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Social Studies – World Cultures and World Geography Unit of Study: Europe and Russia

Seconding Grading Period – Unit 4 CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings The geography of Europe is complicated but the movement of its people through

the different regions and areas has adapted. Economic opportunity is not equally distributed among the people of Europe and

Russia because of the government. Most of the European countries have a form of democratic government. The cultures of Europe and Russia have been influenced by invaders/conquerors

from other regions/areas in and around Europe.Overarching Questions

Which maps, graphs, databases, models and charts help interpret information about Europe and Russia?

What are the five main themes of geography for Europe and Russia? How do the four types of industry, foreign policy on trade, and the types of

economies influence European economics? How did constitutional and democratic governments (limited), and totalitarian and

nondemocratic governments (unlimited) help Europeans form their countries governments?

The importance of Europe and Russia to the world was the contributions of its adventurous explorers that came to the New World. They discovered a people with an established way of life and culture. Yet the Christian conversion of these people was necessary to these explorers who then became colonizers. With these colonizers came different languages, religions, technology, and cultures. The European influence continues to flourish throughout the world.

Lessons for this Unit□ Lesson 1: Geography of Europe and Russia □ Lesson 2: Economics of Europe and Russia□ Lesson 3: Governments of Europe and Russia □ Lesson 4: Conflicts and Compromise in Europe and Russia 4a Fall of the European Empires 4b Bosnia 4c Northern Ireland 4d Belgium□ Lesson 5: Wars in Europe 5a. World War I 5b. World War II 5c. Cold War

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

6.1 History. The student understands that historical events influence contemporary events. The student is expected to:

6.1A. describe characteristics of selected contemporary societies such as Bosnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade

6.1B. analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions.

6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies.

6.2A. explain the significance of individuals or groups from selected societies, past and present;

6.3 Geography. The student uses maps, globes, charts, models, and databases to answer geographic questions.

6.3A. create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities

6.3C. compare selected world regions and countries using data from maps, graphs, charts, databases and models.

” I CAN” statements highlighted in yellow should be displayed for studentsI can answer questions about Europe and Russia by using a variety of maps, graphs, charts, and databases about selected regions or areas. I can compare and identify the economic and government systems for Europe and Russia. I can describe the roles and responsibilities of citizens in Europe and Russia. I can also give reasons about the conflicts that have taken placed in Europe and Russia past and present.

Including, but not limited to: Geographical databases represented by: (6.3B, 6.3C)

oPolitical and Physical MapsoCharts, Graphs, and ModelsoThematic maps, graphs, charts explaining population, disease and economic

activities Five Themes of Geography (6.3 B, 6.3C)

o Movemento Locationo Regiono Placeo Human-Environment Interaction

SAISD © 2008-09 – Second Grading Period (Grade 6) of 37

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

6.4 Geography. The student understands the characteristics and relative locations of major historical and contemporary societies.

6.4A. locate major historical and contemporary societies on maps and globes.

6.4B. identify and explain the geographic factors responsible for patterns of population in places and regions.

6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.

6.5A. explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies

6.6 Geography. The student understands the impact of physical processes on patterns in the environment.

6.6A. describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted in physical patterns on Earth's surface

6.6C. Describe ways in which technology influences human capacity to modify the physical environment.

6.7 Geography . 6.7B. Identify and analyze ways people have modified the physical

environment. 6.7C. Describe ways in which technology influences human capacity to

modify the physical environment.

6.8 Economics. The student understands the various ways in which people organize economic systems.

6.8A. compare ways in which various societies organize the production and distribution of goods and services

6.8B. identify and differentiate among traditional, market, and command economies in selected contemporary societies.

6.8C. explain the impact of scarcity on international trade and economic interdependence among societies.

6.9 Economics. The student understands the role factors of production play in a society's economy.

6.9A. describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of selected contemporary societies

6.10 Economics. The student understands categories of economic activities and the means used to measure a society's economic level.

6.10A. define and give examples of primary, secondary, tertiary, and quaternary industries.

6.11C. identify reasons for limiting the power of government (8.16d) 6.11D. compare limited and unlimited governments. (8.16d)

Historical events that led to invasion, conquests, and trade (6.1A) Compare data using the five themes of geography for Europe (6.3C)

o maps o graphs o charts

Geographic factors by: (6.5A)o Locationo Physical featureso Transportationo Corridors and barrierso Natural resources

Physical processes by: (6.6A)o Erosiono Ocean circulationo Earthquakes

Effects of physical processes and physical environment on human patterns in the environment (6.6B)

Identify the location of economic activities for trade in and around Europe. (6.4D)

Identify the types of economies of Europe (6.8B)o Traditional, command, and market/benefits of the free enterprise system

Primary industries; primary, secondary, tertiary, quaternary (6.10A) Describe the factors of production for Europe. (6.9A)

o Natural resources, Labor, Capital, Entrepreneurs Describe characteristics and give examples that apply to Europe. (6.11A,

6.11B, 6.11C, 6.11D)o limited and unlimited governments

Identify the historical beginnings of democratic forms of government and the roles and responsibilities of its citizens. (6.12C, 6.13A)

Compare and contrast the types of government for Germany and Russia (6.12D)

Explain the conflict and cooperation between and among cultures in Bosnia and Northern Ireland. (6.15D)

Explain the affects of cultural borrowing from one society to another. (6.17A, 6.17D, 6.17E)



Skill

s6.11 Government. The student understands the concepts of limited governments, such as constitutional and democratic governments, and unlimited governments, such as totalitarian and nondemocratic governments.

6.11A. describe characteristics of limited and unlimited governments (8.16d)

6.11B. identify examples of limited and unlimited governments (8.16d)6.12 Government. The student understands alternative ways of organizing governments. 6.12A. identify alternative ways of organizing governments such as rule by

one, few, or many 6.12B. identify examples of governments with rule by one, few, or many 6.12D. compare how governments function in selected world societies s ch as

Germany and Russia.6.13 Citizenship. The student understands that the nature of citizenship varies among societies. 6.13A. describe roles and responsibilities of citizens in selected contemporary

societies. 6.13C. compare the role of citizens from selected democratic and

nondemocratic contemporary societies.6.15 Culture. The student understands the similarities and differences within and among cultures in different societies. 6.15.C. Analyze the similarities and differences among selected world societies 6.15D. identify and explain examples of conflict and cooperation between and

among cultures within selected societies such as Belgium.6.17 Culture. The student understands relationships that exist among world cultures. 6.17A. explain aspects that link or separate cultures and societies 6.17D. explain why cultures borrow from each other 6.17E. evaluate how cultural borrowing affects world cultures6.19 Culture. The student understands the relationships among religion, philosophy, and culture. 6.19 B. explain the significance of religious holidays and observances such as, Christmas and Easter in selected comp temporary societies. 6.21 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

6.21A. differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures.

6.21B. 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.

6.21C. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.

” I CAN” statements highlighted in yellow should be displayed for studentsI can organize, interpret, and communicate about geographic information using correct social studies terms. I can also report on maps, graphs, charts, using databases or visuals with math and map reading skills. Including, but not limited to:

Use and organize information by: (6.21B)o Sequencing o Identifying cause-and-effect relationshipso Comparing and contrastingo Finding the main ideao Summarizing o Making predictionso Drawing conclusions

Organize and interpret geographical databases represented by: (6.21C)o Maps, Timelines, Charts, Graphs, Reports, and Visuals

Identify different points of view about a topic that influenced participants in an event.

Communication: (6.22B, 6.22C, 6.22D, 6.22F)o Writteno Verbal o Visualo Reportso Graphic organizers

Use math skills to interpret social studies information on maps and graphs Communicate using social studies terms with correct grammar, spelling,

punctuation and sentence structure. (6.22A, 6.22E)



http://socialstudies.tea.state.tx.us/teks_and_taas/teks/gloss6.htm#govern

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/gloss6.htm#govern

6.21D. identify different points of view about an issue or topic. 6.21E. identify the elements of frame of reference that influenced

participants in an event.

6.22 Social Studies Skills. The student communicates in written, oral, and visual forms.

6.22A. use social studies terminology correctly. 6.22B. incorporate main and supporting ideas in verbal and written

communication.6.22D.

create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

6.22E. use standard grammar, spelling, sentence structure, and punctuation.

6.22F. use appropriate mathematical skills to interpret social studies information such as maps and graphs.

6.23 Social Studies Skills The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

6.23A 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.

Evidence of Learning□ Given a variety of maps, graphs, charts and models, students will be able to organize and interpret social studies databases about Europe and Russia with 80% accuracy.□ Given a variety of outlines, reports, and visuals, students will use mathematical skills to interpret social studies information about Europe and Russia with 80% accuracy.□ Given the history of how democratic societies formed, students will explain the roles and responsibilities of European citizens with 80% accuracy.□ Given the conflict and cooperation among the ethnic groups of Bosnia and Northern Ireland, students will describe the conflict and potential solution of the problem with

80% accuracy.□ Given the five themes of geography, students will compare and contrast various geographic regions around Europe and Russia with 80% accuracy.□ At the end of the unit, students will be able to reflect and articulate the answers to the essential questions about Europe and Russia with 80% accuracy.



http://socialstudies.tea.state.tx.us/teks_and_taas/teks/gloss6.htm#pov

Social Studies - World Cultures and World GeographyLesson 1: Geography of Europe and Russia CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills How do the five themes of geography apply to Europe and Russia? How has geography been able to influence European traditions and

cultures? Why is the Aral Sea a perfect example of human environment interaction? Why are waterways important to Europe?

Know the basic parts of a map (K - 3) Know about characteristics of physical regions on a map (3, 4, 5) Understand cardinal directions (K - 3) Interpret and analyze maps (4, 5) Know how to create a map (1 - 3) Understand geographic data on maps, graphs, charts (K - 5) Interpret place, location, region, movement, and human environment interaction (1

– 5)The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

Hook Display a picture of the San Antonio Tower of Americas and elicit responses from

students on various sites they have visited. http://www.toweroftheamericas.com/ then give a prompt something like: Downtown we have a tall structure that has a restaurant and an observation deck… Once students state the Tower of the Americas the teacher will show students pictures of the following Towers from the Internet in Europe.

