Download Unit 11, East Asia

6​th​ grade SS
Unit 11
Title
East Asia
Suggested Dates
3 Weeks
Big Idea/Enduring Understanding
Economic systems can be organized in various ways.
Guiding Questions
What data helps us understand a nation’s economy?
How does the economic system of a country affect the daily life of the
people in that country?
TEKS
Readiness TEKS
4D
7A
9A
10B
15E*
● Safety Net Standard
Supporting TEKS
3A*
4AE
6A
9BCD
10AC
16B
● Safety Net Standards
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
Last updated: 12/6/16
Process Skills
21B
22A
Which is a valid example of a key difference between the roles of citizens of North Korea compared to the role of U.S. citizens?
A. North Korean citizens may participate in their limited government and pursue individuals economic opportunities.
B. North Korean citizens may not participate in their representative government by voting or running for office.
C. North Koreans have no freedom of speech or ability to elect their leaders under the communist dictatorship.
D. North Koreans have no freedom of speech, but elect their leaders under their communist dictatorship.
TEKS 13.C
Answer C
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to
address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS
and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must
use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright.
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Knowledge and Skills with
Student Expectations
District Specificity/Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources
must be aligned with the TEKS.
ELPS
Recurring
Strategies: Cornell Notes
- Vocabulary
Foldables -
McGraw Hill Ed
Chrome Book
Focus: China , Japan, North Korea, South Korea, (Mongolia) Taiwan
(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
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and longitude to determine
absolute locations. The student is
expected to:
KWL Graphic
Organizers Anticipation
Guides
(F) 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.
(7) Geography. The student
understands the impact of
interactions between people and
the physical environment on the
development and conditions of
places and regions. The student
is expected to:
(C) describe ways in which
technology influences human
interactions with the
environment such as humans
building dams for flood control.
(9) Economics. The student
understands the various ways in
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Bloom’s Level Understanding
Three Gorges Dam in China that
spans the Yangtze River is the
World’s largest dam in terms of
installed capacity and it helps
control flooding down river.
However the dam flooded
archaeological and cultural sites
and displaced 1.3 million people
Bloom’s Level Understanding
CNN
​China’s Three Gorges Dam
PBS
Great Wall Across the Yangtze
Econedlink
which people organize economic
systems. The student is expected
to:
(A) compare ways in which
various societies organize the
production and distribution of
goods and services;
(9) Economics. The student
understands the various ways in
which people organize economic
systems. The student is expected
to:
(B) compare and contrast free
enterprise, socialist, and
communist economies in various
contemporary societies,
including the benefits of the U.S.
free enterprise system;
Last updated: 12/6/16
China and Japan make up two of
the three largest economies in the
world. But these two countries
organize the production and
distribution of goods and services
very differently.
Comparative Economic Systems​ (this lesson
compares North Korea, Chad, and the
United States- but other countries could
be easily substituted.)
Japan –Free Market Economy
China- Many industries are state
owned but in recent years private
industries have began to be
allowed.
Introduce ​the
Characteristics​ of the ​Free​ ​Enterprise
System​:
1.
right to choose jobs, professions
2.
private property
3.
limited government involvement in
the economy
4.
competition
5.
profit motive
6.
freedom of choice for consumers
Government​ ​regulation​ - when the
government (state or federal) puts
restrictions on what a company can produce,
how much it can produce, how much profit
it can make and so on.
Competition​ - through pricing and quality,
the price is determined between two (or
more) companies making a similar product.
A Market Economy depends on healthy
competition in order to have fair pricing.
(9) Economics. The student
understands the various ways in
which people organize
economic systems. The student
is expected to:
(C) understand the importance
of morality and ethics in
maintaining a functional free
enterprise system;
(9) Economics. The student
understands the various ways in
which people organize
economic systems. The student
is expected to:
(D) examine the record of
collective, non-free market
economic systems in
contemporary world societies.
(10) Economics. The student
understands categories of
economic activities and the data
used to measure a society's
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economic level. The student is
expected to:
(A) define and give examples of
agricultural, wholesale, retail,
manufacturing (goods), and
service industries;
(10) Economics. The student
understands categories of
economic activities and the data
used to measure a society's
economic level. The student is
expected to:
(B) describe levels of
economic development of
various societies using
indicators such as life
expectancy, gross domestic
product (GDP), GDP per capita,
and literacy;
Last updated: 12/6/16
Bloom’s Level Understanding
Choose​ countries that will provide
significant comparative data. For
example, industrialized nations
such as the United States,
Germany, Japan and developing
nations such as Ethiopia,
Guatemala, and Laos.
Point out​ to students that the level
of economic development
corresponds to:
● High​ ​levels​ of GNP, trade
surplus, literacy,
manufacturing, average
income, purchasing power,
life expectancy, and
availability of resources;
● Low levels​ of birth rates,
death rates, population
density, and # of foreign
investors.
Provide​ reference materials (text, almanacs,
Internet, databases) to research data on
selected countries.
