Download Unit 7, Europe

6​th​ grade SS
Unit 7
TEKS
Readiness TEKS
3A*
4D
11A
12A
15E*
● Safety Net Standards
Supporting TEKS
2A
4AEF
5A
11BCD
12BC
Process Skills
21BD
22ADEF
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
Which characteristic of most modern European societies can be traced back to the ancient Greek civilization?
A. Democracy
B. Oligarchy
C. Republics
D. Checks and balances
TEKS 2A
Answer: A
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
last update: 11/11/16
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.
A username and password is required to view the copyrighted material.
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.
Physical
Features
Westerlies
Student pairs
use a world
map to trace
Western
Europe and to
draw latitude
and longitude
lines over
Western
Europe
Chomebook
McGraw Hill Ed.
ELPS
Recurring
Strategies: Cornell Notes
- Vocabulary
Foldables KWL Graphic
Organizers Anticipation
Geography of the World: Europe: Land
and Resources
Focus: Unit 7: Europe, especially focuses on the government systems.
(4) Geography. The student Using latitude and longitude coordinates
understands the factors that
students should be able to locate
influence the locations and
● France
characteristics of locations of
● Germany
various contemporary
● United Kingdom
societies on maps and globes
● Italy
and uses latitude and
● Spain
longitude to determine
● Norway
absolute locations. The
● Sweden
student is expected to:
● Greece
(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
last update: 11/11/16
Describe the relative size and location of
Europe
Explain how the physical geography of
Greece has shaped its life and history.
Worldatlas.com ​Europe
National Geographic Maps
United Streaming
Geography of the World: Europe: The
People- The Introduction
Korea, Indonesia, and
Australia.
2) History. The student
understands the influences
of individuals and groups
from various cultures on
various historical and
contemporary societies. The
student is expected to:
(A) 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; and
(11) Government. The
student understands the
concepts of limited and
unlimited governments.
The student is expected to:
(A) identify and describe
examples of limited and
unlimited governments
such as constitutional
(limited) and totalitarian
(unlimited);
last update: 11/11/16
Describe the culture of Ancient Greece and
identify the significant accomplishments that
influenced American Democracy.
Achievement
Influence
Describe ways in which the UK, Ireland,
France, Germany, have influenced American
history.
Compare causes and results of revolutions in
America and Europe
Describe the characteristics of limited
(democratic/constitutional) governments.
Describe the characteristics of unlimited
(totalitarian/non-democratic) governments.
Limited/
constitutional
government
Unlimited/
totalitarian
government
Use graphic
organizer
“Then and
Now”
T-Chart to
help students
connect past
contributions
of individuals
and/or groups
with current
events/conditi
ons in a given
region
Use a graphic
organizer for
examples of
limited and
unlimited
government
United Streaming
The Revolution Spreads Throughout
Europe
HistoryAlive: Contemporary World
cultures: Europe
Activity 2:
Learning about the Roots of Democracy
Have students collect pictures that
illustrate the cultures and events
described.
Have groups discuss pictures and
determine what it depicts and what time
period it illustrates.
​ eview​ the ​reason for government​:
R
Government is established to maintain
order among a group of people through a
system of laws, rules and government
leaders. In the absence of government
organization there is chaos as each
person makes his or her own rules.
Review​ the ​concept of a government of
laws, not men:
The people in a society live by an agreed
plan of government and set of laws.
Sometimes this system of government is
decided by mutual consent and at other
times it is imposed on the people by
force. In government systems of laws,
each person must answer to the law for
his or her actions and accept the
consequences of his or her mistakes.
Review​ the ​concept of anarchy​:
Anarchy results when existing
government breaks down or where no
government organization exists.
(11) Government. The
student understands the
concepts of limited and
unlimited governments.
The student is expected to:
(B) compare the
characteristics of limited
and unlimited
governments;
List the characteristics of a limited
government.
List the characteristics of unlimited
government
Review​ the ​reason for government​:
Government is established to maintain order
among a group of people through a system of
laws, rules and government leaders. In the
absence of government organization there is
chaos as each person makes his or her own
rules.