For example: o The Eiffel Tower is located in Paris, France. Many people go to Paris as a tourist

destination. http://www.tour-eiffel.fr/teiffel/uk/o The Tower of London is a famous landmark located in England.

http://www.toweroflondontour.com/kids/links.htmlo The Leaning Tower of Pisa is located in the city of Pisa, Italy.

http://www.pisaonline.it/pisa/town/pagine/torre2.htm http://torre.duomo.pisa.it/index_eng.htmlo The Clock Tower in the Kremlin is located in Moscow , Russia

http://www.kreml.ru/en/main/kremlin/tsar_bell/ What other influences has Europe made in the United States including languages, art,

architecture, religion, traditions and culture. Our history is based on the Europeans coming to the New World. Discuss with students that in spite of the geographic landforms all over Europe, towers have still been erected. Ask students to locate on a map where their tower is located for other students to see.(6.1A. , 6.3C, 6.4B, 6.22B)

Guided Practice model the reading strategy on how to preview (look at titles/pictures, read the captions

and highlighted-bolded key words and read definitions) in the textbook and have students predict how to apply the five themes of geography to Europe and Russia. Chapter 10 - Section 1 pgs. 270 – 277; Chapter 11 - Section 4 pg. 320 Geography Skillbuilder; Chapter 12 pg. 349 Focus on Geography; Chapter 13 – Section 2 pg. 365 Geography Skillbuilder and pg. 375 Focus on Geography

” I CAN” statements highlighted in yellow should be displayed for students in small groups, assign each group a tower. Distribute handouts for

each tower in order for students to be able to hold a discussion about the assigned tower.

o in a classroom discussion, write a comparison of the Eiffel Tower to the Tower of the Americas into the interactive notebook.

o in a classroom discussion, write a comparison of the Tower of London to the Tower of the Americas into the interactive notebook.

o in a classroom discussion, write a comparison between the Leaning Tower of Pisa to the Tower of the Americas into the interactive notebook.

o in a classroom discussion, write a comparison of the Clock Tower in the Kremlin located in Moscow to the Tower of the Americas.

in a classroom discussion, I can answer the following questions;o what makes the tower unique from other towers?o in what year was the tower built? How old is the tower? o who built the tower?o why was the tower built, what was its purpose?o show on a political or physical map the location of the towers and use

Google Earth to show the location of the towers. (6.1A. , 6.3C, 6.4B, 6.22B)

in pairs, students discuss the following questions for Europe and Russia;

o why is it important to study the geography of Europe and Russia? o how can understanding the five themes of geography help me

understand Europe and Russia? (6.1A, 6.21B, 6.21C, 6.22 B, 6.22C, 6.22D)



http://www.kreml.ru/en/main/kremlin/tsar_bell/

http://torre.duomo.pisa.it/index_eng.html

http://www.pisaonline.it/pisa/town/pagine/torre2.htm

http://www.toweroflondontour.com/kids/links.html

http://www.tour-eiffel.fr/teiffel/uk/

http://www.toweroftheamericas.com/

Chapter 14 – Section 1pg. 380 Geography Skillbuilder, Sect. 3 pg. 391 Geography Skillbuilder, Sect. 4 pg. 395 Geography Skillbuilder and Sect. 5 pgs. 399 - 400 Geography Skillbuilder(6.1A, 6.3C, 6.21B, 6.21C, 6.22 B, 6.22C, 6.22D)

demonstrate the use of a T-chart found on the SAISD Social Studies website/Teachers Zone/Strategies - T-Chart. http://www.saisd.net/ADMIN/curric/SStudies/index.html Discuss with students how can the five themes of geography be applied to Europe. (6.3C, 6.21B, 6.21C)

research and write a short essay about some of the landforms unique to Europe and Russia, and are tourist destination sites. For example; Lake Baikal, the Caspian Sea, Volga River, Aral Sea, Siberia, Pyrenees Mountains, Mount Vesuvius, English Channel, The Alps, the Black Sea, etc… https://www.cia.gov/library/publications/the-world-factbook/index.html. Explain to students they will need to provide some general information about the landform as well as the following;

o country location o place (latitude and longitudeo region(s) where the landform is located o human-environment interaction that is taking place with the landform, o the best transportation to use to get to the landform directions/route how to travel to and

from the landform from San Antonio, Texas. (6.3C , 6.4B, 6.5A, 6.22B) demonstrate how to use Google Earth locating the listed Europe and Russian

landforms such as; Lake Baikal, the Caspian Sea, Volga River, Aral Sea -http://www.saisd.net/ADMIN/curric/SStudies/handson/aralsea.pdf Siberia, Mount Vesuvius, English Channel, The Alps, the Black Sea in Europe and Russia.distribute a blank outline map for Europe and Russia (6.5A, 6.6A, 6.22A, 6.22E)

Ask students to predict what would happen if the Edwards Aquifer were to dry up completely. What would San Antonio do for water?. http://www.saisd.net/ADMIN/curric/SStudies/handson/aralsea.pdf (6.6A, 6.6C, 6.7B. 6.7C)

students if they have ever experienced an earthquake or volcano eruption. If no students have ever experienced either ask students to compare an earthquake to a funhouse at the carnival but there is no fun involved. Tell students that there is a violent earthquake before a volcano erupts. Based on this information ask student to predict what they think it would be like to experience either one. Demonstrate using Google Earth and show students Mount St. Helen’s in Washington and to think about California earthquakes.(NOTE: if a major earthquake has taken place recently go to CNN.com and allow students to look at any of the images that are available)(6.3C, 6.4B, 6.6A. , 6.21B)

Demonstrate the use of Global-PC using the overhead projector so that students may follow along and have a better understanding of the purpose of the Global-PC. The Global-PC can be found on the SAISD Social Studies website /Teachers Zone/Strategies - GLOBAL PC - How to - download. (6.1A. , 6.4B, 6.5A, 6.21B)

in pairs, create a T-chart for the five themes of geography into the interactive notebook for Europe and Russia.(6.3C, 6.21B, 6.21C)

select a topic about different landforms and have students answer the general questions listed below:

o Why is this landform famous? o How did this landform become famous? o What types of changes have happened overtime to this landform? o Will the landform continue to change?

(6.3C , 6.4B, 6.5A, 6.22B)

Compare and contrast major geographic features such as, landforms and water ways for Europe and Russia. Predict what living in these different areas would be like.

locate and label the listed major geographic features found in Europe and Russia using a blank outline map. (6.5A, 6.6A, 6.22A, 6.22E)

use problem-solving skills to implement a solution about what to do with the Aral Sea and its damage. Analyze how citizens should conserve especially during the times of a drought.

Individually, write notes on the information discussed about the Edwards Aquifer and the Aral Sea. (6.6A, 6.6C, 6.7B. 6.7C,6.23A)

in a classroom discussion, answer questions about earthquakes and volcanoes proposed by the teacher in the interactive notebook;

o what is happening to the earth when an earthquake takes place?o what is happening to the earth when a volcano erupts?o why are earthquakes and volcanoes so deadly and costly in Europe?o if earthquakes and volcanoes are so deadly and costly, why do people

continue to live near a volcano? Why do people continue to live in an area where earthquakes happen?

(6.3C, 6.4B, 6.6A. , 6.21B)

individually, complete the Global PC handout during the classroom discussion, teacher instruction and information.(6.1A. , 6.4B, 6.5A, 6.21B)



http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/wordoriginal/GLOBALPC.doc

http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/wordoriginal/GLOBALPC.doc

http://www.cnn.com/

http://earth.google.com/

http://www.saisd.net/ADMIN/curric/SStudies/handson/aralsea.pdf

http://www.saisd.net/ADMIN/curric/SStudies/handson/aralsea.pdf


https://www.cia.gov/library/publications/the-world-factbook/index.html

http://www.saisd.net/ADMIN/curric/SStudies/index.html

have students create comparison bar graphs representing the population and average temperature for the regions of Europe and Russia as assigned by the classroom teacher on graph paper. Teacher will use the following question to prompt the classroom discussion about population and temperature; Are there more people in the North or South of Europe and Russia? Why or why not? Do you think the temperature has anything to do with where the populations of the countries are located?

have students display this valuable information for the classroom to view the differences between the bar graphs (6.22A, 6.22E)

Independent Practice create a travel brochure as an example for student to see of a vacation in a

country in Europe and/or Russia. have some travel brochure available for students to review and use as an

example to follow. (Teachers may contact travel agencies to get donations of sample travel brochures.) Teachers can select the size of the brochure 8 ½” by 11” can be a tri-fold or 8 ½ “ by 13 can be a quad-fold

explain to students that they will design a brochure for a country to visit. Student may use the following websites as a resource to research their country; https://www.cia.gov/ and https://www.cia.gov/library/publications/the-world-factbook/index.htmlInclude the following in the brochure;

o title/country with a flag icon and a small summary paragraph about the country.o location of the country and include images of different locations throughout the countryo climate and temperature range for summer, spring, fall, and wintero currency used in the countryo famous landmarks o famous landforms that may be a tourist destination such as a Castle Tour down the

Rhine River in southern Germany.o the country capital and three major cities and populations listed for eacho major mode of transportation for most citizens of the country

(6.3C, 6.4B, 6.5A, 6.22B) distribute a blank outline map of Europe and Russia. On the overhead have the same

map available for students to label. Explain to students there are 20 locations to be labeled on the map (teacher may want to assign a location to each student). As students find the locations they will volunteer and label the overhead map.

discuss with students what should be color coded and which color to use (6.4B, 6.5A, 6.22A)

Extension research how the European architecture has remained standing after

thousands of years and natural disasters. Answer this question: What could happen to San Antonio if there was an earthquake? (6.3C, 6.4B, 6.5A, 6.21B, 6.22B)

Construct a bar graphs to compare and contrast the countries population and average temperature and answer the teacher prompting questions.

Compare and contrast the differences between the bar graphs and draw conclusions about the population distribution across Europe and Russia. Summarize these conclusions in the Interactive Notebook.(6.22A, 6.22E)

Create a travel brochure of a country.

The brochure should include the following;o title of the country, a flag icon and a small summary paragraph about the

country.o location of the country and images of different locations throughout the

countryo climate and temperature range for summer, spring, fall, and wintero currency used in the countryo famous landforms that may be a tourist destination such as Castle Tour

down the Rhine River in southern Germany, Hitler’s Eagle’s Nest, or the Matterhorn in Switzerland

o capital and 3 major cities and populations listed for each cityo major mode of transportation for the country(6.3C, 6.4B, 6.5A, 6.22B)

fill in the blank outline map using the list of vocabulary for the lesson, color code the map i.e. blue for water, green for farm land, brown for desert and mountains etc…

check/correct a map to the overhead map and glue the map in the Interactive notebook(6.4B, 6.5A, 6.22A)

research some of the ancient structures in Europe such as; o Parthenon in Athens, Greece

http://www.goddessathena.org/Museum/Temples/Parthenon/index.htmo St. Basil’s Cathedral in Moscow, Russia http://www.moscow.info/red-

square/st-basils-cathedral.aspxo Vatican in Rome, Italy http://www.google.com/search?

sourceid=navclient&ie=UTF-8&rlz=1T4ADBR_enUS205&q=vatican+in+rome (can also use Google Earth)

individually, write into the Interactive Notebook the answer to the teacher

use the prompting questions and answer the following question; how has the European architecture remained standing after hundreds/thousands of years of natural erosion and natural disasters?(6.3C, 6.4B, 6.5A, 6.21B, 6.22B)

Vocabulary: Danube River Rhine River

Resources:Textbook

McDougal Littell – World Cultures and Geography



http://www.google.com/search?sourceid=navclient&ie=UTF-8&rlz=1T4ADBR_enUS205&q=vatican+in+rome



http://www.moscow.info/red-square/st-basils-cathedral.aspx


http://www.goddessathena.org/Museum/Temples/Parthenon/index.htm


https://www.cia.gov/

http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/wordoriginal/bgv1b.dot

Volga River Lake Baikal English Channel Alps Ural Mountains peninsula plain skerries fjord Mediterranean Sea Caspian Sea Baltic Sea North Sea Black Sea Aral Sea Hydroelectricity Kazakhstan Uzbekistan Tajikistan, Kyrgyzstan Turkmenistan Amu Dar'ya River Syr Dar'ya River modification delta desertification irrigation human-environment interaction

Unit 4:o Chapter 10 Section 1 pgs. 270 – 277o Chapter 11 Section 4 pg. 320 Geography Skillbuildero Chapter 12 Section 3 pg. 349 Focus on Geographyo Chapter 13 Section 2 pg. 365 Geography Skillbuilder and pg. 375 Focus

on Geographyo Chapter 14 Section 1 pg. 380 Geography Skillbuilder, Section 3 pg. 391

Geography Skillbuilder, Section 4 pg. 395 Geography Skillbuilder and Section 5 pg. 400 Geography Skillbuilder

District Resources SAISD Social Studies website/Teachers Zone/Strategies - GLOBAL PC

- How to -download Print Resources

World Almanac and/or Atlas Globe/Maps McDougal Littell – World Cultures and Geography Use TAKS Practice

Transparency pgs. TT29, TT31, TT 34, TT44 McDougal Littell – World Cultures and Geography Reading Study

Guide workbook pgs. 78 - 79 McDougal Littell – World Cultures and Geography TAKS Spiraled

