dr. eldrick h. horton december 20, 2016 mastery...

Dr. Eldrick H. Horton December 20, 2016

MASTERY SET 6th Grade Social Studies Review and Power Package

This document provides an opportunity for students to regroup, review, organize and synthesize their learning. It has been produced by Dr. Horton as a supplemental tool for learning that has occurred during the course of instruction. The document is presented by major areas of learning focus (Europe, Latin America and the Caribbean, Canada and Australia). The students are exposed to selected geographical locations, history, government and economics for each location covered. This document does not take the place of classroom teaching and learning. It is a resource for enrichment, review and organization.

Dr. Eldrick H. Horton �1

“Focus, Organization, Tools, Study Rituals and Clear Learning Targets Make the Difference with Teaching and Learning…”



EUROPE (GEOGRAPHY) Geographic Understandings SS6G8 The student will locate selected features of Europe.a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula. (And Others As Labeled)b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom. (And Others As Labeled)

Political Features (Capital Single Alphabets)

Physical Features (Numbers and Double Capital Letters)

Circles Represent Physical Features

A. H. MM. 1

B. I. PP. 2

C. J. RR. 3

D. K. CIRCLE TO THE NORTH

4

E. L. CIRCLE TO THE SOUTH

F. EE.

G. LL.


ENVIRONMENTAL ISSUES IN EUROPE

CLIMATE, NATURAL RESOURCES & POPULATION

PROBLEM CAUSES SOLUTIONS

CHERNOBYL UKRAINE Nuclear Disaster

UNITED KINGDOM (UK) Air Pollution

GERMANY Acid Rain

CLIMATE POPULATION NATURAL RESOURCES

UNITED KINGDOM • Moderate Climate • Mild Weather • Has Seasons • Good for Farming

• Most People Live in Cities • 7 Million People in London •

• Half the Land is Used for Farming

• Arable Land • Coal, Petroleum, Iron Ore • Gold, Zinc and Lead

RUSSIA • Has only two seasons (Summer/Winter)

• Harsh Temperatures • Permafrost Areas

• Most People Live in the West • Too Cold In Other Places • Moscow is in theWest • Located in Eastern Europe and

Northern Asia

• Only 10% of the Land is Arable • Forests for Lumber • Plenty of Oil in Siberia and

Asian Russian (Hard to Reach)

GERMANY • Longer Cold Winters and Hot Dry Summers

• Enough Rainfall to Produce Good Crops

• Marine Climate (Wet Season and a Dry Season))

• Most people live in the west along the Rhine River

• Many Cities • Most People Live in Urban

Areas • Berlin is the Largest City

• Iron Ore and Coal • 1/3 of the Land is Arable • Uranium, Nickel, Natural Gas

and Copper • Timber • Rhine River is Good for

Transportation


EUROPE (GEOGRAPHY)

SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe. a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade.

SS6G9 The student will discuss environmental issues in Europe. a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.


EUROPE (GEOGRAPHY)

LITERACY RATE

“The higher the literacy rate (The ability to read and write…), the more money a person can earn…” “A country’s Gross Domestic Product (GDP) is higher when the literacy rate is higher…”

RELIGIONS

LANGUAGE FAMILIES

RELIGION FOUNDER FOLLOWERS SYMBOL HOLY BOOK PLACE OF WORSHIP

CHRISTIANITY Jesus Christ Christians Cross Holy Bible Church

JUDAISM Abraham Jews Star of David Torah Synagogue

ISLAMIC Muhammad Muslims Crescent and Star Koran/Quran Mosque

EXAMPLES ALPHABET

SLAVIC Russian Cyrillic Alphabet

GERMANIC English, German “Our” Alphabet

ROMANCE Portuguese, Spanish, French, Italian “Our” Alphabet


SS6G11 The student will describe the cultural characteristics of Europe. a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.c. Explain how the literacy rate affects the standard of living in Europe.


EUROPE (GOVERNMENT AND CIVICS)

HOW IS POWER DISTRIBUTED IN GOVERNMENT? HOW IS GOVERNMENT ORGANIZED?

1. UNITARY

2. CONFEDERATION

3. FEDERAL

WHO HAS THE POWER? HOW DO CITIZENS PARTICIPATE?

1. AUTOCRATIC

2. OLIGARCHIC

3. DEMOCRATIC

PARLIAMENTARY DEMOCRACY VS PRESIDENTIAL DEMOCRACY

PRESIDENTIAL DEMOCRACY PARLIAMENTARY DEMOCRACY

The President is the leader. The Prime Minister is the Leader

The People Elect the President. The Legislatures elect the Prime Minister

President does not work with the lawmakers. The Prime Minister works with the lawmakers.

The people elect the lawmakers The people elect the lawmakers.

