Download 6th Grade 2016-2017 Unit 3 Human Geography

MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Contemporary World Culture
Grade 6
Curriculum Feedback
Suggested Timeline: 5 Weeks
UNIT 3: HUMAN GEOGRAPHY
Sub Unit: Population Patterns
Suggested Questions to Guide Instruction:





What are population patterns?
How are population patterns formed?
What geographical factors affect population patterns?
Develop a logical argument about why the patterns of population occur.
How is population density measured?
HIGH PRIORITY LEARNING STANDARDS:
Students will identify and explain geographic factors that affect population patterns and will analyze ways in which people have adapted and
modified their environment in order to live in a region; therefore the students will debate on how the land in the Amazon Rainforest is used and
the conflict that arises as population patterns are affected.
Academic
Language
demographers
TEKS UNWRAPPED
population
VERTICAL ALIGNMENT
Grade 6
TAUGHT CURRICULUM
(Standard Clarifications)
TEKS
What is population? How is population density
measured? How do population patterns form? When
studying patterns of population, demographers divide
Unit 3: Human Geography
Resources
HMH Contemporary
World Studies:
Pages- 86-90, 159,
268, 318, 341, 348Page 1 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
population
density
TEKS:
(6.7) 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:
(A) identify and analyze ways people have adapted to the
physical environment in various places and regions.
SOCIAL STUDIES SKILLS:
(Skills with an * will be repeated throughout the unit)
it into 3 categories:
1. fertility- birth rates
2. mortality- death rates
3. migration- when people move from one place
to another.
2015 estimated world population: 7.4 billion
Growing populations around the world affect:
(6.22) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
* (A) use social studies terminology correctly;
* (B) incorporate main and supporting ideas in verbal and
written communication based on research;
*(C) express ideas orally based on research and experiences;
*(D) create written and visual material such as journal
entries, reports, graphic organizers, outlines, and
bibliographies based on research;
*(E) use standard grammar, spelling, sentence structure, and
punctuation; and
* (F) use proper citations to avoid plagiarism.
4.
5.
6.
7.
8.
food provisions
energy provisions
natural resources availability
social conflicts
political conflicts
Grade 6
49, 468, 517, 521,
536-37, 572-73, 593,
598, 671, 681-82,
Hook Exercise:
https://youtu.be/YgI1qsh
cg7k
https://www.populatione
ducation.org/sites/defaul
t/files/the_people_conne
ction.pdf
http://ngm.nationalgeogr
aphic.com/2011/01/seve
n-billion/olsonphotography
http://www.prb.org/Publi
cations/Datasheets/2014
/2014-world-populationdata-sheet/datasheet.aspx
ELPS and CCRS
DIFFERENTIATED STRATEGIES
Grade 6
Unit 3: Human Geography
Page 2 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Grade 6
Sub Unit: Urban Growth
Suggested Questions to Guide Instruction:


What are the major urban centers found on the continents?
Formulate a hypothesis of the reason why urban centers form.
HIGH PRIORITY LEARNING STANDARDS:
Students will identify and explain geographic factors that affect population patterns and will analyze ways in which people have adapted and
modified their environment in order to live in a region; therefore the students will debate on how the land in the Amazon Rainforest is used and
the conflict that arises as population patterns are affected.
Academic
Language
TAUGHT CURRICULUM
(Standard Clarifications)
TEKS
Urban center- A large and densely populated area PowerPoint:
usually with one or more cities. Urban centers Population Patterns
dominate the regions political and economical centers. & Urban Growth
urban
TEKS UNWRAPPED
rural
VERTICAL ALIGNMENT
urbanization
TEKS:
(6.1) History. The student understands that historical events
1. Plains
influence contemporary events. The student is expected to:
2. Mountains
3. Desert
(A) trace characteristics of various contemporary societies
4. Valley
in regions that resulted from historical events or factors such
5. Coast
as invasion, conquests, colonization, immigration, and trade;
and
Bodies of Water:
(B) analyze the historical background of various
urban centers
Grade 6
Resources
Landforms:
Unit 3: Human Geography
Activity:
“Squeeze In”
Population Growth &
Farmland:
https://www.populatione
ducation.org/sites/defaul
t/files/earth_apple_of_ou
r_eye_sec.pdf
Page 3 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
contemporary societies to evaluate relationships between
past conflicts and current conditions.