Content Review workbook pgs. 42, 70

Internet Resources https://www.cia.gov/ https://www.cia.gov/library/publications/the-world-factbook/index.html http://www.toweroflondontour.com/kids/links.html http://www.tour-eiffel.fr/teiffel/uk/ http://www.kremlin.museum.ru/en/main/kremlin/ http://www.kreml.ru/en/main/kremlin/tsar_bell/ CNN.com http://torre.duomo.pisa.it/index_eng.html http://www.pisaonline.it/pisa/town/pagine/torre2.htm http://www.toweroftheamericas.com/ http://office.microsoft.com/en-us/clipart/results.aspx?

qu=tower+of+london&sc=20 Google Earth http://www.goddess-athena.org/Museum/Temples/Parthenon/index.htm Russia http://www.moscow.info/red-square/st-basils-cathedral.aspx Vatican http://www.google.com/search?sourceid=navclient&ie=UTF-

8&rlz=1T4ADBR_enUS205&q=vatican+in+romeMedia Resources

PowerMedia Plus



http://www.powermediaplus.com/digitalHome.asp





http://www.goddess-athena.org/Museum/Temples/Parthenon/index.htm


http://office.microsoft.com/en-us/clipart/results.aspx?qu=tower+of+london&sc=20

http://office.microsoft.com/en-us/clipart/results.aspx?qu=tower+of+london&sc=20

http://www.toweroftheamericas.com/

http://www.pisaonline.it/pisa/town/pagine/torre2.htm

http://torre.duomo.pisa.it/index_eng.html

http://www.cnn.com/

http://www.kreml.ru/en/main/kremlin/tsar_bell/

http://www.kremlin.museum.ru/en/main/kremlin/

http://www.tour-eiffel.fr/teiffel/uk/

http://www.toweroflondontour.com/kids/links.html



http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/wordoriginal/globalpcinfo.doc

http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/wordoriginal/globalpcinfo.doc

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students struggling to understand? Create comparison bar graphs representing the

population, average temperature, and average precipitation for Texas, United States and Canada?

and display this valuable information for the entire classroom to see on graph paper.

What do you do for students who master the learning quickly?

use the CIA Factbook https://www.cia.gov/ information to create a bar/pie chart on the population of North America. Use the Microsoft graphing chart program to make the bar/pie chart.

continue research of the topic selected for the National History Day project in the Library or on the Internet. Based on teacher recommendations, begin writing a final draft/ PowerPoint/ exhibit display etc… on the topic.

continue research of the topic selected for Geography Awareness Week in the Library or on the Internet. Based on teacher recommendations begin writing a final draft on the topic.

What is the name of the body of water labeled “A”?A Aral SeaB Baltic SeaC North SeaD Mediterranean Sea

SAISD 2007-08 Grade 6 Interim Assessment 2ndT (9 wks)






http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/wordoriginal/bgv1b.dot

http://www.saisd.net/ADMIN/curric/iaarchive/sst_graphics/pg3/images/2wg_05-06_1_gif.gif

Social Studies – World Cultures and GeographyLesson 2: Economics of Europe and Russia CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills How does the European Union affect the European economic community? How does the literacy rate influence the economy of a country thereby

influencing the standard of living? How do most people in Europe and Russia earn a living? How has the American idea of progress and equality of opportunity

influenced the European and Russian economics? How did the rise of the middle class occur in Europe?

Know that there are benefits to the free enterprise system (2 - 5) Identify some common economic interdependence between and among European

countries and the world. (3 - 5) Understand that supply and demand of a product can influence the price on the

United States and world market. (2, 4, 5) Explain the difference between a want and a need, and how a job helps a person

make choices in fulfilling the want and the need. (K - 3, 5)The Teaching Plan


Hook Simulate trading using the International Monetary Fund

Trading Game. The teacher will follow the directions that were put forth by the International Monetary Fund. (6.8A, 6.8B, 6.8C)

Guided Practice model the reading strategy on how to preview the textbook (look at titles/pictures, read the captions

and highlighted-bolded key words/definitions) and then predict how European economic systems operate in different countries. Unit 4: pg. 267 CurrencyChapter 10 Section 1 pgs. 276 – 277 and Geography Skillbuilder Section 2 pg. 278Chapter 11 Section 3 pgs. 314 – 315 The Workshop of the WorldChapter 13 pg. 352 Reading Social Studies Region (picture): Euros, Section 1pgs. 355 – 356, The Soviet Economy pg. 358 Economic Crises, Section 2 pg. 362 New Economics pgs. 365 - 366 Geography Skillbuilder, Resources, Industry, Economics, Section 3 pg. 368 European Union and pgs. 369 – 370; Chapter 14 Section 1 pg. 383, Section 3 pgs. 391 – 392, and Section 5 pg. 399, pgs. 401 - 402 A Changing Economy(6.1A, 6.22 B, 6.22C, 6.22D)

describe to students the different types of economies market, traditional, command providing examples for Europe such as, Bosnia, Ireland, Russia, Germany, Belgium, France, Poland, Sweden and England.

explain to students they will research the assigned country and show how the country makes money with the products available within the country (usually resulting in imports and exports). Cite the average pay earned by the different jobs done by the people for the country. For example: Ireland from CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ (6.4B, 6.10B)

in the textbook Section 3 European Union pgs. 368 – 370, explain the European Union and European Community positive and negative affects on Europe’s overall economy with an explanation answering the following questions;

owhat were the major factors in the development of the European Union?o how can the European Union affect the international economic community?

” I CAN” statements highlighted in yellow should be displayed for students

simulate trading and answer the teacher questions during the International Monetary Fund Trading game about economics.(6.8A, 6.8B, 6.8C)

preview reading the text and predict answers to:o how has the new currency of the Euro improved since it use

was put into effect? o how can the standard of living and inflation influence the

economy of a country? record predictions in the interactive notebook

(6.1A, 6.22 B, 6.22C, 6.22D)

in pairs, create a t-chart of the different types of economies (market, traditional, command) for the following countries Bosnia, Ireland, Greece, Italy, Russia, Germany, France, Poland, Sweden and England. include the main import and export, and average pay earned for each country.

Student’s information should appear to be very similar as the teacher’s example. Students will research the internet using the provided website.(6.4B, 6.10B)

individually, design a t-chart with sub-columns as needed, students will take notes in the interactive notebook about the European Union and answer the following questions:o what were the major factors in the development of the

European Union?



https://www.cia.gov/library/publications/the-world-factbook/


http://www.imf.org/external/np/exr/center/students/trade/traders.cfm?u=E2D4AC21&ng=true

European Union European union capitals distribute the European Union matching flag hands-on strategy. Tell students they may use

the textbook and any other resources available in the classroom (6.8A, 6.8B, 6.9A)

o how can the European Union affect the international economic community?

with a partner complete the following: the European Union True or False test for a classroom

discussion the European Union capitals puzzle for a classroom

discussion the European Union matching flag hands-on strategy What have we learned about the European Union?

(6.8A, 6.8B, 6.9A) discuss with students the main natural resources that Europe and Russia uses to

trade around the world for the following countries; Bosnia, Ireland, Russia, Germany, Belgium, and England. For example: Ireland from CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ . Some natural resources for Ireland: wheat, fishing, natural gas, copper, lead, zinc, silver, see maps textbook pages 277 and 365.

distribute a blank outline map for students to use to create a natural resource map for the teacher assigned country per pair of students.(6.8C, 6.9A)

create a natural resource map with a partner, for regions of Europe and Russia

as assigned by the teacher. Students will create color coded key, latitude and longitude and icons to represent some of natural resource minerals as needed.

fill in the map for the assigned country with a partner. display the blank outline map so I can make comparisons

with the different maps and draw conclusions about the main natural resources for Europe and Russia. Students are to write their conclusions in the Interactive Notebook.(6.8C, 6.9A)

demonstrate how to create economic vocabulary foldable using visual representation. Teachers can use the suggested strategy found on the SAISD Social Studies website/Teachers Zone/Strategies. Students then will create a foldable for each vocabulary term and place them into the interactive notebook.(6.22A, 6.22E)

individually, use the hands-on foldable strategy, students are to define vocabulary terms and glue them into the interactive notebook. All students are to present one or two vocabulary words to the classroom before they glue into the Interactive notebook.(6.22A, 6.22E)

Independent Practice describe to student that they will research and create an economic Power Point presentation that

demonstrates the European economic systems for the following countries using a computer program; Bosnia, Ireland, Russia, Germany, Belgium, and England. Student will be guided through the following information: o name of the currency being used today, the name of the currency used before the Euroo provide the average standard of living for each countryo identify the main occupation that most of the countries people do to earn a living.o is the country a member of the European Union?o why would any country want to enter the European Union?o the main type of economy for the countryo if the country had a different type of economy in the past, list which types of economy the country

had and if it was not successful why was the country allowed to enter the EU. students will present the Power Point to the classroom. (6.5A, 6.8B, 6.10A)

in small groups as assigned by the teacher; research and create a economic Power Point about an

assigned country with the following information;o name of the currency being used today, the name of the

currency used before the Euroo provide the average standard of living for each countryo identify the main occupation that most of the countries

people do to earn a living.o is the country a member of the European Union?o the main type of economy for the countryo if the country had a different type of economy in the past, list

which types of economy the country had and if it was not successful why was the country allowed to enter the EU.

students will present the economic Power Point to the classroom.(6.5A, 6.8B, 6.10A)






http://eucenter.tamu.edu/Education/ActivityWorksheet/European%20Union%20Capitals%20Crossword.doc

http://eucenter.tamu.edu/Education/ActivityWorksheet/True-False%20Activity%20Worksheet.doc

Extension use the following website and download the worksheet Marketplace: Let’s Go Euro! Teacher will

select the portions of the lesson they want to use in the classroom and distribute to the students. Teacher may need to have a few calculators available for students to use to figure out the exchange rates of some of the EU countries that do not use the euro.

http://thinkfinity.org/PartnerSearch.aspx?Search=True&orgn_id=4&subject=economics&partner=EconEdLink&resource_type=all&q=euro&grade=6,8(6.21B, 6.22F)

with a partner complete the currency rate calculations worksheet distributed by the teacher

(6.21B, 6.22F)

Vocabulary: labor force capitalism private property rights European Union solidarity currency raw materials industrialized Industrial Revolution import export textiles tariff Euro pound franc standard of living socialism European Community inflation natural resources collective farms traditional economy market economy command economy free-market economies mixed economy

Resources:Textbook

McDougal Littell textbook– World Cultures and Geography Unit 4: pg. 267 CurrencyChapter 10 Section 1 pgs. 276 – 277 and Geography Skillbuilder Section 2 pg. 278Chapter 11 Section 3 pgs. 314 – 315 The Workshop of the WorldChapter 13 pg. 352 Reading Social Studies Region (picture): Euros, Section 1pgs. 355 – 356, The Soviet Economy pg. 358 Economic Crises, Section 2 pg. 362 New Economics pgs. 365 - 366 Geography Skillbuilder, Resources, Industry, Economics, Section 3 pg. 368 European Union and pgs. 369 – 370Chapter 14 Section 1 pg. 383, Section 3 pgs. 391 – 392, and Section 5 pg. 399, pgs. 401 - 402 A Changing Economy

District Resources SAISD – Social Studies o Graphic Organizers - http://www.fno.org/oct97/picture.html

Print Resources McDougal Littell – World Cultures and Geography TAKS

Spiraled Content Review pg. 86 Questions 3 & 4 McDougal Littell – World Cultures and Geography TAKS

Practice Transparency pgs. TT40, TT42 EU McDougal Littell – World Cultures and Geography Reading

Study Guide pg. 92 and pg. 93 Workshop of the World, pg. 107 The

Soviet Economy, pg. 109 questions 1 and 3, pgs. 110 - 111 questions 1 and 2, pg. 113 Main Ideas questions 4,5 and Thinking Critically question 1. pg. 115 The British Economy, pgs. 118 - 119 A Centralized Economy question 2, pg. 123 question 3

Internet Resources National Geographic Xpeditions http :// thinkfinity . org / PartnerSearch . aspx ?