Review​ the ​concept of a government of
laws, not men:
The people in a society live by an agreed plan
of government and set of laws. Sometimes
this system of government is decided by
mutual consent and at other times it is
imposed on the people by force. In
last update: 11/11/16
Characteristii
cs of limited
government
Characteristi
cs of
unlimited
government
Chart with
Limited
Government
and
Unlimited
Government
Divide
students into
groups to
work on the
characteristic
s,and put
them on the
chart
Using a current events article, ask
students to find facts from the article to
support the characteristics of limited or
unlimited government.
Divide the class into groups. Assign
each group one of the characteristics of
limited government. Ask each group to
create a collage of words and pictures to
illustrate the characteristic. Bind the
pages into a book illustrating democratic
government.
government systems of laws, each person
must answer to the law for his or her actions
and accept the consequences of his or her
mistakes.
Review​ the ​concept of anarchy​:
Anarchy results when existing government
breaks down or where no government
organization exists.
Tell the students that ​the number of rights
that are actually available to people indicates
the level of democracy in the country. Some
countries call themselves democratic because
they allow voting, but the other
characteristics of limited government are not
present in great measure.
(11) Government. The
student understands the
concepts of limited and
unlimited governments.
The student is expected to:
(C) identify reasons for
limiting the power of
government;​ and
(11) Government. The
student understands the
concepts of limited and
last update: 11/11/16
Developing an understading of the concepts
of limited and unlimited governments.
Power
Government
Pair/share the
difference in
authoritarian
(strict)
parents and
permissive
parents.
Human rights
Abuse
Oppression
Class
discussion of
human rights
abuse in
Bosnia,
Allow students the opportunity to explore
reasons why unlimited governments violate
the concept of individual rights and freedoms.
Describe the human rights abuses in Bosnia,
Kosovo
Gather current news articles that illustrate
various forms of government. Have
groups of students summarize one article.
Place labels around the classroom that
identify the various types of government.
Have a spokesperson for each group read
their summary and ask students to move
to the sign that correctly identifies the
type of government.
McGraw Hill
www.persecution.net
Human Rights Act 1998
unlimited governments. The
student is expected to:
Kosovo.
(D) review the record of
human rights abuses of
limited or unlimited
governments such as the
oppression of Christians in
Sudan.
(12) Government. The
student understands
various ways in which
people organize
governments. The student
is expected to:
Autocracy​ (​Autocrat​) - means rule by one
person
(A) identify and give
examples of governments
with rule by one, few, or
many;
Dynasty​ - refers to a long line of autocratic
rulers who pass governmental power down
from one generation to another.
Monarchy​ (​Monarch​) - refers to a king or
queen who rules through inherited power.
Dictatorship​ (​Dictator​) - an autocratic ruler
who seizes power, often through military
action.
Emperor​ - an autocratic ruler who governs a
large territory.
Rule by a few​ is called an oligarchy. These
oligarchs are selected based on a variety of
methods but usually involve privilege or
military power.
Rule by many​ is most commonly shown in a
democracy. Two forms of democracy:
last update: 11/11/16
Autocracy
Monarchy
Dictorship
Emperor/
empire
Dynasty
Oligarchy
Direct
democracy
Representativ
e
democracy
Verbal-visual
vocabulary,
students
define term,
create a
pictorial/
symbolic
representation
of the term
synonyms of
term in
sentence,
teach them
the meaning/
implications
for
government
organization
of each of
the terms
associated
with rule by
one, few,
many
Rule by one -​ ​Autocracy​ (​Autocrat​)
Monarchy​ (​Monarch​)
Norway, Jordan, Constitutional
Monarchy in Spain and Great Britain
Dynasty
- House of Windsor in Britain, rulers of
Monaco
Dictatorship​ (​Dictator​)
Fidel Castro, Saddam Hussein
Emperor
Hirohito (part of the ancient dynastic line
of Japanese rulers)
Oligarchy (rule by a few)
Some examples of historic and
contemporary oligarchies are:
Early Communist oligarchies
(Communist Party) in Russia and
China - these gave way fairly quickly
to autocracies.
Rule by many​ - democracy. Some
examples of the two types of democracy
are:
Direct​ ​Democracy​ :
.
Representative​ ​Democracy:
● The United States
● Great Britain
Direct​ ​Democracy​ which involves all of the
citizens directly in the law-making
process.
