6th grade global studies - mr. joshua brown, myp...

6th Grade Global Studies 2012-2013

6th GradeGlobal Studies Des Moines Public Schools

The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Benchmark Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.

2012-2013 Curriculum Guide


6th Grade Global Studies

Schools: Brody, Callanan, Gateway, Goodrell, Harding, Hiatt, Hoyt, McCombs, Meredith, Merrill, Weeks

In this first year of Global Studies, students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places.

This course details both physical and cultural geography as well as the following regions: North America, Latin America, Europe and Russia. Students will take authentic roles and work collaboratively, as well as independently, to acquire the knowledge and skills to develop answers to big questions. This approach relies on a student-centered learning approach and culminates in a product that demonstrates a student’s learning.


How to use this document

The curriculum guide breaks the school year into six units. Units 1, 2 and 3 are to be completed by the end of Semester 1, and Units 4, 5 and 6 are to be completed by the end of Semester 2. There are six district benchmark assessments tied to each unit of study.

The standards are the curriculum. Each unit is aligned to standards which come directly from the Iowa Core: Social Studies and Common Core Literacy Standards for History and Social Sciences. Each learning objective has been assigned a number so that corresponding test items can be easily identified. The learning objectives are taken directly from the standards and are a more manageable approach to acquisition of the larger standard. Each unit has essential questions that can be answered through study of the learning objectives for that unit.

Each learner objective needs to be mastered by the end of the unit. The column Instructional Focus is a list of concepts and vocabulary that should be used abundantly with students. Suggested Material contains both items from the course text (corresponding page number listed in parentheses) as well as hyperlinked resources available on the internet. The suggested materials are resources, vehicles to mastery of the standard.

Any resource that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information.

The district benchmark assessments can be found to Data Director by selecting History/Social Sciences, Grade Level, 2012-13.

Please visit the Social Studies Wikispace for more ideas and lesson plan sharing.

Q# refers to question number on the district benchmark assessment and the subsequent number refers to learner objective

Instructional Focus Learning Objectives Assessment Items Suggested Strategies and TextsQ1 - 1Q2 - 1Q3 - 2Q4 - 4Q5 - 3Q9 - 2

http://www.dmpsMSliteracy.wikispaces.com/

http://www.achievedata.com/DMPS


Unit 1: Geography 101 Up to 6 Weeks

Essential Question: How do tools, concepts, and skills help us explore our world?

Instructional Focus Learning Objectives/Student Centered Learning Targets

Assessment Items Suggested Text and Strategies

Maps and globesHemispheres

Lines of LatitudeParallelsEquatorTropic of CancerTropic of CapricornArctic CircleAntarctic Circle

Lines of LongitudeMeridiansPrime MeridianInternational Date Line

Types of maps and diagramsPhysical/land coverpoliticalthematic

Climate ZonesPolarMid-latitude/temperateTropical

1. Identify what tools geographers use and explain their significance.

2. Identify and locate the world’s continents (7) and oceans (5).

3. Identify and explain the difference between countries and continents.

4. Describe the earth’s major landforms and how landforms affect where people live.

5. Identify and describe the three major climate zones (polar, mid-latitude/ temperate, tropical) of the world and where each zone is located.

6. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Questions: 9-12 and 16-18

Questions: 1-8

Questions: 19-20

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Questions: 13-15

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The World and Its People Geography Handbook Chapter 1: Looking at the Earth Chapter 2: Water, Climate, and

Vegetation

Magazines: Places

Online Resources: http://www.eduplace.com/ss/maps/ http://www.yourchildlearns.com/

online-interactive-maps.htm http://www.dmpssocialstudies.org/

6th-global-st.html http://www.hightechhigh.org/

projects/?name=Globe%20Project&uid=352e60f6b975109c83a5d7ec2a1322f6

http:// www.dmpssocialstudies.org/social-studies-resources.html

http://www.learn360.com/ http://

education.nationalgeographic.com/education/mapping/?ar_a=1

Google Earth

http://education.nationalgeographic.com/education/mapping/?ar_a=1



http://www.learn360.com/

http://www.dmpssocialstudies.org/social-studies-resources.html



http://www.hightechhigh.org/projects/?name=Globe%20Project&uid=352e60f6b975109c83a5d7ec2a1322f6



http://www.dmpssocialstudies.org/6th-global-st.html

http://www.dmpssocialstudies.org/6th-global-st.html

http://www.eduplace.com/ss/maps/


Common Assessment Measure: District Benchmark Term 1 Authentic Assessment: Create a Continent

Iowa Core – Social Studies Standards Common Core Literacy Standards – History/Social Sciences

1. Geography A: Understand the use of geographic tools to locate and analyze information about people, places, and environments.

4. Geography B: Understand how geographic and human characteristics create culture and define regions.


2. R.H. 6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts

3. R.H. 6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies


Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Provide a conclusion that follows from the narrated experiences or events.


Unit 2: Culture 4 Weeks

Essential Question: How does geography shape the way of life of a group of people?

Instructional Focus Learning Objectives/Student Centered Learning Targets Assessment Items Suggested Text and Strategies

Introduction of Culturedefinitionexposure to different cultures

Eight Elements of Culturesocial groupslanguagereligiondaily lifehistoryartsgovernmenteconomy

Key Vocabularycultural diffusionculture regiondeath ratebirthratepopulation densityurbanizationrefugee

1. Define culture and explain its significance

2. Identify the eight elements of culture and use them to explain what makes each culture unique

3. Describe how and why cultures changes

4. Identify where most people in the world live and explain why the world’s population is growing rapidly

5. Interpret and analyze content-specific visual information (e.g., in charts, graphs, photographs, videos, or maps).


Questions: 1-5

CFA

Questions: 6-7

Questions: 8-16

Questions 14-20

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The World and Its People

Chapter 3: The World’s People

Common Assessment Measure: District Benchmark Term 2 Authentic Assessment: Create a Culture




3. Geography D: Understand how physical processes and human actions modify the environment and how the environment affects humans.