Search = True & orgn _ id =4& subject = economics & partner = EconEd Link & resource _ type = all & q = euro & grade =6,8



http://thinkfinity.org/PartnerSearch.aspx?Search=True&orgn_id=4&subject=economics&partner=EconEdLink&resource_type=all&q=euro&grade=6,8



http://www.nationalgeographic.com/xpeditions

http://www.fno.org/oct97/picture.html

http://www.saisd.net/admin/curric/sstudies

http :// www . imf . org / external / np / exr / center / students / trade / traders . cfm ? u = E 2 D 4 AC 21& ng = true

U.N. Cyberschoolbus Nation Master http://eucenter.tamu.edu/Education/ActivityWorksheet/True-

False%20Activity%20Worksheet.doc https://www.cia.gov/library/publications/the-world-factbook/

geos/ei.html#Econ

Media Resources PowerMedia Plus


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students struggling to understand?

research answers to the following questions;o What are the main jobs people do to earn a living in San

Antonio?o What is the national minimum wage?o What is the average wage earned by a San Antonio family

per year?o The average wage earned, is for how many people in a

family?o What is the average literacy rate for the city of San

Antonio? in comparison to Europe or Russia, are San Antonio families

doing better or worse overall for wage earnings and literacy rate?

What do you do for students who master the learning quickly? research trade on the European Union Center of

Excellence at Texas A & M University website. (http://eucenter.tamu.edu/Education/ActivityWorksheet/True-False%20Activity%20Worksheet.doc)

write a summary essay about the information found. Provide a bar graph and pie chart of some of the data found. With student choice and teacher guidance select the best topic.

continue research of the topic selected for the National History Day project in the Library or on the Internethttp://www.saisd.net/ADMIN/curric/SStudies/index.html. Begin writing a rough draft on the topic selected.

continue research of the topic selected for Geography Awareness Week in the Library or on the Internet. Begin writing a rough draft on the topic selected.

Use the chart and your knowledge of social studies to answer the following question.

TYPE OF ECONOMY

DEFINITATION

Traditional Economy driven by rituals, customs or habits.

Command The government determines how the economy is to be run.

MarketIndividuals determine the economy based on supplyand demand.

Which economy is the most common in Europe?

F traditional

G command

H market

J none of the above

2007 6th grade Social Studies Interim 2ndt (9 weeks)








https://www.cia.gov/library/publications/the-world-factbook/geos/ei.html%23Econ

https://www.cia.gov/library/publications/the-world-factbook/geos/ei.html%23Econ



http://www.nationmaster.com/

http://www.un.org/Pubs/CyberSchoolBus/

Social Studies - World Cultures and World GeographyLesson 3: Governments in Europe and Russia CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills Why have the achievements and contributions of ancient Greece and Rome still

continue to influence government and law in the world today? Why has some form of democracy taken over the governments in Europe?

Know the community, state, and national leaders of San Antonio, Texas, and the United States. (K - 3, 5)

Understand the difference between primary and secondary sources. (4-5) Identify problems and situations requiring decisions, gathering information,

considering options, predicting consequences, taking action, and evaluating solutions/decisions. (K - 5)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…Hook have the definition for primary and secondary sources written on the overhead for students to copy in the interactive notebook. Begin with their own primary and secondary source documents.

Teachers may use the SAISD Social Studies website/Teachers Zone/Strategies-Primary Sources - How to - Download http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/primarypresent.pdf such as, pictures or cards written by grandparents, parents, baby pictures, 6th grade school picture, graduation pictures from high school, college, wedding, marriage license, birth certificate, high school diploma, copies of other important documents such as report cards, immunization record, college transcript, etc…

ask students to define which are primary and secondary source documents they have at home that are the same or similar as the teachers. In order for students to better understand how important primary and secondary source are to history teachers will use the SAISD Social Studies website/Teachers Zone/Strategies-Primary Sources-Oral History-Download http://www.saisd.net/ADMIN/curric/SStudies/teachstrat.html to explain to students they will conduct an oral history interview about their family.

read the following about the Magna Carta; … Abuses by King John caused a revolt by nobles who compelled him to execute this recognition of rights for both noblemen and ordinary Englishmen. It established the principle that no one, including the king or a lawmaker, is above the law… Explain to students the following primary source document in a classroom discussion; Magna Carta http://www.britannia.com/history/docs/magna2.html by asking the following questions; o who authored the Magna Carta?o is the Magna Carta a primary source or secondary source? o describe some of the important primary source documents that Europe has contributed to history.

(6.2A, 6.11C, 6.12A, 6.13A, 6.17A)

Guided Practice model the reading strategy on how to preview the textbook (look at titles/pictures,read the captions and highlighted-

bolded key words/definitions) and then have students predict about the different types of governments for Europe and Russia (Chapter 10 Section 2 pg. 280 Individual Forms of Government and Section 4 pg. 294 – 295 The Late Middle Ages; Chapter 11 Section 3 pg. 315 Population Skillbuilder; Chapter 12 Section 1 pgs. 329 – 330, Constitutional Monarchies pg. 332 – Austria-Hungary and Section 3 pg. 343; Chapter 13 Section 2 pgs. 361 – 362, pg. 364 Russia’s Government, pg. 367 – 368 Regional Governments, Section 3 pgs. 370 – 371 City Life and Country Life; Chapter 14 – Section 3 pg. 391and Section 5 pg. 400 – 401 Free Poland(6.11A, 6.11D, 6.12B, 6.13C, 6.17E)

” I CAN” statements highlighted in yellow should be displayed for students catergorize examples around the classroom of

primary and secondary sources. Students will define primary and secondary sources in their own words, using the interactive notebook.

in a classroom discussion, answer the teacher questions about their own primary and secondary sources they have at home such as, pictures of their grandparents, great-grandparents etc…some of the same documents as the teacher. Students will use the questionnaire given to them to do an oral history interview. If students have no one to interview suggestion: have they interviewed one of the teachers or any adult or authority figure in the school.

listen, and follow the teachers directions and prompting questions about the Magna Carta in a classroom discussion.(6.2A, 6.11C, 6.12A, 6.13A, 6.17A)

demonstrate how to preview the text by discussing the answers to the questions from the textbook and l write the answers in the Interactive notebook.(6.11A, 6.11D, 6.12B, 6.13C, 6.17E)



http://www.saisd.net/ADMIN/curric/SStudies/primary.html

http://www.britannia.com/history/docs/magna2.html


http://www.saisd.net/ADMIN/curric/SStudies/teachstrat.html

http://www.saisd.net/ADMIN/curric/SStudies/GOPDF/primarypresent.pdf

explain to students they will match the government document with a date to the title SAISD Social Studies Website/ Teachers Zone/Primarily Speaking-Document-Visit-Download(see attached sample A)(6.21A, 6.22A, 6.22B)

have students open book to page 126 and follow along as the teacher explains how students will modify the chart Comparing the Canadian and U.S. government to Germany and Russia including names of the Heads of State and Government.o What comparisons can students make about the two governments? How are they the same or different? Are the

governments as democratic as the United States government?(6.3C, 6.12D,6.17D, 6.21B)

explain to students they will create a chart about the different forms of government in Europe and Russia (see attached sample B). Discuss how some of the governments came before others and have students predict which government they think was first. The teacher will write on the overhead or board the student answers. Encourage students to use facts to make their predictions.

tell students that they will present the information they gathered to the classroom(6.11B, 6.11D, 6.12A, 6.22B)

Independent Practice discuss with students the relationship among the vocabulary words using a web diagram graphic organizer. Teacher

may use the suggested graphic organizers from the SAISD Social Studies Website/Teachers Zone/On-Line Resources/Why Graphic Organizers?

explain to students that they will create a web diagram visual to better explain the relationship between the vocabulary words. They will present the web diagram they design to the classroom.(6.21C, 6.22D)

Extension use History Alive! Europe placards (4A and 4D) and (4B and 4E) ask students to write an essay about how all of the

placards have to do with revolution culture(6.11B, 6.13C, 6.22A, 6.22B, 6.22E)

individually, glue in the interactive notebook the hands-on activity as directed by the teacher and fill in all needed information.(6.21A, 6.22A, 6.22B)

Create a T-chart comparing the United States with Russia. Students will fill in the chart and include the names of the Prime Ministers or Presidents.

write the answers to the teacher questions in the Interactive Notebook. (6.3C, 6.12D,6.17D, 6.21B)

in a classroom discussion, predict which governments came first and last using prior knowledge.

in small groups, research and create a chart for the classrooms to review and copy in the interactive notebook comparing and contrasting the different forms of government.(6.11B, 6.11D, 6.12A, 6.22B)

create a web diagram visual to describe the relationship among the vocabulary words. Student will put the created web diagram in the interactive notebook.

present to the classroom their web diagram with reasons for grouping the vocabulary words as they did for better understanding of the vocabulary.(6.21C, 6.22D)

write an essay clarifying revolution in regards to the placards by answering the following questions;o describe the scenes in each placard.o give a title to each placard. Explain why the

titled was selected.o explain in detail how the placards are the

same and different?o describe ways in which societal issues

influence creative expressions(6.11B, 6.13C, 6.22A, 6.22B, 6.22E)

Vocabulary: oligarchy republic city-state senate democracy nationalism

Resources:Textbook McDougal Littell – World Cultures and Geography Unit 4:Chapter 10 Section 2 pg. 280 Individual Forms of Government and Section 4 pg. 294 – 295 The Late Middle AgesChapter 11 Section 3 pg. 315 Population SkillbuilderChapter 12 Section 1 pgs. 329 – 330, Constitutional Monarchies pg. 332 – Austria-Hungary and Section 3 pg. 343Chapter 13 Section 2 pgs. 361 – 362, pg. 364 Russia’s Government, pg. 367 – 368 Regional Governments, Section 3





nationalized colonialism constitutional monarchies dual monarchy monarchy empire unlimited government Magna Carta manorialism guild communism puppet government one-party system imperialism parliamentary republic coalition government French Revolution Russian Revolution dictator prime minister self-rule ombudsmen Duma solidarity dissident assembly civil rights

pgs. 370 – 371 City Life and Country LifeChapter 14 – Section 3 pg. 391and Section 5 pg. 400 – 401 Free PolandDistrict Resources

SAISD – Social Studieso Graphic Organizers

Print Resources McDougal Littell – World Cultures and Geography TAKS Spiraled Content Review

pg 44 question 1-4 McDougal Littell – World Cultures and Geography TAKS Practice Transparency

pages TT 35, TT 36, TT 41 McDougal Littell – World Cultures and Geography Reading Study Guide Workbook; pages 93 #3,

1. History Alive! The Challenge of Forming a Government, European workbook Activity1 and 2

History Alive! Europe Placards #4a, 4b, 4d, 4e, - Revolution Culture

Internet Resources http://www.britannia.com/history/docs/magna2.html http://legaldictionary.thefreedictionary.com/constitutional+monarchy http://www.google.com/search?sourceid=navclient&aq=t&ie=UTF-

8&rlz=1T4ADBR_enUS205&q=absolute+monarchy+definition http://www.texaslre.org/downloads/042006_lp_highschool.pdf http://www.smithsonianeducation.org/educators/lesson_plans/elections/cover.html http://www.google.com/search?hl=en&q=www.parl.gc.ca%2Finformation%2Flibrary%2Fidb%2Fforsey

%2Findex-e.asp&btnG=Search





http://www.google.com/search?hl=en&q=www.parl.gc.ca%2Finformation%2Flibrary%2Fidb%2Fforsey%2Findex-e.asp&btnG=Search

http://www.google.com/search?hl=en&q=www.parl.gc.ca%2Finformation%2Flibrary%2Fidb%2Fforsey%2Findex-e.asp&btnG=Search

http://www.smithsonianeducation.org/educators/lesson_plans/elections/cover.html

http://www.texaslre.org/downloads/042006_lp_highschool.pdf

http://www.google.com/search?sourceid=navclient&aq=t&ie=UTF-8&rlz=1T4ADBR_enUS205&q=absolute+monarchy+definition

http://www.google.com/search?sourceid=navclient&aq=t&ie=UTF-8&rlz=1T4ADBR_enUS205&q=absolute+monarchy+definition

http://legaldictionary.thefreedictionary.com/constitutional+monarchy




Anticipated Skills for SAT/ACT/College BoardWhat do you do for students struggling to understand?

give examples of how freedom is practiced in most democratic European countries.

explain the difference between the following types of government leaders: dictator, prime minister, oligarchy, monarchy, manorialism, communism, nationalism


compare and contrast the French Revolution and the Russian Revolution with the important people and significant

events involved. continue research of the topic selected for the National

History Day project in the Library or on the Internet. http://www.saisd.net/ADMIN/curric/SStudies/index.html Continue writing a rough draft on the topic.

continue research of the topic selected for Geography Awareness Week in the Library or on the Internet. Continue writing a rough draft outline on the topic.