6. River
7. Lake
8. Gulf
9. Isthmus
10. Ocean
Population density is higher near
(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
11. fresh water supplies (food, hygiene)
uses latitude and longitude to determine absolute locations.
12. fertile land (food supply)
The student is expected to:
13. rivers (transportation)
(D) identify and locate major physical and human
14. plains (easy accessible land)
geographic features such as landforms, water bodies, and
15. coasts (trading)
urban centers of various places and regions; and
(E) draw sketch maps that illustrate various places and
Examples: Nigeria and South Africa are two of the
regions.
largest rapidly growing cities in Sub-Saharan Africa.
Lagos, Nigeria has over 16 million inhabitants.
SOCIAL STUDIES SKILLS:
(6.22) Social Studies Skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(C) express ideas orally based on research and experiences.
ELPS and CCRS
DIFFERIENTIATED STRATEGIES
Grade 6
Population Growth:
https://www.populatione
ducation.org/sites/defaul
t/files/who_polluted_the
_potomac.pdf
http://www.nytimes.com
/interactive/2009/03/10/
us/20090310immigrationexplorer.html?_r=0
Urban Centers:
http://saisd.net/admin
/curric/sstudies/resour
ces/teacher_zone/Han
ds_On/geo_culture/pd
f/ho_wg_urban_center
s.pdf
Flipped Classroom:
Urban Sprawl (14:27)
https://youtu.be/ccB5
8PYwpF8
HMH World Culture
Studies:
Pages- 86-89, 17879, 595, 650, 677-78,
728
Grade 6
Unit 3: Human Geography
Page 4 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Grade 6
Sub Unit: Geographic Factors
Suggested Questions to Guide Instruction:


How do geographic factors influence the location of economic activities?
How do geographic factors affect how people live?
HIGH PRIORITY LEARNING STANDARDS:
Students will identify and explain geographic factors that affect population patterns and will analyze ways in which people have adapted and
modified their environment in order to live in a region; therefore the students will debate on how the land in the Amazon Rainforest is used and
the conflict that arises as population patterns are affected.
Academic
Language
climate
TEKS UNWRAPPED
transportation
corridors
VERTICAL ALIGNMENT
transportation
barriers
deforestation
migration
Grade 6
TAUGHT CURRICULUM
(Standard Clarifications)
TEKS
TEKS:
(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:
(B) identify and explain the geographic factors responsible
Resources
Geographic factors responsible for population patterns Ready-To-Use World
Geography
and its affect on humans:
Activities:
climate- a region with particular prevailing weather 2-4, 2-5; 5-20, 5-21
conditions.
 Climate may cause people to relocate.
History Alive!
China and Japan:
location- a particular place or position
 The location of a place may determine the Activity 5 “Land and
Population: An
conditions that a person lives in socially,
Insight into Effects of
Unit 3: Human Geography
Page 5 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
immigration
drought
desertification
for patterns of population in places and regions;
(C) explain ways in which human migration influences the
character of places and regions; and
(D) identify and locate major physical and human
geographic features such as landforms, water bodies, and
urban centers of various places and regions.
(6.1) History. The student understands that historical events
influence contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies
in regions that resulted from historical events or factors
such as invasion, conquests, colonization, immigration, and
trade; and (B) analyze the historical background of various
contemporary societies to evaluate relationships between
past conflicts and current conditions.
SOCIAL STUDIES SKILLS:
(Skills with an * will be repeated throughout the unit)
(6.22) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and
written communication based on research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries,
reports, graphic organizers, outlines, and bibliographies
based on research;
(E) use standard grammar, spelling, sentence structure, and
punctuation; and
Grade 6
economically, and politically.
migration may occur.
