Download (1)In bold text, Knowledge and Skill Statement

Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
1. History. The student understands that historical events influence contemporary events.
2. History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies.
3. Geography. The student uses geographic tools to answer geographic question.
4. Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.
6. Geography. The student understands that geographical patterns result from physical environmental processes.
7. Geography. The student understands the impact of interactions between people/the physical environment on the development and conditions of places/regions.
8. Economics. The student understands the factors of production in a society's economy.
9. Economics. The student understands the various ways in which people organize economic systems.
11. Government. The student understands the concepts of limited and unlimited governments.
16. Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ.
17. Culture. The student understands relationships that exist among world cultures.
18. Culture. The student understands the relationship that exists between the arts and the societies in which they are produced.
19. Culture. The student understands the relationships among religion, philosophy, and culture.
20 Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
*Please see World Cultures Ongoing TEKS 20-23. See HMH “Social Studies Skills”
(1A) trace characteristics of various
What are characteristics
- NatGeo Ch. 17, Sec.
contemporary societies in regions that
of various contemporary
2, 3
resulted from historical events or factors
societies that are a result
- Ch. 19 Sec. 2, 3
such as invasion, conquests, colonization, of historical events or
immigration, and trade;
factors?
East Asia Google
•Mongol Empire
Drive Folder
•Silk Road
•Communism
(2A) identify and describe the influence
of individual or group achievements on
various historical or contemporary
societies such as the classical Greeks on
government and the American
Revolution on the French Revolution;
(2B) evaluate the social, political,
economic, and cultural contributions of
individuals and groups from various
societies, past and present.
Page 1 of 12
Revised March 2016
ELPS Recurring
Strategies:
- Cornell Notes
- Vocabulary
Foldables
- KWL
- Graphic
Organizers
- Anticipation
Guides
- HMH Ch. 27, Sec. 2;
Ch. 28, Sec. 2, 3
- NatGeo Ch. 18, Sec.
1, 2, 3;
- Ch. 20 Sec. 1, 2
Discovery Education:
Horrible Histories
(Animated)
- “Challenging China”
- “Marvelous Marco
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
Polo”
- “Surprising Samurai”
- “China: From Past to
Present”
Books:
Sadako and the
Thousand Paper
Cranes by Eleanor
Coerr
(3B) pose and answer questions about
geographic distributions and patterns for
various world regions and countries
shown on maps, graphs, charts, models
and databases.
(3D) create thematic maps, graphs,
charts, models, and databases depicting
aspects such as population, disease, and
economic activities of various world
regions and countries.
(4B) identify and explain the geographic
factors responsible for patterns of
population in places and regions;
(4C) explain ways in which human
migration influences the character of
places and regions;
(4D) identify and locate major physical
and human geographic features such as
landforms, water bodies, and urban
centers of various places and regions;
(4E) draw sketch maps that illustrate
Page 2 of 12
Revised March 2016
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?
- Subcontinent
Mapping activities:
Countries
•China
•Japan
•North Korea
•South Korea
•Taiwan
•Mongolia
Landforms
•Ring of Fire
•Gobi
•Mt Fuji
Bodies of Water
•Yangtze River
•Huang He River
(Yellow River)
•Sea of Japan
•Yellow Sea
•Tibetan Plateau
•Himalayas
•Population density
Google Drive:
- Taste of India PPT
- HMH Ch. 28, Sec. 3
- HMH Ch. 27, Sec. 1
- HMH Ch. 27, Sec. 1
- Nystrom – Lessons 1,
2
www.discoveryeducati
on.com –
“World Geography:
Asia”
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
various places and regions; and
(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.
(5A) identify and explain the geographic
factors responsible for the location of
economic activities in places and regions;
(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;
(5C) explain the impact of geographic
factors on economic development and the
domestic and foreign policies of
societies.
(6C) analyze the effects of the interaction
of physical processes and the
environment on humans.
(7A) identify and analyze ways people
have adapted to the physical environment
in various places and regions;
Page 3 of 12
Revised March 2016
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
- HMH Ch. 27, Sec. 2,
3; Ch. 28, Sec. 4
How do the following
affect people? In what
ways to people adapt to
or modify their
environment in order to
survive?
• Himalayas
• Monsoons
How does the Ring
of Fire affect
people? Focus
especially on
Japan.
•Volcanoes
•Earthquakes
•Tsunamis
- HMH Ch. 27, Sec. 3,
4
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
(7B) identify and analyze ways people
have modified the physical environment
such as mining, irrigation, and
transportation infrastructure;
(7C) describe ways in which technology
influences human interactions with the
environment such as humans building
dams for flood control.