Use the chart and your knowledge of social studies to answer the following question.

Forms of Government DescriptionAbsolute Monarchy

King or Queen is above the law.

Constitutional Monarchy

King or Queen is limited by a constitution or law.

Parliament System

Government is elected by the people. Laws are made by Parliament

Totalitarian System

Absolute rule by a person. People have few or no freedoms.

The most common form of government in Europe is -

F absolute monarchyG constitutional monarchyH parliament systemJ totalitarian system

2007 6th grade Social Studies Interim 2nd (9 weeks)




Social Studies - World Cultures and World GeographyLesson 4a: Conflicts and Compromise - Fall of the European Empires CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills How have the different Europeans cultures influenced the empires? Which factors such as invasion, conquest, colonization, and trade caused an empire to fall? Who have been the significance individuals of the past that caused their empire to fall? Who have helped their empire

to prosper? Why have the historical background relationships between past conflicts given rise to European politics of today? What did the French and Russian Revolutions have in common?

Knowing essential parts of map in order to draw a map (K - 5)

Using social studies data to draw conclusions (K, -5)

Understand the workings of graphic organizers (K - 5)


The teacher will… So students can…Hook

Read the following to students: You have heard Rags to Riches stories about people that have been very poor and then they become very successful in life after they get an education or some people have very little education and become millionaires, Bill Gates, Bill Cosby, Cher, etc…

use the attached handout and fill in the t-chart for the Russian and French Revolutions. (6.1A, 6.2A, 6.12D, 6.13C, 6.15D, 6.21E)

Guided Practice model how to preview the text (look at titles, pictures, and key words) and then have students predict about how

European empires fell by looking at Unit 4: Chapter 11 Section 2 pgs. 310 - 311 Outcomes of Exploration, Section 3 pgs. 316 - 317, Section 4 pgs. 318, 320 - 321, and Chapter 12 Section 1 pgs. 329 - 331.(6.22B, 6.22C)

use the provided attached summary handouts and the following website http://www.timelineindex.com/content/view/1304 to answer questions about Bismarck/Wilhelm II, Nicholas II/Vladimir Lenin and Louis Phillipe/Napolean Bonaparte

compare and contrast the above listed men using a graphic organizer, allow students to create or draw the graphic organizer.(6.21B, 6.21C, 6.22A, 6.22E)

demonstrate how to locate major historical and contemporary societies on maps and globes for the following countries; Russia, Germany, France, Belgium

demonstrate how to use Google Earth to illustrate geographic concepts such as latitude, longitude, relative location and absolute location of the European Empire listed. (6.3C, 6.4A, 6.15D, 6.21C)

Independent Practice explain to students that they will assemble a puzzle with vocabulary words for Europe. Teachers need to access the

SAISD Social Studies website to download the puzzle. Teacher Zone/Hands-on/U.S. History/ http://www.saisd.net/ADMIN/curric/SStudies/handson.html

” I CAN” statements highlighted in yellow should be displayed for students name a few people that are known who have

gone from Rags to Riches and Riches to Rags In pairs, read over the attached handout and

materials. (6.1A, 6.2A, 6.12D, 6.13C, 6.15D, 6.21E)

In pairs, create a list in their interactive notebooks of what they think why empires fall or fail? (6.22B, 6.22C)

follow along with the teacher as she reads the summaries about Bismarck/Wilhelm II, Nicholas II/Vladimir Lenin and Louis Philippe/Napoleon Bonaparte

draw or create a compare and contrast graphic organizer about the above listed men.(6.21B, 6.21C, 6.22A, 6.22E)

individually, examine European maps that show the political boundaries for France,Russia, Germany and Belgium and in a classroom discussion explaining the reasons for the change in boundaries. o did any of these changes of boundaries

affect other nations around these countries?(6.3C, 6.4A, 6.15D, 6.21C)

in pairs, assemble the European puzzle handout, students may use any of the available information, resources…etc…in the classroom to find the answers



http://www.saisd.net/ADMIN/curric/SStudies/handson.html


http://www.timelineindex.com/content/view/1304

European studies/Europe jigsaw puzzle/hands-on/download handout discuss with students that they will create their own puzzle for other 6th grade classrooms to use.

(6.22A, 6.22B, 6.22E, 6.22F)Extension

create a graphic organizer and make predictions of how nations in Europe would reorganize themselves after the collapse/fall of their empire; include political, social, economic and geographical problems with solutions.

The teacher will provide the following questions to prompt students;o What must happen to a countries government that caused the fall?o How are these leaders dealt with in the big picture of recoveryo What must happen with the money of the country? Stays the same, change adopt another countries economy?o If the geography of a country contributed to its collapse, what must happen as part of the recovery program?o What could be a contributing factor to the social well-being of a country recovering from a fall?

(6.5A, 6.21C, 6.21E)

I can create a Europe vocabulary puzzle for other 6th grade classes to use. (6.22A, 6.22B, 6.22E, 6.22F)

create a graphic organizer and make predictions with factual explanations for how a country recovers after a collapse. Students will use the teacher prompting questions and create some questions of their own, offer solutions to any problems questioned.(6.5A, 6.21C, 6.21E)

Vocabulary: empire government economic culture(s) territories Russian Revolution Germany Empire Belgium French Revolution exploration imperialism colonialism Napoleon Otto van Bismarck Wilhelm II Czar Nicholas Vladimir Lenin King Leopold I King Albert II

Resources:Textbook


Unit 4:Chapter 11 Section 2 pgs. 310 - 311 Outcomes of ExplorationChapter 11 Section 3 pgs. 316 - 317Chapter 11 Section 4 pgs. 318, 320 - 321Chapter 12 Section 1 pgs. 329 - 331

District Resources Europe jigsaw puzzle

Print Resources World Almanac/Atlas Globe

Internet Resources TEA - SSC SAISD – Social Studies Google Earth http :// www . geocities . com / Athens /7308/ http://www.timelineindex.com/content/view/1304 http :// www . spartacus . schoolnet . co . uk /

FWWkaiser . htm http://www.encyclopedia.com/doc/1E1-

Robespie.html http :// www . biographybase . com / biography /

Albert _ II _ of _ Belgium . html http://www.lucidcafe.com/library/95aug/

napoleon.html

Media ResourcesSAISD © 2008-09 – Second Grading Period (Grade 6) of 37


http://www.lucidcafe.com/library/95aug/napoleon.html

http://www.lucidcafe.com/library/95aug/napoleon.html

http://www.biographybase.com/biography/Albert_II_of_Belgium.html


http://www.encyclopedia.com/doc/1E1-Robespie.html

http://www.encyclopedia.com/doc/1E1-Robespie.html

http://www.spartacus.schoolnet.co.uk/FWWkaiser.htm

http://www.spartacus.schoolnet.co.uk/FWWkaiser.htm


http://www.geocities.com/Athens/7308/



http://www.tea.state.tx.us/ssc/index.html

PowerMedia Plus


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who can’t “get it”? Assign students in small groups the vocabulary word

exploration, colonialism, and imperialism; draw a Frayer Square and insert the vocabulary word and complete the Frayer Square. Then each group will pantomime so the other groups can figure out the words.

What do you do for students who master the learning quickly? Answer the following question in a short essay.

How do restrictions on rights and freedoms for citizens vary among the different governments in Europe?

The country that does not have a monarch as part of the government today is -

A GermanyB ItalyC FranceD England

2007-08 SAISD 6th Grade Social Studies Interim Assessment (2)




Social Studies – World Cultures and World GeographyLesson 4b: Conflict and Compromise - Bosnia War CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What are the effects of the war in Bosnia? How did the United States help in acquiring peace in Bosnia? Why did the war in Bosnia begin?

Know there can be conflicts between people of the same religion (3 – 5) Interpret research data (K – 5) Understand that sometimes compromise does not happen immediately (1 – 5)



distribute and preview Handout 1http://www.infoplease.com/ipa/A0107349.html (see attached) with students.

explain to students they will be making an ancient timeline using the handout.

The teacher will show students some samples of different types of timelines so they may create one for the Interactive Notebook. select important slides from Handout 2 of the PowerPoint presentation done by Col. Fred Solis on the Bosnian War so that

students can create a war timeline on the SAISD website.(6.1A, 6.21C)


Individually: review the handout while listening to

the teacher instructions. draw an ancient time line in the

Interactive Notebook. draw a Bosnian War timeline in the

Interactive Notebook.(6.1A6.21C)

Guided Practice model how to preview the text (look at titles, pictures, and key words) Unit 4: pgs 260-263, Chapter 12 - Section 1 pg. 329 The Spread of Nationalism, Section 2 pg. 333 Dateline, Chapter 13 – Section 2 pgs. 363 - 364 Geography Skillbuilder and then have students predict the about the

conflict between the Serbs, Croats and Muslims ethnic/religious groups. Teachers may use the following website.http://www.scarecrowpress.com/Chapters/Index.shtml?SKU=0810850842&Site=scarecrowpress&Title=Historical%20Dictionary%20of%20Bosnia%20and%20Herzegovina&FileType=PDF(6.22A, 6.22B, 6.22C)

in pairs as assigned by the teacher, answer the textbook questions and share the answers with the classroom. (6.22A, 6.22B, 6.22C)

demonstrate how to create Bosnia vocabulary webbing organizers using visual representation. Students then will create organizers for each vocabulary term. (6.22A, 6.22B, 6.22C)

use webbing organizers to define vocabulary terms, in pairs.

(6.22A, 6.22B, 6.22C)

demonstrate how to use Google Earth to illustrate geographic concepts such as latitude, longitude, relative location and absolute location of the Balkan States. (6.4A, 6.3C, 6.7C6.21B, 6.21C)

individually, take notes as the view different geographical regions, predicting how they think living in the different regions would be like.(6.4A, 6.3C, 6.7C6.21B, 6.21C)

Independent Practice design a thematic map about the seven Balkan countries at war from 1991 - 1996.

