DOCUMENT RESUME

ED 048 1E4 SP 007 071

TITLE Overview. Resource Unit I, Grade 7. ProvidenceSocial Studies Curriculum Project.

INSTITUTION Providence Public Schools, R.I.; Rhode Island Coll.,Providence.

SPONS AGENCY Office of Education (DREW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUB DATE 68NOTE 15p.; Part of a set of resource units and curriculum

overviews for K-12 social studies

EDRS PRICE EDRS Price ME-$0.65 HC-$3.29DESCRIPTORS *Curriculum Guides, *Grade 7, *Social Studies,

*Urban TeachingIDENTIFIERS Europe, Southeast Asia, Soviet Union

ABSTRACTGRADES OR AGES: Grade 7. SUBJECT MATTER: Social

Studies; Europe, Soviet Union, and Southeast Asia. ORGANIZATION ANDPHYSICAL APPEARANCE: The major portion of the guide, which developsthe unit, is laid out in three columns, one each for topics,activities, and materials. Other sections are in list form. The guideis mimeographed and staple-bound with a paper cover. OBJECTIVES ANDACTIVITIES: General objectives for the unit are listed on the f3rstpage. Ee.rh group of activities in the second column is related to atopic in the first column. INSTRUCTIONAL MATERIALS: Each group ofmaterials listed in the third column is related to one or moreactivities. In addition, two short appendixes contain curriculummaterials. STUDENT ASSESSMENT: A one-page section entitled"F,valuaticnu lists several ideas students should understand by theend of the unit. OPTIONS: The guide is prescriptive as to coursecontent and timing. Activities and aterials listed are optional. (7T)

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RU,I - Gr. 7

TABLE OF CONTENTS

I. Explanation 1

II. Major Understandings 1

III. Aims -1

IV. Vocabulary 2

V. Introduction 3

VI. Development of Unit 3

VII. Evaluation 11

VII:. Supplementary Activities ...... . . . 11

IL. AppendixA. Countries of Western Europe, "Soviet",

and Southeast Asia .12

B. Suggested Ctarts 13

RU,I - Gr. 7 1

O VLR V I E Or YLAR' S .,ORK

I. EXPLANATICA

In grade four the students were introduced to the concept of"region". They learned that region it an area with common charac-teristics that may be Identified for purposes of c;:.:Zy.

In grade five and six the students were introduced to andbecame familiar with the concept of "culture region", the charac-teristics of a culture region, the interactions of a culture regionwith its physical Environment, and the interrelatedness of cultureregions with each other that result in social orange.

The study will be continued in grade seven with an examinationof the Western European, 3oviet, and Southeast Asian culture regions.

II. MAJOR UNDERSTANDINGS

The students should be made aware of the fact thatA. Several culture regions, consisting of a variety

of culture groups, exist throughout the world.B. Each culture group has its own organization ant. functions.C. Culture is changeable, but the rate of charge is depen-

dent upon cultural contact., choice, imposition, and the like.

LIT . tyiS

1. To develop further understanding of the term culture region.2. To develop an understanding that the study of culturc re-

gions is one approach to a study of the wor14.3. To develop an awareness of the scope of the year's work.

RU, r - Gr. 72

VOCABULARY

anthropologist investigate

archaeologist isolation

artifact research

attitude Southeast Asia

culture groups Soviet

culture region Soviet Union

Western Europe

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RU,I - Cr. 7 3

II4IRODUCTION

V. INTRODUCTION Suggested Time: 2-3 w.eks

Explain to the class that in grade seven they will study several cultureregions around the world. Before this study can be conducted, however,they must understand what is meant by the term culture region.

The purpose of this unit, then, is to F,ive the students an understandingof the term Culture Region. ,ince the students have dealt with this ideain grades five and six this unit will serve as a means of review.

We shall try to develop the skills which help us in locatinginformation quickly aad evaluating this information effectively.

We shall try to improve our ability to think more effectively.

We shall try to murk together well and share our responsibilitiesand learnigs.

OEVELOPJAINT OF UNIT

QUESTIONS SUGGESTED ACTIVITIES MATERIAL;

Wnat ismeant bya culturegroup?