Representative​ ​Democracy (Republic)
involves citizens voting for people who
will represent them in a law-making
assembly - indirect democracy.
Review​ forms of government and terms
associated with each form.
● rule by one (Autocracy)
● rule by a few (Oligarchy)
● rule by many (Democracy)
Suggest ​that two ways governments
come to power are:
● Consent​ - where the governed
(citizens) agree or consent to the
system of government
● Rule​ ​by​ ​force​ - where the system
of government is imposed or
forced on the citizen
The student will conclude that ​governments
can be organized in three ways:
● rule by one
● rule by a few
● rule by many
Give students one (or more) examples of
historical or contemporary ruler or
government type and ask them to
describe the type of rule or government.
Examples:
1.
​Fidel Castro is the dictator
of Cuba. Describe his style of
rule.
(12) Government. The
student understands
various ways in which
people organize
last update: 11/11/16
Germany organizes government….
Government
structure
Government
function
Class
discussion of
similarities
and
HistoryAlive! Contemporary World
Cultures, Europe Activity 1
governments. The student
is expected to:
differences of
government
of China,
Germany,
India, Russia
(B) compare ways in
which various societies
such as China, ​Germany,
India, and Russia organize
government and how they
function; and
(12) Government. The
student understands
various ways in which
people organize
governments. The student
is expected to:
(C) identify historical
origins of democratic
forms of government such
as Ancient Greece.
last update: 11/11/16
Greece
Direct Democracy
Ancient Greece:
● Direct​ ​Democracy​ in Athens in
which citizens could vote (one person,
one vote) on laws and rules to govern
society. They did not vote on their
rulers.
● Citizenship​ ​Rights​ and
Responsibilities​ were granted to those
born to citizenship and those
“naturalized” into citizenship. The
rights of citizens included voting, jury
service, and ownership of property.
● Written​ ​codes​ ​of​ ​laws​ - begun by
Solon in Athens in 594 - 560 B. C.
Democracy was extended under
Pericles in the 400’s B.C.
Orgin
Democratic
forms of
government
Class
discussion of
Ancient
Greece and
the United
States. Use
Venn chart
Ancient Rome:
● The Roman ​Republic​ was
founded in 509 B.C. as a
representative​ ​democracy​. In
this representative democracy,
wealthy male citizens voted on
representatives to attend ​senate
meetings and vote on laws that
affected the entire Republic. The
senators​ elected two ​consuls​ to
head the government and manage
the army. This system lasted for
almost 500 years in the
Mediterranean country.
● There were ​three branches of
government​ in the Roman
Republic: the ​Senate,​ the ​Citizen
Assembly and Tribunes​ (a voice
for the common people plebeians) and the ​Consuls​ or
“executive” branch of
government.
● Each branch of government had
certain ​checks and balances​ on
the other branches.
● Laws were written on ​Twelve
Tables of Law​ and posted in the
Forum for all to see and read.
● Veto​ (Latin for “I refuse”) was an
option for both Consuls and
Senators.
● Jury Trials​ were modeled on the
Greek system and conducted in
Ancient Rome.
The student will conclude that:
Democratic thoughts and concepts
originated in Ancient Greece were
refined and revised by the Ancient
Romans and further refined and
influenced by European political
philosophers (Locke, Rousseau) and
English common law.
Give students examples of democratic
thought and ask them to identify
examples from their own experience
which stem from this concept. Have
them record their thoughts in chart
form.
Example:
ORIGINAL IDEA
ORIGIN
IN TODAY’S
WORLD
Direct Democracy
Greece
Club meetings
last update: 11/11/16
Citizenship Rights
Greece
Bill of Rights
Rome
Give students a copy of the U. S.
Constitution and ask them to identify
the origin of ideas in the Constitution
that were contributed by ancient
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?
Students pose
questions and
answer those
questions
using the
Three levels
of
Questioning
Explain how physical Geography affects
life in the Nordic countries.
Compare the Geography and people of
Spain and Portugal.
How is its location related to the location of
other people, places and environments?