I can design a thematic map about the seven Balkan countries at war from




http://www.scarecrowpress.com/Chapters/Index.shtml?SKU=0810850842&Site=scarecrowpress&Title=Historical%20Dictionary%20of%20Bosnia%20and%20Herzegovina&FileType=PDF


http://www.infoplease.com/ipa/A0107349.html

Label important cities, and the location of ethnic groups. See sample map attached WorldAtlas.com

o discuss the importance of understanding, which were the major ethnic groups in conflict during the Bosnian War and color code each ethnic group on the thematic map.

o outline or give a boundary to the seven countries that are part of the Balkans on the thematic map.(6.3A, 6.21C)

1991 - 1996. Label important cities, and the location of ethnic groups.o discuss the importance of

understanding, which were the major ethnic groups in conflict during the Bosnian War and color code each ethnic group on the thematic map.

o outline or give a boundary to the seven countries that are part of the Balkans on the thematic map(6.3A, 6.21C, 6.23A)

Extension create compare and contrast charts and graphs demonstrating statistical data on ethnic cleansing and draw conclusions on

the effects of the Bosnian War on the population of the Balkan States(6.2A, 6.7B, 6.21B, 6.23A)

create compare and contrast charts and graphs demonstrating statistical data on ethnic cleansing and draw conclusions on the effects of the Bosnian War on the population of the Balkan States(6.2A, 6.7B, 6.21B)

Vocabulary: nationalism Balkan Peninsula Yugoslavia Marshal Tito Slobodan Milosevic Serbs Croats Muslims Bosnia ethnic cleansing religious conflict Slovenia Croatia Serbia Kosovo Macedonia Bosnia and Herzegovina

ResourcesTextbook:


Unit 4: pgs 260-263Chapter 12 - Section 1 pg. 329 The Spread of NationalismChapter 12 – Section 2 pg. 333 DatelineChapter 13 – Section 2 pgs. 363 and Geography Skillbuilder, pg. 364

Print Resources World Almanac Globe McDougal Littell – World Cultures and

Geography Use TAKS Practice Transparency pg. TT 41 Bosnia

Internet Resources TEA - SSC SAISD – Social Studies Google Earth http://www.scarecrowpress.com/

Chapters/Index.shtml?SKU=0810850842&Site=scarecrowpress&Title=Historical%20Dictionary%20of%20Bosnia%20and%20Herzegovina&FileType=PDF

WorldAtlas.com









http://www.worldatlas.com/

http://www.infoplease.com/ipa/ A0107349.html



Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who can’t “get it”? Use the attached quote and explain what Mr. Churchill was

referring to when he said this.One day the great European War will come out of some damned foolish thing in the Balkans."– Reported by Winston Churchill, The World Crisis, C. Scribner's Sons (1923) p. 195, attributed to Bismarck by Albert Ballin

What do you do for students who master the learning quickly? show a parallel between the Bosnian War and

Northern Ireland conflict, write a persuasive paragraph to the United Nations and suggest a solution to the ethnic conflicts in these two countries.

The three major religious groups fighting each other during the Bosnian War were –

A Catholics, Muslims, Christian OrthodoxB Jews, Muslims, CatholicsC Protestants, Christian Orthodox, JewsD Protestants, Jews, Catholics




http://en.wikipedia.org/wiki/Albert_Ballin

http://en.wikipedia.org/wiki/Albert_Ballin

http://en.wikipedia.org/wiki/Winston_Churchill

http://en.wikipedia.org/wiki/Assassination_of_Archduke_Franz_Ferdinand

http://en.wikipedia.org/wiki/Assassination_of_Archduke_Franz_Ferdinand




Social Studies - World Cultures and World GeographyLesson 4c: Conflict and Compromise - Northern Ireland CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills How most conflicts do began among a people in a particular location? Why is compromise so important to everyone involved in a significant event? Has Northern Ireland and England compromised, if so why? If not why?

Describe an example of a conflict and compromise within today’s American society. (1 – 5)

Understand the differences between religions and that there can be conflict. (3 -5) Be familiar with a conflict between people in the same city. (K – 5)



distribute and use two large poster size Post-It chart tablet and divide it into 2 halves one side for Northern Ireland and the other for England. o distribute to each group of students alist of vocabulary words to include those listed for this lesson (see attached

vocabulary list) instructing them to categorize the list of words.o give students have 5 minutes to make their selection, the group spokesperson from each group will explain why

they made the vocabulary selections.o after student group presentations, student will have an additional 5 minutes to make any changes they would like to

make to their posters. write the number of correct answers on each poster size chart, then display the correct answers on the overhead

projector. Each group member will get additional points for the day for every correct answer. Teacher will review the correct chart in a classroom discussion.(6.22A, 6.22E, 622C)


divide into two large groups with one large poster size Post-It o tape the vocabulary words in one of the

two columnso use any resources available in the

classroom to find the correct answers for the placement of vocabulary words

o ask questions of the teacher and to the other group in order to make a determination if selections are okay or not.

participating in the classroom discussion with the teacher.(6.22A, 6.22E, 622C)

Guided Practice model how to preview the text (look at titles, pictures, and key words) Chapter 12

- Section 1 pg. 329 The Spread of Nationalism, Chapter 11 – Section 1 pg. 306 Conflict over Religious Beliefs; Chapter 14 – Section 1 pg. 379, pg. 380 -Geography Skillbuilder, and pg. 381 then have students predict the about the conflict between the Irish Catholics and Protestants in Northern Ireland.

define who are the Irish Republic Army (IRA) and the purpose of this organization.http://www.britannica.com/EBchecked/topic/294148/Irish-Republican-Army#tab=active~checked%2Citems~checked&title=Irish%20Republican%20Army%20--%20Britannica%20Online%20Encyclopediaread to students the attached Northern Ireland special report 1998 attachment (6.22A, 6.22E, 622C)

in pairs, answer questions as assigned by the classroom teacher.

write the definition of the IRA in the interactive notebook and give an opinion about the causes and effects of the IRA(6.22A, 6.22E, 622C)

demonstrate during a classroom discussion how to create a cause and effectgraphic organize on the overhead to analyze the historical factors in past events of countries in Europe, such as Northern Ireland, and relate them to their current political, economic, and social characteristics. (see attached sample A)(6.1A, 6.15C, 6.21B, 6.21D)

in pairs students will participate in the classroom discussion with the teacher as she guides students to complete the cause and effect graphic organizer begun by the teacher

(6.1A, 6.15C, 6.21B, 6.21D) demonstrate how to use Google Earth to illustrate geographic concepts such as latitude, longitude, relative location,

absolute location for Northern Ireland, Ireland where the conflict has been. (6.4A, 6.3C, 6.7C6.21B, 6.21C) individually, notes as the view different

geographical regions, predicting how they think living in these different areas would be




http://www.bbc.co.uk/northernireland/history/

http://www.britannica.com/EBchecked/topic/294148/Irish-Republican-Army#tab=active~checked%2Citems~checked&title=Irish%20Republican%20Army%20--%20Britannica%20Online%20Encyclopedia


like today. (6.3C, 6.4A, 6.7C6.21B, 6.21C)

Independent Practice discuss the importance of understanding the concept of cultural clashing using the conflict between the Irish Catholics

and Protestants in Northern Ireland and the three ethnic/religious groups in Bosnia that have been in conflict for many years. (see attached sample B)(6.1A, 6.1B, 6.2A, 6.2B, 6.21A, 6.21D,6.21E)

compose a reflective essay in an interactive notebook on how can nations avoid some of the religious conflicts that have occurred in Northern Ireland and Bosnia?

(6.1A, 6.1B, 6.2A, , 6.2B, 6.21A, 6.21D,6.21E)Extension

discuss with student the research they will be doing on the Internet about the conflict between the Irish Catholics nationalists and Irish Protestants.http://www.nytimes.com/learning/teachers/lessons/20010808wednesday.html Students will be answering the following questions to being writing and draw their own conclusions in a summary paragraph. o when did the ethnic tensions begin in Northern Ireland?o how have ethnic tensions led to conflicts in Northern Ireland?o how can nations avoid some of the religious conflicts that have occurred in Northern Ireland?

lead the students in a classroom discussion and have them evaluate the events those have occurred in Ireland and allow them to suggest different alternative solutions to the conflicts.(6.1B, 6.15C, 6.19B)

research on the Internet the conflict between the Irish Catholics nationalists and Irish Protestants.

in a classroom discussion, evaluate the events that have occurred in Northern Ireland and suggest different alternative solutions to the conflicts. Begin with when, how and why ethnic tensions led to conflicts in Northern Ireland.

(6.1B, 6.15C, 6.19B)

Vocabulary: nationalism Christianity Protestant Irish Republic Army (IRA) Northern Ireland Republic of Ireland secede Good Friday Accord Northern Ireland Assembly Sinn Fein

ResourcesTextbook:

McDougal Littell – World Cultures and Geography: Chapter 10 – Section 3 pg. 289 The Rise of ChristianityChapter 11 – Section 1 pg. 306 A Conflict over Religious Beliefs; The Spread of Protestant Ideas Chapter 14 – Section 1 pg. 379, pg. 380 -Geography Skillbuilder, and pg. 381

District Resources SAISD – Social Studies

Print Resources World Almanac Globe McDougal Littell – World Cultures and Geography Use TAKS Practice Transparency pgs. TT 41 and TT 43

Internet Resources TEA - SSC Google Earth National Geographic Xpeditions : http://www.nytimes.com/learning/teachers/lessons/20010808wednesday.html CIA Factbook U.N. Cyberschoolbus World Almanac for Kids Railstar Interactive Map Nation Master http://office.microsoft.com/en-us/clipart/default.aspx http :// www . britannica . com / EBchecked / topic /294148/ Irish - Republican - Army # tab = active ~ checked

%2 Citems ~ checked & title = Irish %20 Republican %20 Army %20--%20 Britannica %20 Online %20 Encyclopedia

Media Resources





http://office.microsoft.com/en-us/clipart/default.aspx

http://www.nationmaster.com/

http://downloads.raileurope.com/pdf/maps/europe.html

http://www.worldalmanacforkids.com/index.html

http://www.un.org/Pubs/CyberSchoolBus/

http://www.cia.gov/cia/publications/factbook/

http://www.nytimes.com/learning/teachers/lessons/20010808wednesday.html

http://www.nationalgeographic.com/xpeditions/




http://www.nytimes.com/learning/teachers/lessons/20010808wednesday.html

PowerMedia PlusEvidence of Learning

Differentiation Interims/TAKS/Benchmarks College-ReadinessAnticipated Skills for SAT/ACT/College Board

What to do for students struggling to understand? write in the 6th grade Interactive Notebook answering

the following question about the conflict in Northern Ireland: Explain in a reflective essay about how the problem in Northern Ireland could be related to the gang problem in SAISD schools.


conduct research to create a thematic map of Northern Ireland showing the ethnic makeup of this region. Analyze in a short paragraph using a computer word processing program how the location of each of the religious groups contributes to the conflict they are experiencing or have experienced.

present your map to the classroom and formulate a solution of your own to the religious tension in Northern Ireland.

The conflict in Northern Ireland is between -

F Muslims and CatholicG Jews and CatholicsH Jews and Protestants J Catholics and Protestants




Social Studies - World Cultures and World GeographyLesson 4d: Conflict and Compromise - Belgium CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What have been the types of government for Belgium, Rwanda, Congo and Burundi include limited and unlimited

governments such as constitutional, totalitarian, democratic or non-democratic? Who and how did the Belgium culture influence its colonial territories? Which of the following invasion, conquest, colonization, or trade contributed to the economy of Belgium? How did the African colonial economic factors contribute to the Belgium economy? Why has the primary language for Belgium been so difficult to agree upon by the people? What has happened in the past that the ethnic and religious groups of Belgium conflict still today?