Grade 6
Human Geography on
Japanese Culture”
physical features- landforms, bodies of water, climate,
natural vegetation and soil of the earth.
 Living near a body of water defines people’s
way of living and ability to survive and
prosper.
transportation corridors- defined by one or more
modes of transportation like highways, railroads or
public transit which share a common course.
 A corridor gives way to a cities economic
development opening a gateway to trading,
tourism and transportation. At the same time,
it has been the cause for invasion and
conquest.
HMH World Culture
Studies:
Pages- 53-57, 59,
281, 564-565
Transportation
corridor:
Panama Canal
Mississippi River
transportation barrier- A transportation barrier is a
natural barrier like mountains, rivers, oceans, etc. that
blocks or slows the way for transportation.
 Geographical barriers may cause an entire
community, or city to stunt its population and
economic development. It may also have little
technological advances.
distribution of natural resources- where
resources are located.
 Living
near
natural
resources
Unit 3: Human Geography
the HMH World Culture
Studies:
Pages- 69, 264
help
Page 6 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
(F) use proper citations to avoid plagiarism.
ELPS and CCRS
DIFFERIENTIATED STRATEGIES
Grade 6
communities and cities thrive. It has also been
the cause for conquest and invasion. It also
presents numerous opportunities to become
industrialized and population may increase
forming urban centers. Immigration occurs.
deforestation- when a forest becomes destructed
permanently in order to be used in other ways.
 Deforestation causes people to move away. In
many cases, companies and the government
pay money to settlers living in that area as an
incentive to move away. A common practice
when destroying a forest is called slash-andburn. This happens when a forest is cut down
or burned and then used for farming.
HMH Contemporary
World Studies:
Natural Resource:
Pages- 258-259
Oil in the Saudi
Arabia:
Pages- 490-491
Deforestation:
https://populationed
desertification- when a desert loses its fertile lands, ucation.org/sites/def
usually as a result of drought, deforestation, or ault/files/a_world_of
inappropriate agriculture.
_difference.pdf
 Desertification occurs mainly in regions that
HMH Contemporary
suffer from drought.
World Studies:
Pages- 258-259
Desertification:
http://www.greenfa
cts.org/en/desertific
ation/
Grade 6
Unit 3: Human Geography
Page 7 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Grade 6
HMH Contemporary
World Studies:
Pages- 65, 542-543
Sub Unit: Impact of Geography Factors on Economic Development
Suggested Questions to Guide Instruction:

In what ways do geographic factors interrupt economic development?
HIGH PRIORITY LEARNING STANDARDS:
Students will identify and explain geographic factors that affect population patterns and will analyze ways in which people have adapted and
modified their environment in order to live in a region; therefore the students will debate on how the land in the Amazon Rainforest is used and
the conflict that arises as population patterns are affected.
Academic
Language
TAUGHT CURRICULUM
(Standard Clarifications)
TEKS
TEKS UNWRAPPED
VERTICAL ALIGNMENT
TEKS:
(6.5) Geography. The student understands how geographic
factors influence the economic development, political
Grade 6
South America
 The Amazon Rainforest, due to its location and
natural resources, has been exploited for
years creating a wave of conflict between
domestic and foreign policies. Many interest
groups (farmers, natives, rubber tappers, etc.)
Unit 3: Human Geography
Resources
HMH Contemporary
World Studies:
Pages- 50-54, 56-57,
132-33, 529-37, 551,
R10-R19
History Alive!
Page 8 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
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;
(B) 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; and
(C) explain the impact of geographic factors on economic
development and the domestic and foreign policies of
societies.
SOCIAL STUDIES 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, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and
conclusions;
(D) identify different points of view about an issue or current
topic;
(6.22) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(C) express ideas orally based on research and experiences;
and
(D) create written and visual material such as journal entries,
Grade 6
have been disputing their “rights” to use the
natural resources located in the rainforest
such as tree sap, water, minerals, wood, land
for crops…
Africa
 The Nile River helps people live a stable life
since Egypt is mostly desert and it receives
very little rainfall. The Nile also serves as a
transportation corridor, which enables
economic growth.