(8B) identify problems and issues that
may arise when one or more of the
factors of production is in relatively short
supply;
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
TCI: World Cultures
Alive! Population
Density in Japan: Life
in a Crowded Country
- Nystrom Lesson 3
- Nystrom Lesson 4
Describe levels of
economic development
in Asia.
- HMH Ch. 28, Sec. 3,
4
Discovery EducationHow Economic
Activities Define a
Culture
(8C) explain the impact of relative
scarcity of resources on international
trade and economic interdependence
among and within societies
ABC News The World
Economy Part 2: Our
Crowded Planet
News The World
Economy Part 3:
Global
Interdependence
(9A) compare ways in which various
societies organize the production and
distribution of goods and services;
(9B) compare and contrast free
enterprise, socialist, and communist
economies in various contemporary
Page 4 of 12
Revised March 2016
How do various societies
organize the production
and distribution of goods
and services?
•Free Enterprise – U.S.
•Communist – North
Compare and
contrast how
economies work in:
•North Korea
•China
•Japan/South
GAl! Activity 32: The
Global Sneaker
- HMH Ch. 27, Sec. 3;
Ch. 28, Sec. 4
- HMH Ch. 27, Sec. 3;
Ch. 28, Sec. 3, 4
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
societies, including the benefits of the
U.S. free enterprise system;
(9C) understand the importance of
morality and ethics in maintaining a
functional free enterprise system;
(9D) examine the record of collective,
non-free market economic systems in
contemporary world societies.
(10A) define and give examples of
agricultural, wholesale, retail,
manufacturing (goods), and service
industries;
(10C) identify and describe the effects of
government regulation and taxation on
economic development and business
planning.
(11A) identify and describe examples of
limited and unlimited governments such
as constitutional (limited) and totalitarian
(unlimited);
(11B) compare the characteristics of
limited and unlimited governments;
(11C) identify reasons for limiting the
power of government; and
(11D) review the record of human rights
abuses of limited or unlimited
governments such as the oppression of
Christians in Sudan.
(12A) identify and give examples of
governments with rule by one, few, or
many;
(12B) compare ways in which various
societies such as China, Germany, India,
and Russia organize government and
Page 5 of 12
Revised March 2016
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Korea, China
Korea
Good place to discuss
spectrum of government
control to free enterprise
(Japan)
Continue by
examining the
record of
development and
freedom within
those countries.
Vocabulary
Instructional Strategies
Resources
- HMH Ch. 27 Sec. 2,
3; Ch. 28, Sec. 3, 4
Describe each country’s
form of government.
Show the
relationship between
forms of
government and
economic systems.
- HMH Ch. 28, Sec. 4
Safari MontageComparative
Government
- HMH Ch. 28, Sec. 4
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
how they function;
(16A) identify institutions basic to all
societies, including government,
economic, educational, and religious
institutions;
(16B) compare characteristics of
institutions in various contemporary
societies;
(16C) analyze the efforts and activities
institutions use to sustain themselves
over time such as the development of an
informed citizenry through education and
the use of monumental architecture by
religious institutions.
(17A) identify and describe how culture
traits such as trade, travel, and war
spread;
(17E) identify examples of positive and
negative effects of cultural diffusion.
How do culture traits
such as trade, travel, and
war spread?
-by trade
-by travel
-by war
What are examples of
positive and negative
effects of cultural
diffusion?
(18A) explain the relationships that exist
between societies and their architecture,
art, music, and literature;
Page 6 of 12
Revised March 2016
Identify artistic
influences from Asian
culture.
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
- Rituals
- Daoism
- Confucianism
- Animism
- Samurai
- Shogun
- Dynasty
- Create a graphic
organizer that shows
the similarities and
differences between
the U.S. and Asian
cultures.
Good place to look
at the impact of
western culture on
such countries as
Japan and South
Korea (pop music,
Mc Donald’s, etc.)
and their effect on
the US (food, anime,
etc.)
Resources
- HMH Ch. 27, Sec. 3
Safari Montage
- “What is Buddhism?”