Knowing how to create, interpret and analyze information (K – 5)

Using social studies data to draw conclusions (3 – 5)

Know the difference between following words; empire, government, economic, colony, culture, and territory (3 – 5)



guide students through the attached worksheet 1 to learn about Belgium. Arrange the vocabulary worksheet 1 as the attached research is read to students.(6.22A, 6.22E)

Guided Practice model and distribute how to preview the text (see attachment) and then have students predict about the different

government, ethnic, and social issues that effect Belgium past and present. (6.22B, 6.22D)

Create vocabulary foldable using visual representation and the definition of the word in the students own words. Teachers can use the suggested strategy found on the SAISD Social Studies website/Teachers Zone/Strategies http://www.saisd.net/ADMIN/curric/SStudies/index.html. Students then will create a foldable for each vocabulary term and place them into the interactive notebook.(6.22A, 6.22E)

describe and display a timeline on Belgium for students to follow as a model. Students will draw a timeline in the interactive notebook based on the research information provided. (6.15D, 6.21C)

Independent Practice tell students they will be assigned in small groups to research, why ethnic and religious groups of Belgium conflict

still today? (6.15D,6.17A, 6.17E)

” I CAN” statements highlighted in yellow should be displayed for students listen to the teacher directions and follow the

directions to fill out the vocabulary worksheet 1 (done by SSS). (6.22A, 6.22E)

individually, create a graphic organizer in the interactive notebooks about the government, economics and social issues that affect Belgium past and present based on the provided research (done by SSS). (6.22B, 6.22D)

define vocabulary by creating foldable (6.22A, 6.22E)

individually, create and draw a timeline based on the information provided in the interactive notebook. (6.15D, 6.21C)

in small groups as assigned by the teacher, research the question, why do ethnic and religious groups of Belgium conflict still today? (6.15D,6.17A, 6.17E)

Vocabulary: empire government economic colonization culture society

ResourcesTextbook: McDougal Littell – World Cultures and

Geography: there are no specific textbook pages to refer to this particular information about Belgium. Please refer to the attached researched pages to provide information for students.




territories regime Léopold II Brussels sovereignty aristocracy Heir Apparent Netherlands Leopold of Saxe-Coburg


Internet Resources TEA - SSC SAISD – Social Studies https :// www . cia . gov / library / publications / the -

world - factbook / geos / be . html http :// www . britannica . com / EBchecked /

topic /59268/ Belgium http :// www . ned . univie . ac . at / Publicaties /

taalgeschiedenis / en / belgienkarte . htm http :// www . historyworld . net / wrldhis /

PlainTextHistories . asp ? historyid = ad 24 http :// www . moreorless . au . com / killers /

leopold . html http :// www . timelineindex . com / content / view /

134 http :// www . nettyroyal . nl / belgium . html http :// www . biographybase . com / biography /

Albert _ II _ of _ Belgium . html



Anticipated Skills for SAT/ACT/College BoardWhat to do for the students struggling to understand?

In small groups, based on the information provided have students research the present King of Belgium and have

them prepare a (5) minute presentation for the classroom that explains what his job is with the government. Does he control the country? Does he pay taxes to the country? Is he very rich? Is he paid a salary? What will happen when he dies? Is the Queen paid a salary or given an expense account that the government pays for her? Does she make important decisions?


In small groups, based on the information provided have students research the colonies that belonged to Belgium and have them prepare a (5) minute presentation for the classroom that explains what happened to Belgium when they stopped governing the

Country Literacy Rate

Life Expectancy

Austria 100% 78Belgium 99% 78Poland 98% 73Spain 97% 74United States 99% 77

Life expectancy is the average amount of time a person lives in a given country. Based on the chart, people in Austria and Belgium live –

A about the same amount of time as Americans B much longer than AmericansC much less time than AmericansD none of the above







http://www.nettyroyal.nl/belgium.html



http://www.moreorless.au.com/killers/leopold.html

http://www.moreorless.au.com/killers/leopold.html

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ad24

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ad24

http://www.ned.univie.ac.at/Publicaties/taalgeschiedenis/en/belgienkarte.htm

http://www.ned.univie.ac.at/Publicaties/taalgeschiedenis/en/belgienkarte.htm

http://www.britannica.com/EBchecked/topic/59268/Belgium

http://www.britannica.com/EBchecked/topic/59268/Belgium

https://www.cia.gov/library/publications/the-world-factbook/geos/be.html

https://www.cia.gov/library/publications/the-world-factbook/geos/be.html



colonies.

Social Studies - World Cultures and World GeographyLesson 5a: Conflict and Compromise Wars in Europe - World War I CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills Who were the major important people/leaders of WWI? What were the causes and effects of World War I? How did the United States get involved into WWI?

Know that some countries want to have more land and are willing to go to war in order to have the land. (4, 5)

Understand how governments can conflict over land (3, 4, 5) Be familiar with the military and its purpose. (1 – 5)



read about the assassination of Archduke Ferdinand and his wife from the textbook page 333 the DATELINE section on the page.

Was there a compromise for the assassination of Archduke Ferdinand and his wife. Teachers may use this website for more information on the assassination in Sarajevo. http://web.jjay.cuny.edu/%7Ejobrien/reference/ob17.html

(6.21A, 6.21B, 6.23A)


individually, I can follow the teachers questions and write answers in the Interactive Notebook;o as I was reading to you, how did you feel?o what were you thinking about?o could this situation really happen?o what do you think the United States should do

about the situation? write answers in the Interactive Notebook to

the following questions;o how do you think a world war could start over

two people being assassinated?Guided Practice

model how to preview the text (look at titles, pictures, and key words) and then have students predict about World War I using the textbook Chapter 12 - Section 2 pgs. 333 - 336 Europe at War. (6.22A, 6.22B, 6.22C)

in pairs, answer the textbook questions as assigned by the teacher and share answers with the classroom.(6.22A, 6.22B, 6.22C)

demonstrate how to determine the effects of World War I such as the redrawing of boundaries after the war, the ramifications of the Treaty of Versailles, and the number of soldiers that were killed for all countries that participated in WWI.

(6.4A, 6.3C, 6.7C6.21B, 6.21C)

individually, write a paragraph describing the redrawing of boundaries, the ramifications of the Treaty of Versailles and create a bar graph on the number of deaths during the war for the different countries that participated in WWI.. (6.4A, 6.3C, 6.7C6.21B, 6.21C)

demonstrate how to use Google Earth http://earth.google.com/to illustrate geographic concepts such as latitude, longitude, relative location and absolute location for the countries that participated in WWI.

(6.4A, 6.3C, 6.7C6.21B, 6.21C)

individually, take notes as the view different geographical regions, predicting how they think living in the different regions would be like during WWI.(6.4A, 6.3C, 6.7C6.21B, 6.21C)

show an example of a MAIN about WWI; include words, definitions, and an illustration(s) for the words or Militarism, Alliances, Imperialism, Nationalism(6.22A, 6.22E)

design a MAIN foldable about WWI; include words, definitions, and an illustration with the information provided by the teacher.




http://web.jjay.cuny.edu/~jobrien/reference/ob17.html

(6.22A, 6.22E)Independent Practice

explain to students they will create do a musical slide show using music from the WWI era about who won World War I include how the war was won and some of the general outcomes about each war. (see attached sample using the following website http://www.ww1photos.com/WhereAreOurUniforms.html)

(6,21D, 6.21E, 6.22F)

create do a musical slide show using music from the WWI era about who won World War I include how the war was won and some of the general outcomes about each war.. (6,21D, 6.21E, 6.22F)

Extension model to students how to create a KWL chart and make predictions of about the nations that would rebuild and

reorganize themselves after WWI (PBS: The Great War). The boundaries were redrawn and Germany was to suffer the most after the war. (6.21B)

create a KWL chart and make predictions of how nations would rebuild andreorganize after WWI? What were to be the consequences of the boundaries on the countries that lost the war? What happened to the countries governments and people that lost the war?(6.21B)

Vocabulary: Archduke Franz Ferdinand Duchess Sophie alliance World War I Central Powers Allies weaponry carrier pigeons trenches Treaty of Versailles Woodrow Wilson

ResourcesTextbook:McDougal Littell – World Cultures and GeographyUnit 4:Chapter 12 – Section 1 pg. 332 and Section 2 pg. 333 Dateline and World at WarChapter 12 - Section 2 pgs. 333 - 336 Europe at War

District Resources Make link to Fred’s presentation McDougal Littell – World Cultures and

Geography TAKS Spiral Content Review workbook World War I in Europe pg. 102 quest. 2

McDougal Littell – World Cultures and Geography TAKS Practice Transparencies workbook World War I pgs. TT37


Internet Resources TEA - SSC SAISD – Social Studies Google Earth http :// www . teacheroz . com / wwi . htm http :// web . jjay . cuny . edu /%7 Ejobrien /

reference / ob 17. html http :// www . saisd . net / ADMIN / curric / SStudies /

10 thmain . html Cold War Museum PBS: The Great War http://www.ww1photos.com/

WhereAreOurUniforms.htmlhttp://www.ww1photos.com/WhereAreOurUniforms.html



http://www.ww1photos.com/WhereAreOurUniforms.htmlhttp:/www.ww1photos.com/WhereAreOurUniforms.html



http://www.pbs.org/greatwar/

http://www.coldwar.org/

http://www.saisd.net/ADMIN/curric/SStudies/10thmain.html

http://www.saisd.net/ADMIN/curric/SStudies/10thmain.html



http://www.teacheroz.com/wwi.htm




http://www.ww1photos.com/WhereAreOurUniforms.html



Anticipated Skills for SAT/ACT/College BoardWhat to do for students who are struggling to understand? draw a map of the countries involved in World War I

using different colors to illustrate the different alliances formed during the war.

What do you do for students who master the learning quickly? research the role of the United States in Europe

after World War I and present the findings to the classroom in a PowerPoint presentation.

_____?_____The United States joins in WWI

1941 - 1945The United States is involved in WWII

1922 – 1991Russia was communist

1991 - 1996Bosnian War

1939 - 2007Northern Ireland conflict continues until today

Which event date should be filled in for the “?”

A 1915B 1917C 1919D 1921





Social Studies - World Cultures and World GeographyLesson 5b: Conflict and Compromise Wars in Europe - World War II CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Which countries were the Allis and Axis Powers during World War II? When and why was Germany divided into East and West? What were the results of WWII after the war? Who were the important people/leaders of WWII and the impact they had on the war and their countries?

Knowing what war can destroy people and countries. (4, 5) Understanding that war has consequences. (4, 5) Governments make decisions that can be good and bad

before, during and after a war. (5) Create and analyze maps (K – 5)


The teacher will… So students can…Hook: http://www.nationalww2museum.org/education/teachers.html#virtual

distribute the chart handout on the bombing at Pearl Harbor and Twin Towers. Explain in a classroom discussion that students will be comparing two bombings against the United States. Answers will vary but to select some of the answers, teachers will give prompting questions as follows;o What was the end result of the bombing of Pearl Harbor and the Twin Towers?o Did the reason why the bombings occurred come true? Why?o Where did the children come from that were killed at the Twin Towers?o How would you feel if the Tower of the Americas was bombed and when it fell the Alamo was

destroyed too? o Are the Tower and the Alamo as important as the Twin Towers in New York City?o What would you want to do if this happened? What do you think would really happen?

(6.1A, 6.2A, 6.7B, 6.21E)

” I CAN” statements highlighted in yellow should be displayed for students individually, draw a t-chart in the Interactive Notebook, (see

sample table)Answers will vary, teacher will give prompting questions as follows;

What was the end result of the bombing of Pearl Harbor and the Twin Towers?

Did the reason why the bombings occurred come true? Why? Where did the children come from that were killed at the Twin

Towers? How would you feel if the Tower of the Americas was bombed

and when it fell the Alamo was destroyed too? Are the Tower and the Alamo as important as the Twin Towers

in New York City? What would you want to do if this happened? What do you

think would really happen?(6.1A, 6.2A, 6.7B, 6.21E)

Guided Practice model how to preview the text (look at titles, pictures, and key words) and then have students predict

about World War II using the textbook Chapter 12 – Section 2 pg. 336 - 338 Europe at War. Answer the following questions in a classroom discussion;o how did events from World War I set the stage for World War II? o how did World War II shape the politics and culture of Europe?

