gr6 s s pacing guide laudani 08 09

Month: September/October – 6 Weeks Western Hemisphere – Sixth GradeUnit: Introduction to Western Hemisphere Social Studies Pacing Guide

Code & Content Expectations(Disciplinary Knowledge)

EssentialQuestions/Scaffold

Assessment Vocabulary Resources

6 – G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world.

6 – G1.1.2 Draw a sketch map from memory of the Western Hemisphere showing the major regions (Canada, United States, Mexico, Central America, South America, and Caribbean).

6 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).

How do geographers use mapping to represent places and human phenomena in the world?

Where are the major regions of the western hemisphere in relation to the United States?

How do the five themes of geography relate to the international issues in the western hemisphere?

For each major area of study, keep a scrapbook of related newspaper and magazine articles (geography related issues; culture; and/or history). In a reader’s response relate the article to the history, geography or culture of the area or region.

Participate in class discussion based upon issues related to current events topics included in the weekly “News Game” (or similar current events quiz/activity).

Locate famous man-made and natural wonders of the Western Hemisphere. Discuss ideas of what life may be like near these famous places. What jobs may be available, what housing might consist of, transportation, communication, etc.

Describe through words and pictures the major ecosystems of Canada and Latin America.

Create a map of ecozones of Canada and Latin America. Assign students to research and write a report on an ecozone to present the information orally to the class using visual aids, PowerPoint, overheads, etc.

absolute location

baybuttecanyoncape cartographercataract citizencliffcolor compass rosecontinentcultureculture regionculture traitdesert economicsequator flood plain geographyglaciergovernmentgraphhistoryinterdependenceisland labelslatitude legendlines of latitudelines of

longitude longitudemapmap projection

World Cultures and Geography – Western Hemisphere and Europe, McDougall Littell 2005

Latin America and Canada, MacMillan/McGraw-Hill, 1992

Dill, Bonnie. Teaching the Five Themes of Geography. Frank Schaffer Publications, 1994

Aten, Jerry. Understanding Our World through Geography. Good Apple Publications, 1991

Fischer, Max W. Geography Simulations. Teacher Created Materials, 1999

Chexney & Capone. The Map Corner. Good Year Book, 1983

Five Themes of Geography poster. Poster Education Company. 1-800-858-0969

Classroom Atlas Fischer, Max W. Geography

Simulations. Teacher Created Materials, 1999

Jasmine, Grace. Nader, Lillian. Cooperative Learning Activities for Social Studies. Teacher Created Materials, Inc., 1995.

www.okemosschools.net/education/ Teaching the Five Themes

Instructional Fair. T.S. Denison, Grand Rapids, MI 49544

Almanacs Geographical Dictionary

Social Studies Skills Made Easy. Mark Twain Media/Carson - Dellosa

http://www.okemosschools.net/education/




Contrast: common good and individual rights, equality and individual rights of truth, justice, diversity, and reconciliation

Compare core democratic values with values of other forms of government.

Use map puzzles, student made and commercially produced.

mesa migrate mountain mouth North Pole oasis physical maps plateaupolitical mapsprairie prime meridian relative locationriverscale scarcitysea level South Pole steppestrait swampsymbolsthematic mapstime linetitleTropic of

Cancer Tropic of

Capricornvalley volcano

Publishing Co., Inc. Internet Videos Teacher lectures Large and small group discussions Classzone.com Presentations by local business

people/experts Classroom maps Overhead transparencies Globes, charts, graphs Classroom posters

Month: October/November – 2 Weeks Western Hemisphere – Sixth GradeUnit: Introduction to United States and Canada Social Studies Pacing Guide




6 – W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Land Bridge).

6 – W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).

6 – W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

6 – W1.2.2 Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season).

6 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

6 – W2.1.1 Explain how the environment favored hunter gatherer, pastoral and small scale agricultural ways of life in

How has the early migrations of nomadic people progressed into modern agricultural settlements?

Can you describe the physical geography of the United States and Canada through the 5 themes?

Throughout major units, on tag board or newsprint, after class discussion, compile a list of major events. Through discussion or simulation hypothesize possible different outcomes and how that would have affected history.

Simulate a bartering economy in the classroom.

Use graphic organizer to compare/contrast hunter gatherer societies.

climatedeserteconomyerosionforestglaciergrasslandlandformspolar/tundraprecipitationrain forestriver systemSacagaweavegetationweather



Classroom subscriptions to newspaper and/or student weekly news magazine (Junior Scholastic, Time for Kids).

Classroom Atlas Newspaper articles and student news

magazine Fischer, Max W. Geography


NCSS Publications P.O. Box 2067 Waldorf, MD 20604-2067 #940097 1-800-683-0812


www.nationalgeographic.com Teaching the Five Themes


Almanacs Atlases Geographical Dictionary Newspapers, news magazines Social Studies Skills Made Easy.

Mark Twain Media/Carson - Dellosa Publishing Co., Inc.

