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1 First Semester 6th Grade Social Studies Units of Study (click on unit name to view that section) Second Semester Physical Geography and Processes Lesson: Tools of Geography Lesson: A Spatial Way of Thinking Lesson: Physical Environmental Processes Human and Environmental Interaction Lesson: The Rise of Sumerian City States DBQ-How did the Nile Shape Ancient Egypt? Lesson: Life in the Sahara and Sahel-Adapting to a Desert Region Human Geography (Aspects of Civilizations and Culture) What is a Civilization? Lesson: Ancient Sumer What is Government? Lesson: The Rise of Democracy Lesson: Life if Two City-States: Athens and Sparta What is Culture? Lesson: The Legacy of Ancient Greece Lesson: Comparing Government Systems What is Religion? Lesson: Comparing World Religions Cultural Diffusion DBQ-Why did Islam Spread So Quickly? Lesson: Chinese Discoveries and Inventions Lesson: The Influence of Neighboring Cultures on Japan Lesson: The Renaissance Lesson: European Exploration Lesson: The Spread of a Revolutionary Idea Scientific and Technological Innovation Lesson: The Scientific Revolution Lesson: The Industrial Revolution DBQ-Female Workers in Japanese Silk Factories: Did the Costs Outweigh the Benefits? Lesson: Technology in the 21st Century Migration and Cultural Conflict Lesson: Imperialism in Africa Lesson: World War I Lesson: World War II ( Germany and the Holocaust) Lesson: Israel and Palestine Human Rights and Equality Lesson: Civil Rights in the United States Lesson: Understanding Apartheid in South Africa DBQ-Gandhi, King, and Mandela: What Made NonViolence Work? Economic Systems Lesson: Comparing Economic Systems Lesson: The Unraveling of the Soviet Economy Lesson: Communist Rule in Modern China Economic Development and Interdependence Lesson: Evaluating Economic Development in Latin America Lesson: How Oil Has Shaped Life in Southwest Asia Lesson: The European Union 2 Social Studies Skills TEKS are taught as embedded and continuous threads based on teacher planning: (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: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures (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 (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (D) identify different points of view about an issue or current topic (E) identify the elements of frame of reference that influenced participants in an event (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs (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 (F) use proper citations to avoid plagiarism (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: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed. 3 North East Independent School District Grade: 6th Unit: Physical Geography and Processes Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Tools of Geography (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; Supporting Standard (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; Readiness Standard (C) compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models; and Supporting Standard (D) create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries. Supporting Standard (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: (A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location; Supporting Standard (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; Supporting Standard (E) draw sketch maps that illustrate various places and regions; and Supporting Standard (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. Supporting Standard Depth and Complexity How do geographers show information on maps? How do geographers use the inquiry process to discover information about the world? Evidence of Mastery View/Read: Lalitesh Katragadda: Making maps to fight disaster, build economies http://www.ted.com/talks/lalitesh_katragadda_making_maps_to_fight_disaster_build_economies.html Think: Much of the world has yet to be mapped. Write: Write an essay explaining why maps are a useful tool for societies to have. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Geography Alive! Regions and People-Tools of Geography Supplemental Materials-Map Skills Tool Kit 4 North East Independent School District Grade: 6th Unit: Physical Geography and Processes Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: A Spatial Way of Thinking (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; Supporting Standard (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; Readiness Standard (C) compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models; and Supporting Standard (D) create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries. Supporting Standard (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 for patterns of population in places and regions; Readiness Standard (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; Supporting Standard (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; Readiness Standard (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 Readiness Standard (C) explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. Supporting Standard (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: (A) define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries; Supporting Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (B) compare characteristics of institutions in various contemporary societies; and Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development; Supporting Standard Depth and Complexity Why do geographers use a variety of maps to represent the world? Evidence of Mastery Examine: Examine a series of maps. Ask yourself-What do the maps show? How are these maps useful? Think: People use a variety of maps in their everyday lives. Write: Write an essay explaining why people create different types of maps to represent the world. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Geography Alive! Regions and People-A Spatial Way of Thinking Supplemental Materials-Map Skills Tool Kit 5 North East Independent School District Grade: 6th Unit: Physical Geography and Processes Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Physical Environmental Processes (6) Geography. The student understands that geographical patterns result from physical environmental processes. The student is expected to: (A) describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface; Readiness Standard (C) analyze the effects of the interaction of physical processes and the environment on humans; and Readiness Standard (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; Supporting Standard Depth and Complexity How have the earth’s physical processes shaped the Earth’s landforms, climate, and plant life? What effect do the earth’s physical processes have on people? Evidence of Mastery Read/View: Earthquakes have the power to compromise or destroy buildings that humans have created. http://blog.ted.com/2010/10/13/haitis-disaster-of-engineering-peter-haas-on-ted.com/ Think: The earth’s environmental processes have an impact on people. Write: Write an essay explaining how people can deal with natural disasters. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources World Cultures Alive! Introduction to Physical Geography 6 North East Independent School District Grade: 6th Unit: Human and Environmental Interaction Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: The Rise of Sumerian City-States (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; Readiness Standard (B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure; and Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits spread such as trade, travel, and war; Readiness Standard Depth and Complexity How did geographic challenges lead to the rise of citystates in Mesopotamia? How does where people live influence how they live? Evidence of Mastery Read/Examine: “Mesopotamia is a Greek word meaning ‘between the rivers.’ The rivers are the Tigris and Euphrates which flow through modern Iraq. The Euphrates also flows through much of Syria. Mesopotamia is made up of different regions, each with its own geography. The geography of each area and the natural resources found there affected the ways that people lived.” Source: http://www.mesopotamia.co.uk/geography/home_set.html Think: Humans depend on, adapt to, and modify their physical environment in order to survive. Write: Write an essay explaining how the geography of Mesopotamia influenced how the Sumerians lived. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Ancient WorldThe Rise of Sumerian City States 7 North East Independent School District Grade: 6th Unit: Human and Environmental interaction Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Document Based Question-How did the Nile shape Ancient Egypt? (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; Readiness Standard (B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure; and Readiness Standard (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: (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. Supporting Standard (B) identify and explain the geographic factors responsible for patterns of population in places and regions; Readiness Standard (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; Supporting Standard Depth and Complexity How do humans depend on, modify, and adapt their environment? How does where people live influence how they live? Evidence of Mastery Read/Examine: Students will read the background essay-“How did the Nile Shape Ancient Egypt” and will examine the corresponding 5 documents. Think: Humans depend on, adapt to, and modify their physical environment in order to survive. Write: Write an essay explaining how the Nile shaped the culture of Ancient Egypt. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Mini-Q’s in World History Volume 1How did the Nile shape Ancient Egypt? 8 North East Independent School District Grade: 6th Unit: Human and Environmental Interaction Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Life in the Sahara and Sahel-Adapting to a Desert Region (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; Supporting Standard (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; Readiness Standard (C) compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models; and Supporting Standard (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; Supporting Standard (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; Readiness Standard Depth and Complexity How do people adapt to living in a desert region? How does where people live influence how they live? Evidence of Mastery Suggested Resources Geography Alive! Read/Examine: “The Sahara is the world’s largest desert. The Sahel is a wide belt of semiarid lands to the South of Life in the Sahara the desert. Over the centuries, people have found ways to survive in both of these dry landscapes.” and Sahel: Source: Geography Alive! Regions and People, TCI Adapting to a Desert Region Think: Humans depend on, adapt to, and modify their physical environment in order to survive. Write: Write an essay explaining how Africans living under the Sahara and Sahel have adapted to their desert environment. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences 9 North East Independent School District Grade: 6th Unit: Human Geography (Aspects of Civilizations and Culture) Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Ancient Sumer (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region; Readiness Standard (B) identify and describe common traits that define cultures; Supporting Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (18) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: (A) explain the relationships that exist between societies and their architecture, art, music, and literature; Supporting Standard (D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time. Supporting Standard (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: (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. Supporting Standard Depth and Complexity What is culture? What is a culture region? What makes a civilization? What institutions are basic to all societies? Why do historians classify Ancient Sumer as a civilization? Evidence of Mastery Read/Examine: San Antonio has a unique cultural heritage. Find out more about it by viewing an official travel brochure. http://www.visitsanantonio.com/free-travel-guide/online-brochures/index.aspx Think: Culture refers to a people’s way of life—including how they meet their needs and their language, religion, beliefs, customs, institutions and technology. Write: Write an essay explaining what the culture of San Antonio is. What aspects of civilization do San Antonio and Ancient Sumer share? Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Ancient WorldAncient Sumer 10 North East Independent School District Grade: 6th Unit: Human Geography (Aspects of Civilizations and Culture) Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: The Rise of Democracy (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 Readiness Standard (12) Government. The student understands various ways in which people organize governments. The student is expected to: (A) identify and give examples of governments with rule by one, few, or many; Supporting Standard (C) identify historical origins of democratic forms of government such as Ancient Greece. Readiness Standard Depth and Complexity What is culture? Evidence of Mastery Examine: How is government an aspect of culture? How did democracy develop in Ancient Greece? How does the democracy of Ancient Greece still influence Americans, today? Picture of voting shard from Ancient Greece, and a picture of a ballot from the United States. Think: In a democracy government authority is based on the consent of the governed. Write: Write an essay comparing democracy in the ancient city-state of Athens to the United States today. Consider: What is the difference between a direct and representative democracy? Who many become a citizen? Who may vote? Who makes the laws? Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Ancient World-The Rise of Democracy 11 North East Independent School District Grade: 6th Unit: Human Geography (Aspects of Civilizations and Culture) Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Life in Two City-States (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region; Readiness Standard (B) identify and describe common traits that define cultures; Supporting Standard (E) analyze the similarities and differences among various world societies; and Readiness Standard (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. Readiness Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits spread such as trade, travel, and war; Readiness Standard (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; Readiness Standard (D) review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. Supporting Standard Depth and Complexity Evidence of Mastery What is culture? Read: The type of government a civilization has is an aspect of their culture. How is government an aspect of culture? Think: Societies can have similar and different cultural characteristics, including different types of government systems. What were the major differences between Athens and Sparta? Write: Write an essay that compares Athens and Sparta. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Ancient WorldLife in Two CityStates 12 North East Independent School District Grade: 6th Unit: Human Geography (Aspects of Civilizations and Culture) Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: The Legacy of Ancient Greece (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. Readiness Standard (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region; Readiness Standard (B) identify and describe common traits that define cultures; Supporting Standard (E) analyze the similarities and differences among various world societies; and Readiness Standard (11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to: (D) review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. Supporting Standard (18) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: (A) explain the relationships that exist between societies and their architecture, art, music, and literature; Supporting Standard (B) relate ways in which contemporary expressions of culture have been influenced by the past; Supporting Standard (D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time. Supporting Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard Depth and Complexity What is culture? How did the Ancient Greeks contribute to the culture of the modern world? Evidence of Mastery Read: “Culture refers to a people’s way of life—including how they meet their needs, and their language, religion, beliefs, customs, institutions, and technology.” Source: Mastering the TEKS in World Geography, Jarrett et. al Think: Ancient Greek culture has influenced the United States. Write: Write an essay that evaluates Ancient Greece’s lasting legacy to the world. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Ancient WorldThe Legacy of Ancient Greece 13 North East Independent School District Grade: 6th Unit: Human Geography (Aspects of Civilizations and Culture) Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Comparing Government Systems (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); Supporting Standard (B) compare the characteristics of limited and unlimited governments; Readiness Standard (C) identify reasons for limiting the power of government; and Supporting Standard (D) review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. Supporting Standard (12) Government. The student understands various ways in which people organize governments. The student is expected to: (A) identify and give examples of governments with rule by one, few, or many; Supporting Standard (B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and Supporting Standard (13) Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to: (A) describe roles and responsibilities of citizens in various contemporary societies, including the United States; Supporting Standard B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies; and Readiness Standard (C) compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and nonrepresentative governments. Supporting Standard (14) Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to: (A) identify and explain the duty of civic participation in societies with representative governments; and Supporting Standard (B) explain relationships among rights, responsibilities, and duties in societies with representative governments. Supporting Standard (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; and Readiness Standard Depth and Complexity How is government an aspect of culture? What are the different types of government systems in the world today? Evidence of Mastery Read: Human beings need the help of one another in order to survive and prosper. They therefore live in communities. The organization that people set up to protect their community and to enforce its rules is called a government. Think: Not all countries around the world have the same type of government. Write: Write an essay evaluating what type of government is better-limited or unlimited. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources World Cultures Alive! Contemporary StudiesComparing Government Systems 14 North East Independent School District Grade: 6th Unit: Human Geography (Aspects of Civilizations and Culture) Time: 1st 9 Weeks Social Studies Scope and Sequence Lesson: Comparing World Religions (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region; Readiness Standard (B) identify and describe common traits that define cultures; Supporting Standard (E) analyze the similarities and differences among various world societies; and Readiness Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (B) compare characteristics of institutions in various contemporary societies; and Readiness Standard (19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: (A) explain the relationship among religious ideas, philosophical ideas, and cultures; and Readiness Standard (B) 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. Supporting Standard (C) 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. Supporting Standard (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: (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. Supporting Standard Depth and Complexity What is culture? How is religion an aspect of culture? What beliefs and traditions are held by the world’s religions? What do religions have in common? How are they different? Evidence of Mastery Read: “Religion is a set of beliefs about the meaning of life, the nature of the universe, and the existence of the supernatural (including God or a Supreme Being.) It is a set of customs that relate to the worship of God (or several gods) and a set of rules for conduct of a good life. It is an organization, such as a church or other place or worship, which oversees the conduct of religious practices. Most religions of the world designate some special places or days as sacred or holy.” Source: Mastering the TEKS in World Geography, Jarrett et. al Think: Religion is a very important aspect of culture, because it can unite or divide groups of people. Write: Write an essay comparing the world’s three great monotheistic religions—Judaism, Christianity, and Islam. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Inductive Learning Lesson: World Religions 15 North East Independent School District Grade: 6th Unit: Cultural Diffusion Time: 2nd 9 Weeks Social Studies Scope and Sequence Lesson: Document Based Question-Why did Islam Spread so quickly? (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits spread such as trade, travel, and war; Readiness Standard (D) identify and define the impact of cultural diffusion on individuals and world societies; and Readiness Standard (E) identify examples of positive and negative effects of cultural diffusion. Supporting Standard Depth and Complexity How are cultures affected by the exchange of ideas and innovations? Evidence of Mastery Read/Examine: Read the background essay and examine the five corresponding documents for the DBQ. Think: Ideas, products, and even cultural traits can spread from one culture to another. Write: Write an essay explaining how the religion of Islam was able to spread so quickly. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Mini-Q’s in World History Volume 1Why did Islam spread so quickly? 16 North East Independent School District Grade: 6th Unit: Cultural Diffusion Time: 2nd 9 Weeks Social Studies Scope and Sequence Lesson: Chinese Discoveries and Inventions (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development (C) evaluate the impact of improved communication technology among cultures; Supporting Standard (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; Supporting Standard (B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and Supporting Standard Depth and Complexity How are cultures affected by the exchange of ideas and innovations? How have medieval Chinese discoveries and inventions influenced the modern world? Evidence of Mastery Read: At the time of the Middle Ages in Europe, China developed many new technologies and innovations. European merchants brought back the news of these inventions back to Europe. Think: Innovations can spread from one culture to another. Write: Write an essay evaluating the lasting impact of Chinese innovation on the world. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! Medieval World and BeyondChinese Discoveries and Inventions 17 North East Independent School District Grade: 6th Unit: Cultural Diffusion Time: 2nd 9 Weeks Social Studies Scope and Sequence Lesson: The Influence of Neighboring Cultures on Japan (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 Readiness Standard (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: (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region; Readiness Standard (B) identify and describe common traits that define cultures; Supporting Standard (E) analyze the similarities and differences among various world societies; Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits spread such as trade, travel, and war; Readiness Standard (D) identify and define the impact of cultural diffusion on individuals and world societies; Readiness Standard (E) identify examples of positive and negative effects of cultural diffusion. Supporting Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions Readiness Standard (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: (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. Supporting Standard Depth and Complexity How are cultures affected by the exchange of ideas and innovations? Evidence of Mastery Read/Examine: Japan’s location close to China allowed for many aspects of Chinese culture to be brought to Japan. In what ways did neighboring cultures influence Japan? Write: Write an essay explaining how cultural diffusion has impacted Japan. Think: Idea’s products and even cultural traits can spread from one culture to another. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Medieval World and Beyond-The Influence of Neighboring Cultures on Japan 18 North East Independent School District Grade: 6th Unit: Cultural Diffusion Time: 2nd 9 Weeks Social Studies Scope and Sequence Lesson: The Renaissance (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits spread such as trade, travel, and war; Readiness Standard (18) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: (A) explain the relationships that exist between societies and their architecture, art, music, and literature; Supporting Standard (D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time. Supporting Standard (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; Supporting Standard (18) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: (C) describe ways in which contemporary issues influence creative expressions; and Supporting Standard Depth and Complexity How are cultures affected by the exchange of ideas and innovations? In what ways did various leading figures of the Renaissance impact modern society? Evidence of Mastery Read: A new interest in learning about classical civilization of Greece and Rome developed in the city-states of Italy in the 1400s. This led to a period of great intellectual and artistic creativity, known as the Renaissance, meaning "rebirth." The Renaissance is often considered as one of the great turning points in history. Think: Ideas spread from one culture to another. Write: Write an essay explaining the lasting impact of the Renaissance on modern society. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Medieval World and BeyondLeading Figures of the Renaissance 19 North East Independent School District Grade: 6th Unit: Cultural Diffusion Time: 2nd 9 Weeks Social Studies Scope and Sequence Lesson: European Exploration (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 Readiness Standard (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: (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits spread such as trade, travel, and war; Readiness Standard (D) identify and define the impact of cultural diffusion on individuals and world societies; and Readiness Standard (E) identify examples of positive and negative effects of cultural diffusion. Supporting Standard Depth and Complexity How are cultures affected by the exchange of ideas and innovations? What did explorers take to and from the New World during the Age of Exploration? Evidence of Mastery Read: European and Native American cultures encountered each other for the first time in 1492. This encounter led to an exchange of ideas, products, diseases, and even cultural traits. Think: Ideas, products, and even cultural traits can spread from one culture to another having both positive and negative effects. Write: Write an essay evaluating the positive and negative effects of the Columbian Exchange on America. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Lesson: Exploring a Sunken Ship Enrichment Reading: Biological and Cultural Changes During the Age of Exploration Enrichment Reading: European Missionaries and the Spread of Christianity 20 North East Independent School District Grade: 6th Unit: Cultural Diffusion Time: 2nd 9 Weeks Social Studies Scope and Sequence Lesson: The Spread of a Revolutionary Ideas (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; Readiness Standard (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: (A) explain the relationship among religious ideas, philosophical ideas, and cultures; and Readiness Standard (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: (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. Supporting Standard Depth and Complexity How are cultures affected by the exchange of ideas and innovations? Why is individual freedom such an important idea for the world? Evidence of Mastery Read: The Enlightenment refers to an important movement in 18th century European thought. Enlightenment thinkers believed that by applying reason and scientific laws, people would be better able to understand both nature and one another. Think: Ideas spread from one culture to another. Write: Write an essay analyzing the impact of the Enlightenment on Revolutions around the world. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Mini-Q’s in World History-The Enlightenment Philosophers: What was their main idea? 21 North East Independent School District Grade: 6th Unit: Scientific and Technological Innovation Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: The Scientific Revolution (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; Supporting Standard (B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and Supporting Standard (C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations. Supporting Standard (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: (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard Depth and Complexity How do new discoveries and innovations impact our lives? How did the Scientific Revolution change the way people understood the world? Evidence of Mastery Read: The Scientific Revolution was a major shift in thinking between 1500 and 1700, in which modern science emerged as a new way of gaining knowledge about the natural world. Think: Scientific discoveries have the ability to revolutionize the world. Write: An essay evaluating what the lasting legacy of the Scientific Revolution is on modern life. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources History Alive! The Medieval World and Beyond-The Scientific Revolution 22 North East Independent School District Grade: 6th Unit: Scientific and Technological Innovation Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: The Industrial Revolution (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; Supporting Standard (B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and Supporting Standard (C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations. Supporting Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development Supporting Standard (C) evaluate the impact of improved communication technology among cultures; Supporting Standard (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: (B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure; and Readiness Standard (C) describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Readiness Standard Depth and Complexity How do new discoveries and innovations impact our lives? Scientific and Technological innovations change the world. Evidence of Mastery Read: The Industrial Revolution was a huge social and economic change in Europe and the United States that was produced by the shift from hand tools to machines in the 18th and 19th centuries. Think: Technological innovations have the ability to revolutionize the world. Write: Write an essay evaluating which technological innovation had the greatest impact on the world. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources 23 North East Independent School District Grade: 6th Unit: Scientific and Technological Innovation Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: Document Based Question-Female Workers in Japanese Silk Factories (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (D) identify and define the impact of cultural diffusion on individuals and world societies; and Readiness Standard (E) identify examples of positive and negative effects of cultural diffusion. Supporting Standard (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; Supporting Standard (B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and Supporting Standard Depth and Complexity How do new discoveries and innovations impact our lives? Evidence of Mastery Read: Read the background essay and examine the seven corresponding documents for the DBQ. Do the costs of industrialization outweigh the benefits? Write: Write an essay evaluating whether the costs of industrialization outweighed the benefits. Think: Technological innovations can have both positive and negative effects on the world. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Mini-Q’s in World History-Female Workers in Japanese Silk Factories: Did the Costs Outweigh the Benefits? 24 North East Grade: 6th Independent Unit: Scientific and Technological Innovation School District Time: 3rd 9 Weeks Lesson: Technology in the 21st Century Social Studies Scope and Sequence 17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (D) identify and define the impact of cultural diffusion on individuals and world societies; and Readiness Standard (E) identify examples of positive and negative effects of cultural diffusion. Supporting Standard 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; Supporting Standard (B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and Supporting Standard (C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations. Supporting Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development Supporting Standard (C) evaluate the impact of improved communication technology among cultures; Supporting Standard Depth and Complexity How do new discoveries and innovations impact our lives? Evidence of Mastery Read/View: TED TALK“Building sophisticated educational tools out of cheap parts, Johnny Lee demos his cool Wii Remote hacks, which turn the $40 video game controller into a digital whiteboard, a touchscreen and a head-mounted 3-D viewer.” http://www.ted.com/talks/johnny_lee_demos_wii_remote_hacks.html Think: Technology impacts our daily lives, and can revolutionize the world. Write: Write an essay evaluating what you think the most significant technological innovation of the 21st century has been so far. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources 25 North East Independent School District Grade: 6th Unit: Migration and Cultural Conflict Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: Imperialism in Africa (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 Readiness Standard (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. Readiness Standard (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: (C) explain ways in which human migration influences the character of places and regions. Readiness Standard (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: (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. Supporting Standard Depth and Complexity What causes cultural change? What causes conflict between cultures? What causes migration? How does migration influence the character of a place or region? What lasting legacies do past conflicts have on contemporary societies? Evidence of Mastery Suggested Resources Read: Migration is the movement of people from one place to another. When new people arrive, they often bring new beliefs, technologies and ways of doing things with them. Their arrival may also lead to conflict or conquest. Mini-Q’s in World History-What was the Driving Force Behind European Imperialism in Africa? Think: Migration can cause human culture and regions to change. Western Europe in the Modern World: Modern World History Program-The Scramble for Territory Write: Write an essay evaluating what lasting legacy imperialism had on Africa. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Western Europe in the Modern World: Modern World History Program-The Quest for Empire (Analyzing Imperial Motives) Modern Africa: Modern World History Program-Facing Colonialism: How Would You Respond? 26 North East Independent School District Grade: 6th Unit: Migration and Cultural Conflict Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: World War I (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 Readiness Standard (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. Readiness Standard How does conflict causes cultural change? Read: Countries sometimes enter into armed conflict with one another. They may disagree over their borders or have other disputes. How did World War I set the stage for future conflicts in Europe? Think: Human conflict can cause cultural change. Write: Write an essay analyzing what the underlying cause of World War I was. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Mini-Q’s in World History-What Was the Underlying Cause of World War I? 27 North East Independent School District Grade: 6th Unit: Migration and Cultural Conflict Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: World War II (Germany and the Holocaust) (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); Supporting Standard (C) identify reasons for limiting the power of government; and Supporting Standard (D) review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. Supporting Standard (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: (C) explain ways in which human migration influences the character of places and regions. Readiness Standard (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. Supporting Standard Depth and Complexity How does conflict cause cultural change? Why would people want to limit government’s power? What is the record of human rights abuses of unlimited governments? What causes migration of people? Evidence of Mastery Read: If a dominant group tries to completely eliminate a religious or ethnic group, this is known as genocide-the mass murder of a people. During World War II, Nazi German leaders tried to murder all the Jews of Europe in the Holocaust. Think: Human conflict can cause cultural change. Write: Write an essay explaining how the Holocaust was caused by unlimited government power, and how it caused forced migration. Ultimately, how did the Holocaust change Europe, the Middle East and the rest of the world? Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources 28 North East Independent School District Grade: 6th Unit: Migration and Cultural Conflict Time: 3rd 9 Weeks Social Studies Scope and Sequence Lesson: Israel and Palestine (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: (C) explain ways in which human migration influences the character of places and regions. Readiness Standard (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. Supporting Standard (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 Readiness Standard (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. Readiness Standard What causes migration? How does conflict cause cultural change? Read: In 1947, the U.N. voted in favor of creating a Jewish state, but this proposal was rejected by Arab leaders. When Israel declared its independence in 1948, neighboring Arab states immediately declared war on Israel. Today, after several wars and shifting borders, Israelis and Palestinians are now debating the future borders of Israel and Palestine. Think: Human conflict and migration can cause cultural change. Write: Write an essay proposing a solution to the Israeli-Palestinian conflict. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Contemporary World Cultures Alive! Jews and Palestinians: Two Claims to Palestine 29 North East Independent School District Grade: 6th Unit: Human Rights and Equality Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: Civil Rights in the United States (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; Readiness Standard (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to: (D) review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. Supporting Standard (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (C) define a multicultural society and consider both the positive and negative qualities of multiculturalism; Supporting Standard (D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies; Supporting Standard Depth and Complexity What rights are basic to all human beings? Evidence of Mastery Read: After the Civil War, African Americans in the United States continued to struggle with issues of equality. What are human rights? Think: Human conflict can be solved using non-violent methods. What is the record of human rights abuses in countries with a limited government? Write: Write an essay evaluating whether the United States has been successful in providing and protecting human rights. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Lesson: Civil Rights History Walk 30 North East Independent School District Grade: 6th Unit: Human Rights and Equality Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: Apartheid in South Africa (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 Readiness Standard (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. Readiness Standard (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; Readiness Standard (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to: (D) review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan. Supporting Standard (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (C) define a multicultural society and consider both the positive and negative qualities of multiculturalism; Supporting Standard (D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies; Supporting Standard (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: (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. Supporting Standard Depth and Complexity What rights are basic to all human beings? Evidence of Mastery Read: Black South Africans struggled with issues of equality under the system of apartheid, which was a legacy of European colonialism. What are human rights? Think: Human conflict can be solved by non-violent methods. What is the record of human rights abuses in countries with a limited government? Write: Write an essay evaluating the success of South Africa post apartheid. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Modern Africa: Modern World History ProgramUnderstanding the System of Apartheid Modern Africa: Modern World History ProgramDiscovering the Roots of Apartheid in South African History Geography Alive! Resources and Power in Post-apartheid South Africa 31 North East Independent School District Grade: 6th Unit: Human Rights and Equality Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: Document Based Question-What makes non-violence work? (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; Readiness Standard (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard Depth and Complexity What rights are basic to all human beings? Evidence of Mastery Read: India, the United States, and South Africa share a colonial legacy and all struggled with issues of fundamental freedom and equality for all of their people. What are human rights? Think: Human conflict can be solved using non-violent methods. What is the record of human rights abuses in countries with a limited government? Write: Write an essay explaining what made non-violence work in India, the United States, and South Africa. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Document Based Questions in World HistoryGandhi, King and Mandela: What Made NonViolence Work? 32 North East Independent School District Grade: 6th Unit: Economic Systems Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: Comparing Economic Systems (9) Economics. The student understands the various ways in 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; Readiness Standard (B) compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; Readiness Standard (C) understand the importance of morality and ethics in maintaining a functional free enterprise system; and Supporting Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (B) compare characteristics of institutions in various contemporary societies; and Readiness Standard (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: (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. Supporting Standard (12) Government. The student understands various ways in which people organize governments. The student is expected to: (A) identify and give examples of governments with rule by one, few, or many; Supporting Standard (B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and Supporting Standard (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; Readiness Standard (C) explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. Supporting Standard (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: (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development; Supporting Standard Depth and Complexity What is economics? How do different societies around the world meet their economic needs? What are the advantages and disadvantages of each economic system? What role should government play in the economy? How do societies determine: What should be produced? How should it be produced? Who gets what is produced? Evidence of Mastery Read: Every society has limited resources, therefore each society must ask itselfWhat should be produced? How should it be produced? Who should get it? How a society answers these questions determines its economic system. Think: Economic systems are created to meet the needs of the people of a society. Write: Write an essay comparing the advantages and disadvantages of two different economic systems. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources World Cultures Alive! Contemporary Studies: Comparing Economic Systems 33 North East Independent School District Grade: 6th Unit: Economic Systems Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: The Unraveling of the Soviet Economy (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. Supporting Standard (8) Economics. The student understands the factors of production in a society's economy. The student is expected to: (A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies; and Readiness Standard (B) identify problems and issues that may arise when one or more of the factors of production is in relatively short supply; and Supporting Standard (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: (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. Supporting Standard Depth and Complexity Why would people living under a command economy want change? What is the record of non-free market systems? Evidence of Mastery Read: Every society has limited resources, therefore each society must ask itselfWhat should be produced? How should it be produced? Who should get it? How a society answers these questions determines its economic system. Think: Societies must determine what role government will play in the economy. Write: Write an essay analyzing the causes of the collapse of the Soviet economy. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources The Rise and Fall of the Soviet Union: Modern World History Program-Rock, Scissors, Paper: Understanding Marxist Theory The Rise and Fall of the Soviet Union: Modern World History Program-The Unraveling of the Soviet Economy 34 North East Independent School District Grade: 6th Unit: Economic Systems Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: Communist Rule in Modern China (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. Supporting Standard (8) Economics. The student understands the factors of production in a society's economy. The student is expected to: (A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies; and Readiness Standard (B) identify problems and issues that may arise when one or more of the factors of production is in relatively short supply; and Supporting Standard (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: (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. Supporting Standard Depth and Complexity Why would people living under a command economy want change? What is the record of non-free market systems? Evidence of Mastery Read: Every society has limited resources, therefore each society must ask itselfWhat should be produced? How should it be produced? Who should get it? How a society answers these questions determines its economic system. Think: Societies must determine what role government will play in the economy. Write: Write an essay explaining why people living under a non-free market economy would want change. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Lesson-Life in Modern China: A Command Economy Lesson 35 North East Independent School District Grade: 6th Unit: Economic Development and Interdependence Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: Evaluating Economic Development in Latin America (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: (A) define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries; Supporting Standard (B) describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy; and Supporting Standard (9) Economics. The student understands the various ways in 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; Readiness Standard (B) compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; Readiness Standard (D) examine the record of collective, non-free market economic systems in contemporary world societies. Supporting Standard (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; Readiness Standard (C) explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. Supporting Standard (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 for patterns of population in places and regions; Readiness Standard (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. Supporting Standard (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: (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; Readiness Standard (B) compare characteristics of institutions in various contemporary societies; and Readiness Standard (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development; (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: (B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. Readiness Standard (3) Geography. The student uses geographic tools to answer geographic questions. The student is expected to: (D) create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries. Supporting Standard Depth and Complexity How do economists measure a country’s level of economic development? Which economic activities are most clearly associated with different levels of development? How can data reveal a country’s level of economic development? Evidence of Mastery Read: The Human Development Index was developed by the United Nations in 1990 as a tool for ranking countries based on their level of economic development. This index looks at a variety of factors to classify countries as "less developed," "newly industrialized" (also known as "middle developed), or “more developed." Think: Demographic, economic, social and political indicators determine the level of economic development. Write: Write an essay explaining a country's data can reveal its level of economic development. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Lesson-Comparing Levels of Economic Development in Latin America (ABC-CLIO) World Cultures Alive! Contemporary CulturesEvaluating Economic Development in Latin America 36 North East Independent School District Grade: 6th Unit: Economic Development and Interdependence Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: How Oil Has Shaped Life in Southwest Asia (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; Supporting Standard (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; Readiness Standard (C) compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models; and Supporting Standard (D) create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries. Supporting Standard (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; Readiness Standard (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 Readiness Standard (C) explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. Supporting Standard (6) Geography. The student understands that geographical patterns result from physical environmental processes. The student is expected to: (B) identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber; Supporting Standard (C) analyze the effects of the interaction of physical processes and the environment on humans; and Readiness Standard (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; and Supporting Standard (8) Economics. The student understands the factors of production in a society's economy. The student is expected to: (A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies; and Readiness Standard (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; Supporting Standard Depth and Complexity What factors influence where economic activities are located? How does geography influence the location of economic activities? Why do countries trade with one another? How might having a valuable natural resource affect a region? Evidence of Mastery Read: Southwest Asia has been transformed by oil. Southwest Asia has the world's largest known oil reserve. This term refers to underground oil that has been discovered but remains unused. There are also large reserves of natural gas. Think: Geographic factors influence countries economic activities. Write: Write an analyzing how oil has affected the development of Southwest Asia. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources World Cultures Alive! Contemporary World CulturesHow Oil Has Shaped Life in Southwest Asia Geography Alive! Regions and People-Oil in SW Asia: How “Black Gold” Has Shaped a Region. 37 North East Independent School District Grade: 6th Unit: Economic Development and Interdependence Time: 4th 9 Weeks Social Studies Scope and Sequence Lesson: The European Union (3) Geography. The student uses geographic tools to answer geographic questions. The student is expected to: (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; Readiness Standard (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region; Readiness Standard (B) identify and describe common traits that define cultures; Supporting Standard (E) analyze the similarities and differences among various world societies; and Readiness Standard (F) identify and explain examples of conflict and cooperation between and among cultures. Supporting Standard (8) Economics. The student understands the factors of production in a society's economy. The student is expected to: (C) explain the impact of relative scarcity of resources on international trade and economic interdependence among and within societies. Readiness Standard (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: (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. Supporting Standard Depth and Complexity Why do societies cooperate with one another? What forces work for and against supranational cooperation among nations? Evidence of Mastery Read: The European Union was created to foster economic, political, and cultural cooperation among its member nations. Think: Countries work together to achieve shared goals. Write: Write an essay explaining what the positive and negative effects of a country joining the European Union are. Be Sure To: clearly state your controlling ideas (thesis) organize and develop your explanation effectively choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Suggested Resources Geography Alive! Regions and PeopleSupranational Cooperation in the European Union