(6.22A, 6.22B, 622C)

in pairs, answer questions from the textbook as assigned by the teacher in the interactive notebook and participate in the classroom discussion. Write the answers to the teacher questions in the interactive notebook.(6.22A, 6.22B, 622C)

tell students they are going to do a writing activity for World War II (see attached Writing Activity WWII). They will select a famous person from WWII that had a significant impact on Europe during the war. Teacher will have a sample as a model for students to follow.

(6.21E6.22A, 6.22B, 6.22D, 6.22E)

do the writing activity for World War II (see attached Writing Activity WWII) Select a famous person from WWII that had a significant impact on Europe during the war. Use any available resource in the classroom or go to the library.(6.21E6.22A, 6.22B, 6.22D, 6.22E)

explain to student that they will list the major differences and the important people that participated in redrawing the boundaries between countries in Europe after WWII. Teacher will provide a blank outline

write a paragraph using the differences between the maps on pages 332, 335, and 338, including important people that were



http://www.nationalww2museum.org/education/teachers.html#virtual

map for students to fill in with boundaries. (6.21E6.22A, 6.22B, 6.22D, 6.22E)

demonstrate how to use Google Earth to illustrate geographic concepts such as latitude, longitude, relative location and absolute location for the countries that participated in the WWII. (6.3C, 6.4A, 6.7C6.21B, 6.21C)

Independent Practice in a classroom discussion, the teacher will give reasons for the types of alliances that exists today

between the United States and the countries that participated in World War II. Teacher may use Iraq War and Afghan War to help students better understands the U.S. alliances. Alliances change over time because the leaders for these countries have changed over time.(6.1A, 6.5A, 6.21E)

Extension invite a WWII veteran to visit the classroom for a question and answer session about his/her experience

during the war. Ask about the people in charge of the war, which theater the veteran participated, when and how (s)he entered the war, was the veteran wounded and what happened after being wounded. If veteran was not wounded did he have friends that were wounded and what happened to those friends.

invite a diocesan from the San Antonio Holocaust Museum to come and visit the classroom as a speaker.(6.1A, 6.2A, 6.21D, 6.21E)

the decision makers about the boundaries after WWII. Students will fill out the provided blank outline map for the WWII boundaries. (6.21E6.22A, 6.22B, 6.22D, 6.22E)

individually, take notes as the view different geographical areas, predicting how they think living in the different regions would be like during WWII.(6.3C, 6.4A, 6.7C6.21B, 6.21C)

in small groups, discuss what type of alliances exist today between the United States and the countries that participated in World War II. Create a graphic organizer the shows the countries that have supported the Iraq War and the Afghan War. Share the graphic organizer with the classroom to show the alliances for the U.S. today.(6.1A, 6.5A, 6.21E)

have students research the people in charge of WWII the Pacific and European theaters, countries that participated in WWII, the country leaders, and what the plan was for these countries after WWII. Students will draw conclusions about these people.

develop a question and answer session for the visiting diocesan from Holocaust Museum. (6.1A, 6.2A, 6.21D, 6.21E)

Vocabulary Winston Churchill Adolph Hitler World War II Franklin D. Roosevelt fascism Holocaust North Atlantic Treaty Organization (NATO) Anne Frank Marshall Plan Harry Truman atomic bomb General Eisenhower General Macarthur rationing

ResourcesTextbookMcDougal Littell – World Cultures and GeographyChapter 12 – Section 2 pg. 336 - 338 Europe at WarPrint Resources

World Almanac/Atlas Globe McDougal Littell – World Cultures and Geography TAKS Spiral Content

Review workbook World War II pg. 106 quest. 3Internet Resources

TEA - SSC SAISD – Social Studies Google Earth http :// www . nationalww 2 museum . org / education / teachers . html # virtual http :// www . klrn . org / wings / onlineresources . html office.microsoft.com/en-us/clipart/default.aspx





http://office.microsoft.com/en-us/clipart/default.aspx

http://www.klrn.org/wings/onlineresources.html

http://www.nationalww2museum.org/education/teachers.html#virtual






Anticipated Skills for SAT/ACT/College BoardWhat do you for the struggling student?

Write in the Interactive Notebook the answers to the following question: Are there young people that may be like Anne Frank today? If there is, write about which country and what could these young people may be experiencing that could be similar to Anne Frank?


have students research food rationing that took place during WWII. Make a list of items and prices. Explain how people were able to receive rations. did everyone in the United States receive rations? Why were there rations? have students research on the KLRN website http://www.klrn.org/wings/onlineresources.html to see the amount of involvement San Antonio had in WWII. Ask student to put together a picture PowerPoint to show some of the things San Antonia’s did during WWII.

The country labeled B was the cause of the Holocaust during World War II. The country name is-

A. SpainB. EnglandC. GermanyD. Russia




http://www.klrn.org/wings/onlineresources.html

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Social Studies - World Cultures and World GeographyLesson 5c: Conflict and Compromise Wars in Europe - Cold War CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What have bee some of changes in Europe since the ending of the Cold War? Who were the leaders of the Cold War and what kind of a impact did they have on the

countries that controlled their people? How did the Berlin Wall come down after the fall of the USSR? How long it will take for all of Europe to completely recover from the Cold War?

Know that at one time Russian and the United States were not friends (5) Understand the workings of graphic organizers (K – 5) Interpret and analyze the physical regions on a map (3, 4, 5) Identify problems and situations requiring decision, gathering information,

prediction consequences, taking action, and evaluating decisions. (K – 5)The Teaching Plan


Hook read the following to students; You have a very good friend who has a friend that is being bullied. Your friend

asked you to come and help fight the bully. You decide to help but now everyone calls you a bully. You know you are not a bully because you were trying to help a friend. Have students answer questions in the Interactive Notebook;ohas this ever happened to you? If it has not happened to you, what would you do if it ever presented itself to

you?odo you know if this has ever happened to one of your friends? Tell the story. o is it good to help someone you do not know? Why or why not?

read about the Cold War to the student’s textbook pgs. 346 - 347. Ask students the following questions to answer in the Interactive Notebook;o Who is the bully the United States or Russia? Support your answer with facts. o Who is the bully the West or East Germany? Support your answer with facts. o Should the United States have helped Russia during WWII? Why or why not? o Should the United States have helped Germany after WWII? Why or why not? o Is the United States good to other countries around the world? Why or why not?

Explain to students that Pres. Harry Truman and Pres. Eisenhower each made a promise to the world that they (U.S.) would come to the aide of any country that called upon us to help them if a communist government was going to try to take over any country. ( 6.2A, 6.11D,6.12D)


individually, answer the following questions in the Interactive Notebook;o has this ever happened to you? If it has not

happened to you what would you do if it ever presented itself to you?

o ho you know if this has ever happened to one of your friends? Tell the story.

o is it good to help someone you do not know? Why or why not?

individually students will answering the questions in the Interactive Notebook;o Who is the bully the United States or Russia?

Support your answer with facts. o Who is the bully the West or East Germany?

Support your answer with facts. o Should the United States have helped Russia

during WWII? Why or why not? o Should the United States have helped Germany

after WWII? Why or why not? o Is the United States good to other countries

around the world? Why or why not? ( 6.2A, 6.11D,6.12D)

Guided Practice model how to preview the text (look at titles, pictures, and key words) and then have students predict about

the Cold War using the textbook Chapter 12 Section 3pgs. 342 - 347, Chapter 13 Section 1 pgs. 353 - 359 and Section 2 pgs. 360 - 363(6.22A, 6.22B, 6.22C)

in pairs, answer textbook questions in the interactive notebook assigned by the teacher and share the answers to the classroom. Write the answers on the overhead so the other students can have answers for the interactive notebook. (6.22A, 6.22B, 622C)



distribute Why the Cold War? handouts (see attached) and explain to students they will fill in the agree and disagree, famous president, and make the timeline with important date and illustrations.(6.12D, 6.13C, 6.21C)

tell students they will write a short story about how life was during the Cold War as a student in a Russian middle school. They will make journal entries as the writing style. Students are to use as many of the vocabulary words as possible, such as collective farms, 5-year plan, propaganda, private property rights, Iron Curtain, communism, and censorship. (6.21E6.22A, 6.22B, 6.22D, 6.22E)

demonstrate how to use Google Earth to illustrate geographic concepts such as latitude, longitude, relative location, absolute location, and patterns of population in places for the countries that were part of the Cold War.(6.4A, 6.3C, 6.7C6.21B, 6.21C)

discuss with students the NATO countries and that they will make a bar graph using the provided handout. Teacher will ask students to re-create the NATO map.(6.2A, 6.3C, 6.4A, 6.21E)

Independent Practice explain to the student they will create graphic organizer foldable to summarize the leaders of the USSR

before, during and after the Cold War. Include information about what happened in Germany when the Berlin Wall came down. (6.12D, 6.13A, 6.13C, 6.17A)

Extension tell students they will set up a debate in the classroom the role of the United States in Europe during the Cold

War pro and con. Students may use all resources available in the classroom and library. Teacher may want to schedule library time for students to do research. (6.3A, 6.21B, 6.21C, 6.21E)

individually, complete the handouts (see attached) for Why the Cold War? Fill in the agree and disagree, famous president, and make the timeline with important dates and illustrations.(6.12D, 6.13C, 6.21C)

write a short story about how life was during the Cold War as a student in a Russian middle school using as many vocabulary words as possible to tell the story. Use journal entries as the writing style.(6.21E6.22A, 6.22B, 6.22D, 6.22E)

individually, take notes as the view different geographical regions, predicting how they think living in the different regions would be like during the Cold War.(6.3C, 6.4A, 6.7C6.21B, 6.21C)

create a NATO countries bar graph using the provided handouts and dates with flags. Re-create the NATO map using the provided handouts. (6.2A, 6.3C, 6.4A, 6.21E)

draw a graphic organizer foldable to summarize who were the leaders for USSR before, during and after the Cold War. Include a picture of each person. Also add the presidents of the United States before, during and after the Cold War. Include who the President of the United States was during the fall of the Berlin Wall.(6.12D, 6.13A, 6.13C, 6.17A)

the classroom will divide into two groups, the United States in Europe, the United States mainland during the Cold War pro and con. Research how Americans behaved here on the mainland and how Americans behaved in Europe during the Cold War. Discuss the economics during the Cold War. Create a Venn diagram to help make the comparisons.(6.3A, 6.21B, 6.21C, 6.21E)

Vocabulary communism Joseph Stalin Iron Curtain collective farms Warsaw Pact Cold War 5-year plan propaganda

ResourcesTextbookMcDougal Littell – World Cultures and GeographyChapter 12 Section 3 pgs. 342 - 347Chapter 13 Section 1 pgs. 353 - 359 and Section 2 pgs. 360 - 363

District Resources McDougal Littell – World Cultures and

Geography TAKS Spiral Content Review workbook SAISD © 2008-09 – Second Grading Period (Grade 6) of 37


private property rights Nikita Khrushchev deposed Prague Spring détente Mikhail Gorbachev Berlin Wall censorship dissident coalition government

Cold War pg. 104 quest. 4 McDougal Littell – World Cultures and

Geography TAKS Practice Transparencies workbook pgs. Cold War pages TT39, TT45, TT46


Internet Resources TEA - SSC SAISD – Social Studies Google Earth http :// www . coldwar . org / articles /60 s / index . asp Cold War Museum



Anticipated Skills for SAT/ACT/College BoardWhat to do for the struggling student?

create flash cards for the vocabulary list with word and picture on one side of the flash card and the definition on the other side for the lesson. Work in small groups and discuss the Cold War vocabulary. Share the flash cards with the students in the classroom to work with in pairs.


examine advantages and disadvantages to the United States involvement in both World Wars, and then create a graphic organizer showing the advantages and disadvantages. Display to the classroom and provide an explanation.

The time period after World War II when the United States and the Soviet Union were in political non-cooperation was called the-

F Cold War G Good Friday AccordH European UnionJ Bosnian War





http://www.coldwar.org/

http://www.coldwar.org/articles/60s/index.asp




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