-“Religions of the
World: Hinduism”
-“Religions of the
World: Buddhism”
Discovery Education
- “The Traditional
Religions of China”
- “Ancient Chinese
Beliefs”
Discovery Education
- “Destiny Determined:
Power and Ritual in
Asia”
- “China: People and
Places”
- “Hong Kong:
Southeast Asia Today”
- “Growing up in
Japan”
- “India”
Google Drive:
- East Asia PPT/Asia
PPT/
China PPT/Japan PPT/
South Asia PPT
- HMH Ch. 27, Sec. 2
Ch. 28, Sec. 2
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
(18B) relate ways in which contemporary
expressions of culture have been
influenced by the past;
(18C) describe ways in which
contemporary issues influence creative
expressions and;
(18D) identify examples of art, music,
and literature that have transcended the
boundaries of societies and convey
universal themes such as religions,
justices, and the passage of time.
(19A) explain the relationship among
religious ideas, philosophical ideas, and
cultures;
(19B) explain the significance of
religious holidays and observances such
as Christmas, Easter, Ramadan, the
annual hajj, Yom Kippur, Rosh
Hashanah, Diwali, and Vaisakhi in
various contemporary societies
(20A) give examples of scientific
discoveries and technological
innovations, including the roles of
scientists and inventors, that have
transcended the boundaries of societies
and have shaped the world;
(20B) explain how resources, belief
systems, economic factors, and political
decisions have affected the use of
technology;
Page 7 of 12
Revised March 2016
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
www.CountryReports.
org
www.playingforchange
.com
Analyze the
characteristics of
Buddhism, Daoism, and
Confucianism.
What are scientific
discoveries and
technological
innovations that have
transcended the
boundaries of societies
and shaped the world?
China—paper,
gunpowder, etc.
China—limited freedom
of speech due to
government—Some
aspects of Google are
blocked in China.
- Daoism
- Confucianism
Safari Montage
- Diwali: Festival of
Lights
- HMH Ch. 27, Sec. 2;
Ch. 28, Sec. 2
United Streaming
series on China’s
inventions (“Stories
of…”)
How have
resources, belief
systems, economic
factors, and
political decisions
Help students
question and
investigate why
these countries have
limited speech.
- HMH Ch. 27, Sec. 3;
Ch. 28, Sec. 4
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
Similarly, during the
affected the use of
What has influenced
Olympics, reporters were technology?
this decision?
restricted to areas and
what they were allowed
to broadcast.
North Korea’s control
of all information
1. History. The student understands that historical events influence contemporary events.
2. History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies.
3. Geography. The student uses geographic tools to answer geographic questions.
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.
5. Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.
6. Geography. The student understands that geographical patterns result from physical environmental processes
10. Economics. The student understands categories of economic activities and the data used to measure a society's economic level.
13. Citizenship. The student understands that the nature of citizenship varies among societies
15. Culture. The student understands the similarities and differences within and among cultures in various world societies
17. Culture. The student understands relationships that exist among world cultures.
*Please see World Cultures Ongoing TEKS 20-23. See HMH “Social Studies Skills”
(3D) create thematic maps, graphs,
Where is it located? Why Mapping activity
- Metropolitan
ELPS Recurring
- HMH Ch. 30, Sec. 1,
charts, models, and databases depicting
is it there? What is
•Vietnam
Area
Strategies:
2, 3
aspects such as population, disease, and
significant about its
•Cambodia
- Coral Reef
-Cornell Notes
- Nat. Geo Ch. 21,
economic activities of various world
location? How is its
•Thailand
-Vocabulary
Sec.1
regions and countries;
location related to the
•Laos
Foldables
- Nat. Geo Ch. 23,
(4B) identify and explain the geographic
location of other people, •Myanmar
-KWL
Sec.1
factors responsible for patterns of
places, and
•Indonesia
-Graphic Organizers
population in places and regions;
environments?
•Malaysia
-Anticipation
Nystrom Lesson 1 pgs.
(4D) identify and locate major physical
•Australia
Guides
65, 66
and human geographic features such as
•New Zealand
(used throughout
landforms, water bodies, and urban
•Singapore
unit)
Nystrom Lesson 2 pgs.
centers of various places and regions;
•Mekong River
67, 68
(4E) draw sketch maps that illustrate
•Pacific Ocean
Help students
various places and regions; and
•Indian Ocean
investigate the
(4F) identify the location of major world
•Religion
physical map – how
Page 8 of 12
Revised March 2016
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
•Australia’s
regions
•Great Dividing
Range
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.
(1A) trace characteristics of various
contemporary societies in regions that
resulted from historical events or factors
such as invasion, conquests, colonization,
immigration, and trade; and
(1B) analyze the historical background of
various contemporary societies to
evaluate relationships between past
conflicts and current conditions.
How have various
contemporary societies
been affected by
historical events or
factors?
