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Grade 6 Social Studies Unit: 01 Lesson: 04 Suggested Duration: 2 days Grade 06 Social Studies Unit 01 Exemplar Lesson 04: Characteristics of a Region This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis This lesson helps students understand the factors of a region through the interpretation of data, map sketches, and a graphic organizer. The lesson reinforces concepts and academic vocabulary taught in prior lessons. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx? id=6148. 6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to: 6.3C Compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models. 6.4 Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: 6.4D Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions. 6.4E Draw sketch maps that illustrate various places and regions. 6.4F Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. 6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to: 6.5A Identify and explain the geographic factors responsible for the location of economic activities in places and regions. 6.5B Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory. 6.16 Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to: 6.16B Compare characteristics of institutions in various contemporary societies. Social Studies Skills TEKS 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 05/13/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 4 Grade 6 Social Studies Unit: 01 Lesson: 04 Suggested Duration: 2 days Grade 06 Social Studies Unit 01 PI 04 Complete a map to show the major geographic features of the North American region. Write an explanation telling why North America is considered a region. Include: (1) geography, (2) at least one shared historical factor (invasion, conquests, colonization, immigration, trade), (3) two cultural traits, and (4) at least one economic component (trade, labor, migration, etc.) that influence the region. Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A , 6.5B , 6.16B , 6.22D ELPS ELPS.c.1C , ELPS.c.1E Key Understandings Historical, geographic, cultural, and/or economic factors define regions. — What factors define regions? — What geographic factors define North American region? — Are there historical or cultural factors that cultures of North America share that help define the North American region? Vocabulary of Instruction region free trade political map population density physical map Materials population density map of North America outline map of North America Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: PowerPoint: Characteristics of a Region Resources CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/ Advance Preparation 1. 2. 3. 4. 5. Become familiar with content and procedures for the lesson. Refer to the Instructional Focus Document for specific content to include in the lesson. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. Preview available resources and websites according to district guidelines. Prepare materials and handouts as needed. Background Information In some textbooks North America does not include Mexico because Mexico is viewed as part of Latin America. In other textbooks, North America includes Mexico. For our purposes, Mexico is part of North America and is considered part of the North American region. Common cultural traits, economic systems, political systems and a shared history create one common region. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Last Updated 05/13/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 4 Grade 6 Social Studies Unit: 01 Lesson: 04 Suggested Duration: 2 days Instructional Procedures ENGAGE – Examine Data Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 – 10 minutes 1. Introduce students to the many different ways data (population, birthrate, etc.) about a country can be presented. Attachments: Teacher Resource: PowerPoint: Characteristics of a Region Purpose: 2. Say: The data you are about to view is based on the three countries we have studied. 3. Show students the three slides from the Teacher Resource: PowerPoint: Characteristics of a Region. The three slides include three population pyramids, one for the U.S., one for Canada and one for Mexico. Ask the following questions: Interpreting data through various means prepares students to infer and think critically. TEKS: 6.3C What type of data is being presented? Population What year does the data represent? 2012 Why are there two different colors? Male and Female genders What do the numbers in the middle represent? Age 4. Students view each of the population pyramids and write similarities and differences between the three countries. Ask: Based on the population maps you have viewed, what predictions can you make about each country’s economy? (Hint: age groups) 5. Say: Today’s lesson will focus on North America. We will examine the major factors of this region. EXPLORE/EXPLAIN Suggested Day 1 (cont’d) – 30 minutes 1. Place students in groups of three. Each student reads about one of the three Purpose: countries: U.S., Mexico and Canada and completes a graphic organizer. See the Students compare three political regions that make up one Instructional Note. larger region, North America. In their comparison, they find 2. Explain to students that they are gathering information about three countries divided by political boundaries but that all three countries form a region, North America. 3. Students proceed by gathering information from their textbooks and websites such as: https://www.cia.gov/library/publications/the-world-factbook/ commanalities that support the fact that North America is a region. TEKS : 6.3C, 6.4D, 6.4E, 6.4F, 6.5A, 6.5B, 6.16B, 6.22D Instructional Note: Factors of a Region Historical Geographic Cultural Economic 4. Once students have gathered information and completed their graphic organizer, each student explains the factors of their region to the other two members of the group. 5. Groups proceed with comparing all three countries and listing the historical, geographic, cultural and economic commonalities that form the North American region. 6. Examples: Historical: all three countries were explored, conquered and colonized by European countries. Geographic: all three countries are attached and share bodies of water such as the Atlantic and Pacific Oceans. Culture: religion, public education Economy: trade, free-market economy ELABORATE Suggested Day 1 (cont’d) – 10 minutes 1. Sketch a map of the Western Hemisphere and label the major geographic features of the region. Materials population density map of North America Atlantic Ocean Last Updated 05/13/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 4 Grade 6 Social Studies Unit: 01 Lesson: 04 Suggested Duration: 2 days Pacific Ocean Mississippi River Gulf of Mexico Rocky Mountains Yucatan Peninsula 2. View a population density map of North America . Purpose: Geographic factors responsible for greater economic activities are identified and elaborated upon. TEKS: 6.3C, 6.4D, 6.4E, 6.4F, 6.5A, 6.5B, 6.16B, 6.22D Instructional Note: It is good practice for students to sketch maps rather than use map handouts that they just fill in. This helps students retain mental images of what they are sketching. 3. Facilitate a discussion where students elaborate on why certain areas are highly populated while others are not. EVALUATE Grade 06 Social Studies Unit 01 PI 04 Complete a map to show the major geographic features of the North American region. Write an explanation telling why North America is considered a region. Include: (1) geography, (2) at Suggested Day 2 – 50 minutes Materials Outline map of North America least one shared historical factor (invasion, conquests, colonization, immigration, trade), (3) two cultural traits, and (4) at least one economic component (trade, labor, migration, etc.) that influence the region. Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A , 6.5B , 6.16B , 6.22D ELPS ELPS.c.1C , ELPS.c.1E Last Updated 05/13/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 4