice / · Current text: Chapter 10, Section 4; Chapter 11, Section 1
· Former text book: Chapter 4, Lesson 1, 2
UNIT 4: Age of Exploration and The Industrial Revolution
TIMEFRAME: 5 days
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.01, 3.01
2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.
3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.
4.02 Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions.
13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.
5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe
5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.
5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.
6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe.
8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present. / · How did European exploration and colonization affect other cultures around the world?
· How did the European revolutions in science and technology help create modern societies throughout the world?
· What were the environmental and cultural lessons learned during the Industrial Revolution?
· How did new innovations in production and transportation affect the location of industry?
· How did Europe’s economic dependence on colonies make wars for independence inevitable? / · Map activity tracing pathways of exploration and colonization and the economic benefits European countries received from each colony.
· Research project of famous European explorers.
· Research of inventions/discoveries of the Industrial Revolution
· Science integration with “Disappearing Butterflies” activity.
· Timeline research of colonies fighting for freedom from European Imperialism.
· Research of labor law improvements since the Industrial Revolution. / · Current text: Chapter 11, Section 2 and 3, page 42-43, Section 1 of chapters 4, 5, 7, 8, and 9.
· South America map on p. 5
· Former text: Chapter 4, Les. 3
UNIT 5: World Wars I and II and the Cold War
TIMEFRAME: 10 days
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.02, Goal 7, 9.01, 9.02
8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.
8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.
9.03 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.
11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies. / · How did feelings of nationalism in some European countries lead to conflicts?
· Who were the famous and infamous European leaders of the 20th century and what was each man’s role in history?
· What was the Holocaust and what is its effect on European culture today?
· What are the advantages and disadvantages to military alliances?
· How did the roles of the US and USSR in WWII lead to the Cold War?
· Who were the key figures and what were the key events of the Cold War? / · Map activities 1) Germany’s invasion of different European nations 2) map the spread of Communism in the 20th century. 3) Color map to show nations in NATO and Warsaw Pact, showing the Iron Curtain
· Timeline of Hitler’s plans for destruction of the Jews, from discrimination, to isolation, to death camps.
· Research of famous people during WWI or WWII (national or military leaders)
· Venn diagram comparing socialism and fascism.
· Timeline of famous WWII battles
· Political cartoon activity in correlation with discussion on propaganda
· Censorship activity to better understand government control under Communism.
· Research the significance of Gorbachev and glasnost to the end of the Cold War
· Language arts integration with use of novels like Number the Stars or The Devil’s Arithmetic / · Current text: Chapter 12, Chapter 13, section 1
· Former text: Chapter 5
· Videos on WWI. WWII, Holocaust, Rise of the USSR
UNIT 6: Northern Europe and British Isles
TIMEFRAME: 4 weeks
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.
6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.
10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.
13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities. / · What nations make up this region and what are the major cities?
· What is the significance of the North Atlantic Drift to Northern Europe?
· How have physical features such as peninsulas, mountains, glaciers, and northern latitudes affected the people?
· Describe the differences in the UK’s democracy and that of the US. How do elections differ? What is the role of a monarch in a constitutional monarch?
· What is the correlation, if any, between the high literacy rates in Northern Europe and the high standard of living?
· What major product might we obtain from Northern Europe through trade and what is the status of their GNPs? / · Map 7 nations, capital cities, bodies of water, and major landforms of this region.