A culture ir a wry of life thathas been learned by a given group.It affvrts how a MA4 feels, under-stands, behaves, and adapts to hisenvironment. Culture is trans-mitted from one generation to an-other and is subject to change.

Every culture has a:Material CultureToolsSkillsWay of making a livingSocial OrganizationCustomsRulesPatterns of behaviorLanguageArt FormsMusic DramaFolklore DancingPainting SculptureSet of AttitudesReligious bellifiSuperstitionsMagic

RU,I - Gr. 7 4

Development of Unit (cont.d)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What ar, some ofthe culturegroups thatyou know andhave studiedabout?

Why do culturegroups differ?

Do Culturegroups change?How?

Encourage the class to mentiongroups they have read about orheard about. Discuss the waysin which these groups differfrom each other and the fea-tures, such as Material Cul-ture, Social Organization, ArtForms, and Attitudes, whichunify and hold these groupstogether.

At this time films and film-strips might be shown to theclass to illustrate the pointsdiscussed about culture groupc.Consult the Audio-Visual Catalogfor those which might be used.A few are listed under materials.

Try to elf.cit the idea thatphysical environment (land forms,climate, natural vegetation, andrescurces) and isolation (lackof contact 4th other cultures)have a profound effect upon cul-ture patterns.

Films listed might be shown sothe students will have an under-Jtanding of a variety of cul-tures.

Explai.1 that advanced technologyhas virtually decreased the sizeof the world. Many placer, onceisolated, can now be reachedthrough the media of communica-tion end transportation. 1,Wplemove about much more frequentlyand over greater distances atrates once unknown. Discuss withthe class the effects that ad-vanced technology, mass media,and increased mobility have hadon culture groups,

New Ideas

. New Tools

. New Rkilla

FilmstripsSS-C-58-b TheCaribou Eskimo3S-1-4-e Life andCustoms of theIndians of theSouth West.

SS-C-55-6Douglas, AborigineBoy of Australia

FilmstripsqS-A-17-aPeople of AustraliaSS-A-30-6 NativeTribes of AfricaSS-A-32-d IndonesiaSS-C-9-e Ramesh ofIndiaSS-C-9-c viing-Li

of ChinaSS-F-2-i Japan

FilmsE-202 Eskixos SeaHunters1-209 Indians ofEarly AmericaI-1 Indian Hunters

Filmstrip,

SB-C-53-dMn.an vin rel,4wn,

RU,I - Gr. 7 5

Development of Unit (cont/d.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What is a cultureregion?

How is theworlf!

into cultureregions?

These changes have been accompaniedby problems. With the class listsome of these problems. Includedwould be:

. Periods of StrifeBroken kinship andtribal patterusChanges in values, etc.

A culture region is an areal pat-tern where certain cultural fea-tures result in a recognizabledegree of cohesion. It may in-clude such features as:

attitudes. objectives. te,'Anical skills

. language. and symbolssystem of valuesmode of livingdominant religious view

. experimentation of po-litical systems

or it may be considered es nsystem of classification of areasof human occupancy and activitybased upon cultural dominance.

It should be pointed out by theteacher that culture region ispurely a classificatory devicein contrast to culture whichdelineates an integrated andinternally structured entity.

Preston James in The SocialStudies anti The Social Sciences,(Harcourt, Brace and World, Inc.1952) has suggested the follow-ing as the major culture regionsof the contemporary world.

EUROPRANWestern, Southern and NorthernEuropeSOVIETThe Soviet Union and EasternalTane

RU,I - Gr. 7

Development of Unit (cont'd.)

QUESTIONS SUGGESTED ACTIVITIES tMATERIALS

ANGLO AMERICACanada and the United StatesLATIp AMERICAMexico, Central. America, SouthAmerica, the Antilles, and theBahamas

NORTH AFRICAN - SCUTIBIEST ASIANThe Moslem countries from Moroccoto Afghanistan; and IsraelSOUTH ASIANIndia, Pakistan, Ceylon, andBorder countriesSOUTHEAST ASIANThe "shatter belt" between Indiaand China.EAST AS /ANChina, Japan, and borderingcountriesAFRICANThe area south of the SaharaAUSWALIA NE Y ZEALANDThe countries orbritish devel-opement

The islands of !1cnesia, Micro-nesia, and Polynesia

Again it should be pointed out tothe class that Culture Region is aclassification that Preston Jameshas made and that a culture regionis not a real entity valued as suchby people who participate in cul-ture regions which James has groupedtogether.