Presentations by local business people/experts

http://www.nationalgeographic.com/




different parts of the Western Hemisphere.

6 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns).

6 – W2.1.3 Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi and Apache of the Southwest).

6 – W2.1.4 Use evidence to identify defining characteristics of early civilizations and early pastoral nomads (government, language, religion, social structure, technology, and division of labor).

Classroom maps Overhead transparencies Globes, charts, graphs Classroom posters Library Internet Videos Teacher lectures Large and small group discussions www.Classzone.com

http://www.Classzone.com/

Month: November/December – 5 Weeks Western Hemisphere – Sixth GradeUnit: United States Social Studies Pacing Guide




6 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).

6 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and West Virginia).

6 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region).

6 – C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting

What values and beliefs have influenced the history, government, economics, and culture of the United States?

How are technological advances reflective of United States interdependence?

Examine urbanization and immigration in Canada and Latin America, and impact on the US.

Create a chart with topics and countries or regions to compare. Include information for the US in the chart.

Create a time line of events contrasting US, Canada, and Latin America.

Create a chart which compares and contrasts the governments of the US and totalitarian, parliamentarian, socialist systems.

Create a time line to show changes in leadership of a country.

AnasaziBill of Rightscitizenshipcompetitionconstitutional

amendmentconsumerdemocracyequal

opportunityfactors of

productionfederal

governmentfree enterpriseGDPglobalizationimmigrantlimited

governmentmarket economypatriotismpolitical processprofitrepublictechnologyunlimited

governmentUS constitutionvalue

TV News Game (weekly current events) from Cass Street Publishers 21300 Sierra Blvd. Brookfield, WI 53045












Mark Twain Media/Carson - Dellosa





a particular religion).

6 – C3.6.2 Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.

6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)).

6 – E1.1.1 Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).

6 – E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

6 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

Publishing Co., Inc. Understanding Economics Learning

Resource Kit, Cambridge Education. Intro to Economics (video) 330 INT Golomb, Kristen Girard. Economics

and You. Mark Twain Media, 1996 Flowers. Economics and Children's

Literature. SPEC, 1993 A Framework for Teaching Basic

Economic Concepts. NCEE Economic Terms Cards, OPS Presentations by local business

people/experts Classroom maps Overhead transparencies Globes, charts, graphs Classroom posters Library Internet Guest speakers Videos Teacher lectures Large and small group discussions www.Classzone.com





6 – E3.1.3 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, and international companies).

6 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.)

Month: January/February – 5 Weeks Western Hemisphere – Sixth GradeUnit: Canada Social Studies Pacing Guide




6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

6 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of mega-cities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America).


6 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and

How have the people, government, and economy of present-day Canada been influenced by its geography and history?

Create and complete political, physical, topographic, and various thematic maps of major areas studied: Latin America and Canada.

Locate the settings of young adult fiction books. Give absolute and relative location of each. Describe and compare language, religion, belief systems, gender roles, and traditions of each culture depicted in novel.

Interact with activities on the Internet.

Examine urbanization and immigration in Canada and Latin America, and impact on the US.

Create a timeline of events contrasting US, Canada, and Latin America.

Create a chart that compares and contrasts the governments of the US and totalitarian, parliamentarian, socialist systems.

bilingualconstitutional

monarchyexportfirst nationfrancophoneimportindustrymulticulturalismnational identityparliamentPierre Trudeau prime ministerrefugeeseparatisttransportation

barrier transportation

corridor

Henson, Ted. Discovering Canada (Using the Five Themes of Geography) Frank Schaffer Publications, 1996

Lueckenhoff, Mark. Neighbors of USA. Mark Twain Media/Carson-Dellosa Publishing, Co. Inc., 1993









Geographical Dictionary Newspapers, news magazines Presentations by local business

people/experts Classroom maps Overhead transparencies Globes, charts, graphs Classroom posters Library Internet





West Virginia).



Guest speakers Videos Teacher lectures Large and small group discussions

Month: February – 2 Weeks Western Hemisphere – Sixth GradeUnit: Introduction to Latin America Social Studies Pacing Guide




6 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Note: in 7th grade Eastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included).

6 – W1.1.1 Describe the early migrations of people among Earth’s continents (including the Berringa Land Bridge).

6 – W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).

6 – W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

6 – W1.2.2 Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season).

6 – W1.2.3 Explain the impact of the

Can you describe the physical geography of Latin America through the 5 themes?

How have early Latin American cultures served as models for how successful civilizations develop?

Compose a descriptive essay on an area of Canada or Latin America. Use the 5 themes as an organizer.

Research projects using print and nonprint resources. Presentation of data in maps, graphs, charts, tables. - Design a country and

culture.- Design a world activity. - Created culture should be

a modern culture.

All tests should routinely include constructed and extended response questions.

At least once during the year, each student should produce a major essay or research paper related to a particular region of study.

Extended response practice.

AtahualpaChinampaColumbian

exchange deforestationEl NinoFrancisco

Pizarro Hernan CorteshieroglyphMacchu PicchuMontezuma IItributarytropical zone


















Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

6 – W2.1.1 Explain how the environment favored hunter gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere.

