Download Teacher Name: Roderick Steward Week of: Mar 19

Teacher Name:
Roderick Steward
Week of: Mar 19-23, 2012
World Cultural Studies
Objective: Use social studies terminology correctly. Students will be able to discuss social studies information.
Warm-Up and Classwork: Students will complete assignment that they began before the benchmark tests in
which they had to complete research on a section on Europe. Each student had a section to complete in their
foldable. Students will then move around and write notes about the sections they did not complete in a station
format. One student stay behind as the spokesperson for his/her group.
We will complete the group sharing and then each group will share their information with the group
spokesperson so that they can complete their foldable.
Monday
Below are the section that they were divided into:
Title: Western Europe Today
Sections:
1. United Kingdom and Ireland
2. France and the Benelux Countries
3. Germany, Switzerland, Austria
4. The Nordic Countries
5. Southern Europe
ELPS Standards: Speaking, Listening, Reading and Writing
Objective: ⓅSS.6.3C Compare various world regions and countries using data from geographic tools,
including maps, graphs, charts, databases, and models
SS.6.4A Locate various contemporary societies on maps and globes using latitude and longitude to determine
absolute location;
SS.6.22A Use social studies terminology correctly
SS.6.22C Express ideas orally based on research and experience
Student-friendly Objectives
• I can compare the various regions of Europe using geographic tools such as maps, graphs, charts, databases,
and models.
• I can locate contemporary societies on maps and globes using latitude and longitude to determine absolute
location.
• I can use social studies terminology correctly as it relates to the region of Europe.
• I can express ideas orally based on research of the region of Europe.
Tuesday/
Wednesday
Warm-Up: On a sheet of paper, write down everything you can remember about Europe that you learned from
the foldable that you created
Classwork:
In groups, students will use the textbook atlases to locate places on maps of Europe. HISD handouts will be
used to locate physical features (map 4-B), countries (map 4-C), capitols/major cities (map 4-D), and other
important geographical data (map 4-E). cs. [Picturing Europe: Mapping and Visual Geography]. Maps are
from the HISD Resource in the scope and sequence. Examine political maps of Europe [European Geography
and Map Work Review] to look at countries and various sub-regions.
Western Europe (former Western bloc)
Eastern Europe (former Eastern bloc)
Southern Europe (Mediterranean countries)
Scandinavian/Nordic Europe (incl. Denmark)
ELPS Standards: Reading and Writing
Objective: ⓅSS.6.3C Compare various world regions and countries using data from geographic tools,
including maps, graphs, charts, databases, and models
SS.6.4A Locate various contemporary societies on maps and globes using latitude and longitude to determine
absolute location;
SS.6.22A Use social studies terminology correctly
SS.6.22C Express ideas orally based on research and experience
Student-friendly Objectives
• I can compare the various regions of Europe using geographic tools such as maps, graphs, charts, databases,
and models.
• I can locate contemporary societies on maps and globes using latitude and longitude to determine absolute
location.
• I can use social studies terminology correctly as it relates to the region of Europe.
• I can express ideas orally based on research of the region of Europe.
Warm-Up: Use your textbook and write the following in terms of their latitude and longitude: France and Italy.
Thursday
REVIEW SECTION: Cues, questions, and advance organizer strategies
Today students will compare physical/political and special purpose maps of the region to pose and answer
questions about population and land use.
Review latitude and longitude (absolute location) and have students label maps (selected countries) using this
skill. For instance:
Use relative location to locate specific countries and/or cities in Europe. For example:
am a country that borders on the Mediterranean Sea, the Atlantic Ocean, and is south of the Pyrenees
Mountains
Classwork:
Ask students to create their own questions using absolute and relative location and play a game…Where in
Europe is…?
As an assessment, each student will turn in at least 10 “game pieces.” Each student will turn in a sheet of paper
that has 10 questions and answers related to the information covered from their foldable and the maps created in
class.
ELPS Standards: Reading and Writing
Objective: SS.6.12C Identify historical origins of democratic forms of government such as Ancient Greece.
SS.6.17E Identify examples of positive and negative effects of cultural diffusion. SS.6.22A Use social studies
terminology correctly;
SS.6.22B Incorporate main and supporting ideas in verbal and written communication based on research;
Student-Friendly Objectives
• I can identify how democracy began in ancient Greece.
• I can identify the positive and negative effects of cultural diffusion.
• I can use main idea and supporting ideas in verbal and written research. College and Career
Friday
Warm-Up: When you see the word Democracy, what comes to mind? In other words do you think of how you
define it? Write it! Do you think of a country? What country and why? Explain
Is there something else that comes to your mind? Explain it!
Classwork:
Non-linguistic Representation/Graphic Organizer
As a sequencing and visualization strategy, have students examine an annotated timeline (Annotated Timeline
of Europe and Teacher Notes on European History) and use the illustrated Timeline Handout to create an
illustrated timeline of critical events in European history and discuss the cause and effect relationship between
and among key events. Use the Timeline Rubric to evaluate student work. This will be completed on Monday.
ELPS Standards: Reading and Writing