Have the class develop a map toshow the major culture regions ofthe world.

Point out to the class that onlycertain culture regions have beenselected for studies as it wouldnot be possible to study all ofthem.

. Grade Five - Anglo-AmericaGrade Six - Latin America

8 and Africa

RU,I - Gr. 7 7

Development of Unit (cont'd.)

QUESTIONS SUGGESTED ACTIVITIES MATEPIALS

What culturegroups shallwe studythis year?

What do wemean by South-east Asia,WesternEurope, andthe Soviet?

ImMailmmEt Imon

Inform the class that in thisgrade the culture regions andculture groups of Southeast Asia,Western Europe, and the "Soviet"will be strdied. They will learnabout the early people who in-habited each region and the presentday inhabitants. They will inves-tigate the customs and traditionscommon to each region.

Divide the class into three groupsand give them a period of 15 or 20minutes to compile a lie of ques-tions they might like to researchfor each region. Each groupshould elect a secretary to writedown the questions posed. Eachgroup could then present its listof questions to the class forcorrections and additions.

Refer to the wall maps and themlps the students have made ofthe culture regions of the uorld.Have students point out what wewill consider erx11 culture regionto consist of

Western EuropeWestern, Southern.and aorthernEurope

SovietSoviet Union and EasternEurope

Southeast Asia"Shatter belt" between Indiaand China

Have the students compile a listof the countries they think arefound in each region. CorTaretheir lists with the lists in Ap-pendix A. Be sure to include An-dorra, Liechtenstein, and SanMarino in the list of the Euro-pean countries.

Class discussion - Uhy will weconsider Eastern Europe a part ofthe Soviet Culture Region?

Class dissussion- Why is SoutL-east Asia referred to as theI

Well !laps

Student aps ofCulture Regions

RU,I - Gr. 7 8

Development of Unit (contbd.)

QUESTIONS SUGGESTED ACTII1TIES MATERIALS

What sakeseach ofthese areasa cultureregion?

Recall with the class the generrldefinition and characteristics ofa culture region.

Through class discussion determinewhy Southeast Asia, Western Europe,and the "Soviet" may be consideredto be separate culture regions.Point out that these groupings re-flect current geo-political andideological circumstances. Whatcommon bends hold each cultureregion together?

Southeast AsiaUnderdeveloped economicallyAsian religions

. Non-mechanized faming

. Common topographical and physicalcharacteristics

. Colonial experience,

. Race

Western Europe. KiOly industrialized

Eechanized farmiq. JudaoGraeco-Doman tradition

Indo-European languages. (iestern Christianity

. Common MarketEuropean Free Trade AssociationDemocratic Nationalism

. !",ace

SovietEvolving industrialism

. Collective farmingByzantine traditionIndo-European and Urgic languagesEastern ChristianityPlanned economyComeconCommunist internationalism

1E_

RU,I - Gr. 7

Development of Unit c nt'd.)

QUESTIONS SUGCESTFD ACTIVITIES MATERIALS

How welearn aboutthe earlyhistory endcustomsof a people?

What culturegroups arefound ineach ofthese cultureregions?

What do wewant to knowabout anyculturegroups thatwe study?

Clas? iiscussicr, of this question.Emphasize the fact that writtenrecords have only been in exis-tence for about 5,000 years.According to the latest estimatesman has been in existence for1,750,000 years but is stillrelative newcomer to the earthwhich existed for 4.5 billionyears. Knowledge of some of theseearly groups has been deduced fromartifacts unearthed by archaeolo-gists. From stone tools, shards,etc. anthroi.ologists have tried toinfet their culture.

Perhaps a group of students mightlike to report oil the work done byan archaeologist, geologist andanthropologist.