6 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns).

6 – W2.1.3 Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi and Apache of the Southwest).

6 – W2.1.4 Use evidence to identify defining characteristics of early civilizations and early pastoral nomads (government, language, religion, social structure, technology, and division of labor).

6 – W3.1.1 Analyze the role of environment in the development of early empires, referencing both useful environmental features and those that presented obstacles.

Classroom maps Overhead transparencies Globes, charts, graphs Classroom posters Library Internet Guest speakers Videos Teacher lectures Large and small group discussions www.Classzone.com





6 – W3.1.2 Explain the role of economics in shaping the development of early civilizations (trade routes and their significance – Inca Road, supply and demand for products).

6 – W3.1.3 Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.

6 – W3.1.4 Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires.

6 – W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).

6 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

Month: March – 4 Weeks Western Hemisphere – Sixth GradeUnit: Mexico Social Studies Pacing Guide







6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico,

How have historical events influenced the development of Mexico’s government, economy, and culture?

Create and complete political, physical, topographic, and various thematic maps of major areas studied.

Construct simple geographic information system (GIS-a system for evaluating geographic locations) for implementing a Mexican, Central American, Caribbean, or South American development program.

Use facts in almanac and mapping skills to create a map of the region.

Interact with activities on Internet.

Write a legend or myth about a culture and why some aspect developed.

Criollo Day of the Dead distributionEjidoEncomiendafiestaGadsden

PurchaseHaciendaHidalgoInstitutional

Revolutionary Party

MaquiladoraMestizonationalize PEMEXpeninsularprivatizationruraltourismTreaty of

Guadalupe urban


















disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).



Month: March/April – 4 Weeks Western Hemisphere – Sixth GradeUnit: Central America Social Studies Pacing Guide




6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

6 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of mega-cities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America).


6 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and

How have historical events effected the political, economic, and cultural development of Central America?

Write a legend or myth about a culture and why some aspect developed.

Use written text, graphs, charts, and thematic maps to write a paper on how and why people live and work in Latin America.

Use facts in almanac and mapping skills to create a map of a region of Canada or Latin America.

Create a time line of events contrasting US, Canada, and Latin America.

departamentodependencydiversity Ladinosingle-product

economy


















mining the Kentucky and West Virginia).


6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), and United Nations (UN)).



Month: April/May – 4 Weeks Western Hemisphere – Sixth GradeUnit: Caribbean Islands/West Indies Social Studies Pacing Guide







6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g.,

How have historical events affected the political, economic, and cultural development of the Caribbean Islands?

Identify major languages and religions of the world. Locate these regions on maps to observe distribution and form hypothesis

Create country profile of a specific country or province, present table and display for comparison purposes.

Use written text, graphs, charts and thematic maps to write a paper on how and why people live and work in Latin America.

Create a chart which compares and contrasts the governments of the US and totalitarian, parliamentarian, socialist systems.

Create a time line to show changes in leadership of a country.

Create a simulation that demonstrates the over throw of governments.

communism dictatormalnutritionMulattosugar caneWest Indies




Classroom Atlas Newspaper articles and student

news magazine Fischer, Max W. Geography






Almanacs Atlases Geographical Dictionary Newspapers, news magazines Social Studies Skills Made

Easy. Mark Twain Media/Carson - Dellosa Publishing Co., Inc.






drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

6 – C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion).

6 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact.


6 – E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.

Classroom maps Overhead transparencies Globes, charts, graphs Classroom posters Library Internet Guest speakers Videos Teacher lectures Large and small group

discussions www.Classzone.com





6 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.)

Month: May/June – 4 Weeks Western Hemisphere – Sixth GradeUnit: South America Social Studies Pacing Guide







6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g.,

How has the history and geography of South America affected its present-day governments, economies, and cultures?

Create country profile of a specific country or province, present table and display for comparison purposes.

Create country envelopes which contain clues to different countries on a specific continent.

Construct simple geographic information system (GIS-a system for evaluating geographic locations) for implementing a Mexican, Central American, Caribbean, or South American development program.

carnivaleconomic

indicatorfree-trade zoneguerilla warfareinflationoasisOrganization of

American States

Pan-AmericaQuechuaurbanization




Secret of the Andes by Ann Nolan Clark, Viking Press

Classroom Atlas Newspaper articles and student

news magazine Fischer, Max W. Geography






Almanacs Atlases Geographical Dictionary Newspapers, news magazines Presentations by local business

people/experts Classroom maps Overhead transparencies





drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

Globes, charts, graphs Classroom posters Social Studies Skills Made Easy.


Library Internet Guest speakers Videos Teacher lectures Large and small group discussions www.Classzone.com


gr6 s s pacing guide laudani 08 09

Business

geography geographers

geography available

weekswestern hemisphere

frank hemisphere

thewestern hemisphere

canada social studies

good america

class desertwestern