Assign students one (or more) terms and ask
them to “Picture It” by drawing an
illustration that depicts the correct definition.
On the reverse side of their picture, each
student should write the correct definition
for the term. Student illustrations may be
used for a review game, oral quiz, or for
display
Provide students with sets of data and ask
them to classify their assigned “country”
according to the level of economic
development based on the data.
Divide students into groups. Assign each
group one of the world regions. Have
students gather appropriate data and color
key a map of the region according to the
level of economic development in the
countries of the region. Display all maps
together in an “Economic World Map.”
(10) Economics. The student
understands categories of
economic activities and the data
used to measure a society's
economic level. The student is
expected to:
(C) identify and describe the
effects of government regulation
and taxation on economic
development and business
planning.
(12) Government. The student
understands various ways in
which people organize
governments. The student is
expected to:
(B) compare ways in which
various societies such as ​China,
Germany, India, and Russia
organize government and how
they function;
(19) Culture. The student
understands the relationships
among religion, philosophy, and
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culture. The student is expected
to:
(A) explain the relationship
among religious ideas,
philosophical ideas,​ and
cultures;
Reoccurring TEKS
(3) Geography. The student
uses geographic tools to answer
geographic questions. The
student is expected to:
(A) pose and answer
geographic questions, including:
Where is it located? Why is it
there? What is significant about
its location? How is its location
related to the location of other
people, places, and
environments?
Where is it located?
● What is the absolute
location?
● What is the relative
location?
Why is it there?
● What physical features
influenced its placement?
● What human features
influenced its placement?
What is significant about its
location?
(4) Geography. The student
understands the factors that
influence the locations and
characteristics of locations of
How is its location related to the
location of other people, places
and environments?
Students must be able to locate
● North Korea
● South Korea
● Japan
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various contemporary societies on
● China
maps and globes and uses latitude
● Mongolia
and longitude to determine
● Taiwan
absolute locations. The student is
●
expected to:
And the cities listed in 4.D using
(A) locate various contemporary longitude and latitude.
societies on maps and globes
using latitude and longitude to
determine absolute location;
(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:
(D) identify and locate major
physical and human geographic
features such as landforms, water
bodies, and urban centers of
various places and regions;
East Asian features that students
must know should include the
following… (other landforms,
bodies of water and urban centers
may be included as necessary )
Landforms
● Himalayas
● Gobi Desert
Bodies of Water
● Pacific Ocean
● Sea of Japan
● Yellow River
● Yangtze River
Urban Center
● Tokyo
● Seoul
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●
●
●
●
Pyongyang
Beijing
Shanghai
Hong Kong
(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:
(E) draw sketch maps that
illustrate various places and
regions;
(5) Geography. The student
understands how geographic
factors influence the economic
development, political
relationships, and policies of
societies. The student is expected
to:
(A) identify and explain the
geographic factors responsible for
the location of economic
activities in places and regions;
Last updated: 12/6/16
East​ ​Asia​ (China, Japan, Korea) good agricultural resources,
limited geographic barriers
(needed the Great Wall),
economically self sufficient
(“closed door policy”) and
minimally industrialized
Use​ physical, political, and resource maps.
Review​:
The study of ​economic​ ​development
involves the analysis of how people fulfill
their basic human needs. At its most
primary level, economics is the study of
scarcity and how people and societies deal
with scarcity. ​Scarcity​ is the concept of
unlimited wants and limited resources
Given special purpose maps of a selected
region, ask students to explain, orally or
in writing, the economic activity of the
region based on geographic factors
(climate, arable land, natural resources)
Have students, working in “expert” groups
analyze the economic development of
their region in a chart including such
topics as: country name, climate, land
use, farming, exports, manufactured
products, and so on.
(7) Geography. The student
understands the impact of
interactions between people and
the physical environment on the
development and conditions of
places and regions. The student
is expected to:
Student should compare the ways
people in various regions of ​East
Asia ​have adapted to their
environments.
(A) identify and analyze ways
people have adapted to the
physical environment in various
places and regions;
(15) Culture. The student
understands the similarities and
differences within and among
cultures in various world
societies. The student is expected
to:
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Students must do a graphic
organizer to compare various ​East
Asia, ​T-Charts, Venn Diagrams, or
Matrixes are all appropriate.
(E) analyze the similarities and
differences among various world
societies;
(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:
(B) compare characteristics of
institutions in various
contemporary societies;
Skills
(21) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired through
established research
methodologies from a variety of
valid sources, including
electronic technology. The
student is expected to:
(C) organize and interpret
information from outlines,
reports, databases, and visuals,
Last updated: 12/6/16
Students should be comparing the
economic systems, government
systems, religions, of ​East Asia.
including graphs, charts,
timelines, and maps;
(22) Social studies skills. The
student communicates in written,
oral, and visual forms. The
student is expected to:
(D) create written and visual
material such as journal entries,
reports,​ graphic organizers,
outlines, and ​bibliographies
based on research;
Last updated: 12/6/16