• Colonization (Vietnam,
Australia, New Zealand)
• Communism
(2A) identify and describe the influence
of individual or group achievements on
various historical or contemporary
What was the influence
of individual or group
achievements on various
Page 9 of 12
Revised March 2016
Designated Grading Period: 6th Grading Period
Instructional Strategies
Resources
do landforms in SE
Asia
encourage/discourag
e movement?
Examples:
• Create maps,
databases, and
charts showing
prosperity (per
capita income or
GDP)
• Creating a map
showing population
density showing the
deserts in the
interior of Australia
• Create chart or
graph showing the
economic land use
in Australia
How does the
historical
background of
various
contemporary
societies influence
their past conflicts
and current
conditions?
• Australia
• Vietnam
- Nat. Geo Ch. 21,
Sec.2
- Nat. Geo. Ch. 23,
Sec. 2
- aborigine
- labor force
- Nat. Geo. Ch. 23,
Sec. 2
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
societies such as the classical Greeks on
government and the American
Revolution on the French Revolution;
(2B) evaluate the social, political,
economic, and cultural contributions of
individuals and groups from various
societies, past and present
(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;
societies in the past or
present? How significant
were their contributions?
•Ho Chi Minh
•Aborigines
•Maori
(6A) describe and explain the effects of
physical environmental processes such as
erosion, ocean currents, and earthquakes
on Earth's surface;
(6B) identify the location of renewable
and nonrenewable natural resources such
as fresh water, fossil fuels, fertile soils,
and timber
(10A) define and give examples of
agricultural, wholesale, retail,
manufacturing (goods), and service
industries
Page 10 of 12
Revised March 2016
What are 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?
Specificity:
- Describe the effects of
tourism on the Great
Barrier Reef.
What are examples of
agricultural, wholesale,
retail, manufacturing and
service industries?
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Discuss shipping
routes, piracy and
chokepoints such as
the Strait of
Malacca.
How did the Great
Barrier reef affect
life in Australia?
- outback
- ecotourism
Resources
- Nat. Geo. Ch. 21,
Sec. 1
- Nat. Geo. Ch. 23,
Sec. 1
- HMH Ch. 29, Sec. 3
- Nat. Geo. Ch. 23,
Sec. 1
Compare economic
resources and
industries of
Vietnam, Indonesia,
Myanmar, and This
could lead to a
comparison of
development factors
Safari Montage
Treasures of The Great
Barrier Reef (May
show Chapter 1 -8
segments on multiple
days)
- HMH Ch. 29, Sec. 4
CIA World Factbook
Ch. 29, Sec. 4
- Nat. Geo. Ch. 24,
Sec. 2
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
such as GDP,
literacy rate, life
expectancy etc.
(13C) compare the role of citizens in the
United States with the role of citizens
from various contemporary societies with
representative and non-representative
governments
(15A) define culture and the common
traits that unify a culture region;
(15B) identify and describe common
traits that define cultures;
(15D) analyze the experiences and
evaluate the contributions of diverse
groups to multicultural societies;
(15E) analyze the similarities and
differences among various world
societies.
(16C) analyze the efforts and activities
institutions use to sustain themselves
over time such as the development of an
informed citizenry through education and
the use of monumental architecture by
religious institutions.
(17D) identify and define the impact of
cultural diffusion on individuals and
world societies
Page 11 of 12
Revised March 2016
Using a Venn
diagram, describe
the similarities and
differences of
governments and
culture of US
citizens to those of
Australia.
How does a
country’s location
shape life within its
borders?
- Nat. Geo. Ch. 22, 24,
Sec. 2
- haka
- dialect
- HMH Ch. 30, Sec. 1
Safari MontageAustralia
- HMH Ch. 29, Sec 2
Lots of similarities in
culture
•religion
•clothing
•shelter
•written language
Examples include:
What is the impact - Assimilation
of cultural
diffusion on
individuals and
world societies?
6th Six Weeks
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 10: East Asia
Unit 12: Southeast Asia, Australia, and the Pacific Realm
TEKS
Guiding Questions/Specificity
Designated Grading Period: 6th Grading Period
Days to teach: 32 Days (16 days each region)
Assessment
Vocabulary
Instructional Strategies
Resources
•Maori borrowed the
language, art, sports
from British because the
British had colonized
New Zealand.
•Aborigines borrowed
language, religion, dress,
entertainment and sports
because they were forced
to by the British who
colonized
•Inter-cultural
marriages/relationships
much later after
colonization ended
•Shared holidays and
festivals
Page 12 of 12
Revised March 2016
6th Six Weeks