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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