North America
 The Great Lakes is the largest fresh water
system in the world. It hosts a numerous
amount of companies that use the lake’s
resources to make manufactured goods,
recreation and tourism, fishing, and
agriculture.
North America, South America, Australia and Asia
 Climate plays an important part in the
economic development of a country. Lack of
precipitation affects humans and the economy
of a region.
Unit 3: Human Geography
Grade 6
Latin America:
Activity 5 “A
conference on the
Fate of the Brazilian
Rainforest”
Africa:
http://www.bu.edu/
arts/files/2014/05/T
he-NILE-RIVERTODAY-curriculumunit1.pdf
http://www.bbc.co.u
k/education/clips/z3
rwmp3
North America:
Great Lakes-Ports
and Shipping
http://www.greatlakes.net/teach/busi
ness/
(6 pages)
Page 9 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
reports, graphic organizers, outlines, and bibliographies
based on research.
Grade 6
Worldwide:
http://www.thefiscal
times.com/Articles/2
014/09/05/HighCost-DroughtsAround-World
ELPS and CCRS
DIFFERIENTIATED STRATEGIES
Sub Unit: Adaptation and Modification
Suggested Questions to Guide Instruction:



What is adaptation and modification?
What are some examples of how people have used technology to adapt to and/or modify their environment?
What are the positive and negative effects of adaptation and modification of the environment?
HIGH PRIORITY LEARNING STANDARDS:
Students will identify and explain geographic factors that affect population patterns and will analyze ways in which people have adapted and
modified their environment in order to live in a region; therefore the students will debate on how the land in the Amazon Rainforest is used and
the conflict that arises as population patterns are affected.
Academic
Language
Grade 6
TAUGHT CURRICULUM
(Standard Clarifications)
TEKS
Unit 3: Human Geography
Resources
Page 10 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
environment
TEKS UNWRAPPED
modification
VERTICAL ALIGNMENT
adaptation
TEKS:
(6.7) 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:
(A) identify and analyze ways people have adapted to the
physical environment in various places and regions;
(B) identify and analyze ways people have modified the
physical environment such as mining, irrigation, and
transportation infrastructure; and
(C) describe ways in which technology influences human
interactions with the environment such as humans building
dams for flood control.
terrace farming
irrigate
nomad
SOCIAL STUDIES SKILLS:
(21) Social Studies Skills. The student applies criticalthinking 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:
(D) identify different points of view about an issue or current
topic.
ELPS and CCRS
DIFFERIENTIATED STRATEGIES
Grade 6
Adaptation: how the individual has to change what he
does in order to live within an area.
Examples:
 Wearing clothing to suit the climate
 Eating plants/animals indigenous to the area
 Shelters that can move (nomads)
Modification: how the individual changes the
environment to suit his needs.
Examples:
 Building dams to create a source of water
 Irrigating modifies dry land for farming
 Terracing-- to modify mountains for farming
 Mining
 Oil drilling
 Transportation systems (roads, airstrips,
harbors, railroads)
North Africa & the Middle East:
People in the Sahara Desert have to adapt to live in
the region and they modify their environment in the
following ways:
Modifications to live in the desert
 Nomads wear light clothing: thawb, ghutra
 conservation of water: irrigation
 drip irrigation- plants are watered using a
computer system to measure how much
water a plant receives
Unit 3: Human Geography
Grade 6
HMH Contemporary
World Studies:
Pages- 40-41, 55,
71-72, 162-63, 195,
203, 206, 239, 282,
371, 425, 432, 485,
487, 509, 551, 735.
Ready-To-Use World
Geography
Activities:
2-7, 2-8
Adaptation/Modific
ation:
http://saisd.net/adm
in/curric/sstudies/re
sources/teacher_zon
e/Hands_On/geo_cul
ture/pdf/ho_wg_mo
dify_adapt_qce.pdf
History Alive!