Encyclopedia

Ilyn & flc on:Eastern Landspp. 14-15

Perhaps the student can name themany groups of people found ineach of the culture regions to bestudied. Emphasize the fact thatseveral culture groups may inhabitone culture region. A good illus-tration of this is the United States.

Elicit questions from the class.Have them recorded. They mightsuggest some of the following:Where does the group live?Mat are its physical sur-roundings?What are its skills?What are its living conditions?

Homes

FoodClothing

What are its beliefs?that is its social organization?

FamilyKinship groups

What is its farm of government?What are its arts end crafts?What are its customs?What is its way of having agood time?

RU,I - Gr. 7 10

Development of Unit (cont'd.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What are ouraims for thisyear's study?

How shall wefind our in-formation?

How shall wework togetherto achieve ourgoals?

How shall weshare ourinformation?

1s pointed out earlier the cultureregions to Le studied this year areWestern Europe, "The Soviet", andSoutheast Asia. The study of WesternEurope and the Soviet will be con-ducted as a comparison wHae South-east Asia will be s'7udif:d separately.

We will pose and ansuer quest.Lonsabout the land Lase, the people, thetechnology they have developed, andthe institutions- economic, social,and political - that have evolved.

Discuss with the class all the placesfrom which they may obtain informa-tion.

Books, magazines, newspapers.pamphlets, almanacs

Interview'Field Trigs, ObservationsMaps, graphs, charts, tables,

cartoons, etc.

Discuss ways in which the classshould woe:.Sore work will ae done by the class,some by groups, some by individuals.

AC this point it might be c.easibleto develop a chart of standards forgced group work.

Halm a copy made for display andhave the children check their per-formance against the chart fromtime to time.

Stless the importance of each in-dividual's contribution to n group.

Another set of charts illustratinggood standards fol- oral and writtenreports coule ,e developed.

Culalnate the unit by a discussion:GOALS FOR SUCCESS

Proper ettitudesGood work habitsWillingness to help ear.;; _.then

Villi,Iness to share ovr find-ings and experiences.

Available in theSocial StudiesCurriculum officeis a copy ofSOCIAL STUDIESSKILLSby Lon, and Halterwhich has excellentskill lessons.

RU,T - Gr. 7 11

EVALUAT ION

1. Do the children have an understanding of the meaning of a"culture group" and a "culture region"?

R. Do they understand the scope of the year's work?

3. Do they realize the attitudes and responsibilities thatrust be developed to successfully achieve the goals forthe year's work?

SUPPLEiviENTARY ACTIVITIES

Keep a dictionary of new terms learned during the year.

RU,I - Gr. 7 12

APPENDIX A

Countries of Western Europe

Andorra MonacoAustria NetherlandsBelgiu-a NorwayDenmark PortugalFinland San M.arincFrance Spaindreece SwedenIceland SwitzerlandIreland United KingdomItaly West GermanyLiechtenstein Vatican CityLuxembourg

Soviet

Albania RomaniaBulgaria Soviet UnionCzechoslovakia EstoniaEast Germany LatviaHungary LithuaniaPoland Yugoslavia

Southeast Asia

Burma PhilippinesCambodia SingtporeIndonesia ThailandLaos Vietnam (Razth and South)Malaysia

/.1/1II111.11...111111.1=+.111,

RU,f - Gr. 7 13

SUGGEST D ChARTS

GROUP WORT:

NEMBERS OF THE GROUP

1. Do I cooperate with my leader?2. Do I do my assignment to the best of my ability?3. Do I accept suggestions and criticisms of my work?

LEADER

1. Does each one in my group have a definite assignment?2. Where possible, do I allow each mombor of my group to

choose his assignment?3. Do I help the people in my group?4. Do I listen to suggestions from my group?

GOOD ORAL REPORTS

1. Stand well.2. Speak clearly.3. Speak loud enough to be heard by all.4. Speak in sentences.5. Use good English.6. Use illustrative materials.7. Tell the sources of information.G. Accepc suggestion:, and criticisers.

GOOD WRITTEN REPORTS

1. Do I have a good title?2. Do I write in ,entences?3. Jo I express my ideas clearly?4. Do I capitalize and punctuate correctly?5. Do I spell correctly?6. Do I have a good ending sentence?7. Do I write neatly?

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