4. Geography C: Understand how human factors and the distribution of resources affect the development society and the movement of populations.

1. R.H. 6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

5. R.H. 6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.








Unit 3: Europe 8 Weeks

Essential Question: How does the past impact the present?

Instructional Focus Learning Objectives/Student Centered Learning Targets Assessment Items Suggested Text and StrategiesClassic ErademocracyrepublicMedieval EraFeudalismRenaissancehumanismAge of ExplorationPolitical revolutionsReligious revolutionsModern EraIndustrial RevolutionimperialismThe HolocaustgenocideNations & LandformsMediterranean SeaAtlantic OceanAlpsBritish IslesPortugalSpainFranceItalyGermanyScandinaviaGreeceUral Mountains

1. Describe characteristics of the classical era

2. Describe characteristics of the medieval era

3. Describe characteristics of the renaissance

4. Describe characteristics of the modern era

5. Recognize and label locations of prominent European nations and landforms

6. Determine the central ideas or information of a primary or secondary source.


1. Questions: 7, 9

2. Question: 10

3. Questions: 11-12

4. Questions: 8, 13-14

5. Questions 1-6

6. Questions: 15-20

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Chapter 10: Europe – Early HistoryChapter 11: Europe – Modern HistoryChapter 12: Europe Western Europe TodayChapter 13: The New Eastern Europe

World Studies: Europe and Russia

Mini-Q Options: The DBQ Project Citizenship in Athens and

Rome: Which was the better system?

Education in Sparta: Did the strengths outweigh the weaknesses

How did the Renaissance change man’s view of man?

Exploration or Reformation: Which was the more important consequence of the printing press?

Common Assessment Measure: District Benchmark Term 3



1. History A: Understand historical patterns, periods of time, and the relationships among these elements.





6. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.








Unit 4: Latin America 6 Weeks

Essential Question: How does where you live affect how you live?


Regions of Latin AmericaMexicoCentral AmericaSouth AmericaCaribbean

Physical FeaturesAndesAmazon River/ BasinSierra MadresCentral Plateau of MexicoPampasAtacama DesertYucatan Peninsula

Climate ConceptsAltitudelatitudeproximity to bodies of water

1. Identify the factors of climate

2. Define and locate the 4 regions of Latin America

3. Identify and describe major physical features of Latin America

4. Identify the Aztec, Inca, and Maya cultures and their major accomplishments

5. Present the major challenges/current events of the countries of Latin America.



Questions 17-18

Questions 1-5

Questions 6-9, 11-12

Questions 13-16

Question 10

Questions 19-20

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Chapter 6: MexicoChapter 7: Central America and the Caribbean IslandsChapter 8: Brazil and Its NeighborsChapter 9: The Andean Countries

Mini-Q Options: The DBQ Project The Maya: What was their

most remarkable accomplishment?

The Aztecs: Should historians emphasize agriculture or human sacrifice?

Latin American Independence: Why did the Creoles lead the fight?

Common Assessment Measure: District Benchmark Assessment 4



1. Geography D: Understand how physical processes and human actions modify the environment and how the environment affects humans.



4. Geography C: Understand how human factors and the distribution of resources affect the development society and the movement of populations.

5. Behavioral Sciences E: Understand current social issues to determine how the individual is able to formulate opinions and respond to those issues.










Unit 5: United States and Canada 8 Weeks

Essential Question: How did we become what we are?


LandformsHudson BayCanadian ShieldRocky MountainsGreat LakesGreat PlainsAppalachian MountainsMississippi RiverAtlantic OceanPacific OceanSt. Lawrence Seaway

Historical Events1500s: Native Americans encounter Europeans1600s: European Colonialism1700s: Revolution and Republic (U.S.)1800s: Civil War1900s: WWI & WWII, Canadian Independence

RegionsMidwest, WestSouthwest, SoutheastNortheast

1. Identify the landforms that are found in United States and Canada.

2. Identify and evaluate historical events on a timeline.

3. Distinguish among regions of the United States.

4. Demonstrate how North American history changes over time in culture and history.



Questions 1-8

Questions 14-20

Questions 9-13

Questions 14-20

Questions 21-25

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Chapter 4: The United StatesChapter 5: Canada

Mini-Q Options: The DBQ Project Should the US drill for oil in

the Alaskan wilderness?

Common Assessment Measure: District Benchmark Term 5


Unit 6: Russia & the Eurasian Republics 4 Weeks

Essential Question: How does the past impact the present?


Vocabulary:CzardemocracycommunismCold Warfree market economytundrapermafrost

Nations & Landforms:RussiaArctic OceanSiberiaUral MountainsLake BaikalNorth European Plain

1. Define key vocabulary terms

2. Recognize & label locations of prominent landforms

3. Compare and contrast the three major government systems of Russia (czars, communism, democracy)



Questions 1, 8-15

Questions 2-3, 6-7

Questions 10-15

Questions 2-5, 16-20

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Chapter 14: Russia’s Landscape and HistoryChapter 15: The New Russia and Independent Republics

World Studies: Europe and Russia

Mini-Q Options: The DBQ Project The Soviet Union: What should

textbooks emphasize?

Common Assessment Measure: District Benchmark Assessment 6




1. R.H. 6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.









6th grade global studies - mr. joshua brown, myp...

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