(4) Geography. The student Students must be able to locate
understands the factors that
United Kingdom
influence the locations and
France
characteristics of locations of
Germany
various contemporary
Italy
last update: 11/11/16
Geographic
tools
Geographic
questions
Latitude
Longitude
Absolute
location
Help students
practice skill
of moving a
set number of
degrees either
McGraw Hill
Use free download of Google Earth
societies on maps and globes
and uses latitude and
longitude to determine
absolute locations. The
student is expected to:
(A) locate various
contemporary 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;
last update: 11/11/16
Spain
Norway
Sweden
Prime
Meridian
Equator
And the cities listed in 4.D using longitude
and latitude.
For ​Europe students should identify and
locate……
Landforms
● Alps
● Pyrenees Mountains
Water bodies
● Atlantic
● Mediterranean Sea
● Danube River
● Thames river
● Rhine River
● Seine River
Urban centers
● Paris
● London
● Berlin
● Rome
● Athens
Landforms
Bodies of
water
Climate
north or south
of the
equator.
Students in
groups have
them find:
United
Kingdom,
France,
Germany,
Italy, Spain,
Norway,Swe
d.
Use physical
and political
maps of the
region to
identigy and
locate major
land/water
forms and
urban centers
that are
associated
with the
region.
Have students imagine they are on a
vacation in Europe. Have them write a
letter home describing the things they
have seen.
● Madrid
(4) Geography. The student Students practice relative and absolute
understands the factors that
location.
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:
Sketch maps
Illustrate
Students
draw sketch
maps to
create mental
and physical
images of
places
McGraw Hill
Geographic
factors
Economic
activity
S​tudents
using a chart
or concept
web, record
geographic
factors of
European
countries
Use​ physical, political, and resource
maps.
(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;
Europe​ (Western Europe, Eastern Europe
and the Balkan States) - good water sources,
transportation, power sources, mountainous
areas used for tourism,
Describe the population density of Europe.
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
last update: 11/11/16
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:
Compare the food clothing and shelter of
Adapt
people living in Spain, England , Sweden, and Physical
Albania
enviornment
Humanenviornment
Identify the major physical features of
interaction
Europe.
Studetns
McGraw Hill
brqinstorm on
the ways they
adapt to their
enviornment
Students must do a graphic organizer to
compare various countries. T-Charts, Venn
Diagrams, or Matrixes are all appropriate.
Venn Chart to
analyze the
similarities
Have students create graphs depicting
and
economic ranks (then compare it to other
differences
regions.
between
Mexico and
Brazil
(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:
last update: 11/11/16
Use Mexico and Brazil to analyze the
differences in the societies of these 2
countries
Syncretism
Maquiladoras
Favelas
*​ (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:
Students should be comparing the economic
systems, government systems, religions, of
European Countries.
(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:
(B) ​analyze information
by sequencing,
last update: 11/11/16
Basic
institutions
(economic,
social,
political)
Compare two
or more
regions for:
economics,
education,
religion,
language,
customs,
traditions,
celebrations/r
ituals,
government
Create a Venn Diagram comparing the
major religions in Europe, Christianity,
Judaism and Islam.
Explain how Europe
Ongoing, embedded
Activities
Have students research NATO. Divide
class into groups, each representing a
member of NATO. Each group needs to
come up with 3 reasons why their
country should belong to NATO. Have
groups share and look for similarities and
differences among countries.
Cause and Effect
categorizing, identifying
cause-and-effect
relationships, comparing,
contrasting, finding the
main idea, ​summarizing​,
making generalizations and
predictions, and drawing
inferences and conclusions;
(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:
How has airplane technology affect
military strategy in Europe?
Have students read a recent news article
about Europe. Write a paragraph that
summarizes key points. Cite the
reference.
Ongoing, embedded
(D) identify different
points of view about an
issue or current topic;
(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,
last update: 11/11/16
Ongoing, embedded
Many European countries are very
concerned about Acid Rain. Have
students research the problems of Acid
Rain in Europe as well as internationally.
Then have students describe possible
solutions in a Journal entry.
More information at tx.owt.glencoe.com
graphic organizers,
outlines, and
bibliographies ​based on
research;
Vocabulary
Absolute location
Relative Location
Culture
Democracy
Republic
Empire
Imperialism
Monarchy
Reformation
Parliament
Communism
Ethnic Group
Immigration
Currency
Tourism
Developing Nation
Limited Government
Unlimited Government
renaissance
last update: 11/11/16