Africa:
Activity 3 “Adapting
to the Climate
Region of SubSaharan Africa”
Ready-To-Use World
Geography
Page 11 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year





aquifers- layers of underground rock where
water is collected from rains and streams; it
is trapped there to be used later
fossil water- water from wells that has been
underground for centuries; it is tapped to be
used when needed. This is a non-renewable
source.
desalination- the process of removing salt
from sea/ocean water. It is very expensive
and requires complex technology.
Dams for irrigation: Aswan High Dam in the
Middle East
Underground wells for fresh water;
throughout the region.
Grade 6
Activities:
6-6
History Alive!
The Middle East:
Activity 2 “Adapting
to the geography of
the Arabian
Peninsula”
Sub Unit: Predicting Environmental Issues
Suggested Questions to Guide Instruction:



How do environmental issues affect humans around the world?
How important is it to detect environmental incidents?
Make predictions of future environmental issues that may occur.
HIGH PRIORITY LEARNING STANDARDS:
Students will identify and explain geographic factors that affect population patterns and will analyze ways in which people have adapted and
Grade 6
Unit 3: Human Geography
Page 12 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Grade 6
modified their environment in order to live in a region; therefore the students will debate on how the land in the Amazon Rainforest is used and
the conflict that arises as population patterns are affected.
Academic
Language
hydroelectric
power
TAUGHT CURRICULUM
(Standard Clarifications)
TEKS
TEKS UNWRAPPED
VERTICAL ALIGNMENT
nuclear energy
TEKS:
(6.20) Science, technology, and society. The student
understands the influences of science and technology on
contemporary societies. The student is expected to:
(A) 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;
(B) explain how resources, belief systems, economic factors,
and political decisions have affected the use of technology;
and
(C) make predictions about future social, political, economic,
cultural, and environmental impacts that may result from
future scientific discoveries and technological innovations.
Technology influences human interactions with the
environment in search for an answer to avoid climate
change and pollution around the world. Global
warming has become an issue of discussion
throughout governments around the world.
1.
2.
3.
4.
5.
solar power
building dams
wind power
hydroelectric power
nuclear energy
SOCIAL STUDIES SKILLS:
(6.23) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
(B) use a decision-making process to identify a situation that
Grade 6
Unit 3: Human Geography
Resources
HMH Contemporary
World Studies:
Pages- 26-29, 32-35,
51, 70-71, 519
What’s the Big Idea?
(teaching philosophy
through video clips)
“The Day After
Tomorrow” (video
clip)
http://whatsthebigidea
program.com/
Energy resources:
http://www.seco.cpa.s
tate.tx.us/schools/infin
itepower/lessonplans.php
http://msmcinerney.w
eebly.com/uploads/1/
0/9/6/10966079/warm
_forecast.pdf
Page 13 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Grade 6
www.wpuda.org
requires a decision, gather information, identify options,
predict consequences, and take action to implement a
decision.
https://www.nea.org/a
ssets/docs/Solar_Energ
y_Intro_and_Overview
.pdf
ELPS and CCRS
DIFFERIENTIATED STRATEGIES
Academic
Language with
Spanish
Cognates
Academic word
population
population density
urban centers
migration
climate
modification
adaptation
Cognate
la población
la densidad de población
los centros urbanos
la migración
el clima
la modificación
la adaptación
Academic Word
immigration
hydroelectric power
urban
rural
Cognate
la immigración
energía hidroeléctrica
urbano
rural
ASSESSMENT BLUEPRINT
Assessment Blueprint:
 Students must identify and explain the geographic factors responsible for patterns of population in places and regions.
 Students must identify geographic factors and explain those, which are responsible for the location of economic activities in places and regions.
 Students must identify and analyze ways in which people have adapted and modified their physical environment in various places and regions.
 Students must make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific
discoveries and technological innovations.
Formative Assessment: Textbook assessments, PLT may be counted as an assessment.
Grade 6
Unit 3: Human Geography
Page 14 of 15
MIDDLE SCHOOL SOCIAL STUDIES
CURRICULUM CONCEPT MAP
2016-2017 School Year
Grade 6
Summative Assessment: Teacher created unit tests, Unit 2 Progress Check
Grade 6
Unit 3: Human Geography
Page 15 of 15