The President is Head of the Military (Commander in Chief)

The Prime is the Head of the Military. (Commander in Chief)

The President is the Head of State The Queen is the Head of State (Constitutional Monarchy)

The lawmakers are called congress and senate The lawmakers are called Parliament.


SS6CG1 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, anddemocratic.c. Describe the two predominant forms of democratic governments: parliamentary andpresidential.


EUROPE (ECONOMICS)

*(THE STUDY OF HOW CONSUMERS MAKE DECISIONS ABOUT THEIR “WANTS” AND “NEEDS”…)

SS6E5 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. (THE STUDY OF HOW CONSUMERS MAKE DECISIONS ABOUT THEIR “WANTS” AND “NEEDS”…)

b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. (“Most countries have a mixed economic system…”)

c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

Economic Systems 1. Traditional

2. Market

3. Command

Economic Resources 1. Natural

2. Human

3. Capital

4. Entrepreneurial

SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe.

a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes. b. Explain why international trade requires a system for exchanging currencies between nations.

Trade Barriers 1. Tariff

2. Quota

3. Embargo



*Specialization encourages trade between countries. (“Not every country has to make or produce everything…this encourages TRADE…”)

*NAFTA North American Free Trade AgreementSS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe.

a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).

b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).

c. Describe the role of natural resources in a country’s economy.

d. Describe the role of entrepreneurship.

1. Literacy Rate

2. Gross Domestic Product (GDP)

3. Entrepreneurship

EUROPE (Historical Understandings)

SS6H6 The student will analyze the impact of European exploration and colonization on various

world regions.

a. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.

• God-Gold-Glory (Reasons for Exploration and Colonization)

• The Crusades (Sent out by the Pope to take back land taken by the Muslims)

• Prince The Navigator

• Son of a Portuguese King

• Led Portugal In Exploration and Colonization

• His Route was the West Coast of Africa

• Started a Sugar Cane Plantation and Started the Slave Trade

• Started the Institute os Sagres (School of Navigation)

• Christopher Columbus (Sought a quicker route to Asia by sailing around the Americas)

• Sailed to the Bahamas

• Bartolomeu Dias (First to Sail around the tip of Africa)

• Vasco da Gama (First European to Sail Directly from Europe to India)

b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.

A. Portugal (Prince Henry Led Exploration; Brazil was their most profitable Territory; Their Route was the West Coast of Africa)



B. Spain (Christopher Columbus led exploration; Around the America’s to get to Asia; Landed in the Bahamas)

A. Treaty of Tordesillas (The Pope Divided land between Portugal and Spain)

C. England (Colonized Australia for Penal Colonies)

D. France (Colonized for Imperialism)

c. Trace the colonization of Australia by the United Kingdom.

• England Colonized Australia for “Penal Colonies”

d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.

• Exploration and Colonization led to…Empire Building

• Empire Building led to…M.A.I.N. (Militarism, Alliances, Imperialism and Nationalism)

• M.A.I.N. led to TENSION!…

• TENSION caused WWI… (The SPARK was the assassination of Archduke Franz Ferdinand)

• 1914-1918 (Fighting)

• Allied Powers vs the Central Powers

• U.S.A. entered the war in 1917 (After the sinking of the “Lusitania”); Russia left the war in 1917 to deal with with conflict in Russia;

• 1919 (Officially ended with the Signing of the Treaty of Versailles)

• Germany Blamed for the War

• Lost their Land, Military, Money and had to admit that the war was their (Germany’s) fault

SS6H7 The student will explain conflict and change in Europe to the 21st century.

a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.

The Russian Revolution 1917 • In 1904 Russia had two classes of people (Very Rich and Very Poor (Serfs).

• Czar Nicholas II (Romanov’s Dynasty) was in charge.

• Bloody Sunday January 22, 1905 (Serfs Were Killed by the Czars Military for Seeking to Talk with the Czar about rights)

• In 1917, Russia left WWI to return and deal with civil unrest in their own country.

• Czar Nicholas II and his Family were executed

• The Bolsheviks, under the leadership of Vladimir Lenin took control of Russia.

• They introduced “Communism” to Russia.

The Treaty of Versailles 1919 • Officially ended WWI in 1919

• The costs attached to the war created worldwide depression. The treaty especially called economic depression in Germany.



• The Treaty of Versailles ended WWI, but it contributed to the start of WWII.

• Adolf Hitler became the leader of Germany from 1933-1945 and brought Nazism (Racial Supremacy).

• Hitler convinced Germany to stop abiding by the “Treaty of Versailles”.

• Germany began to rebuild and attacked Poland to start WWII.

• World War II involved the Allied Powers against the Axis Powers.

• The Allied Powers won WWII.

b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

The Holocaust 1933-1945 • Hitler’s NAZI views led to the attempt to kill all Jews (The Holocaust).

• Hitler ordered people not to buy from Jewish businesses.

• He moved Jews out of their homes into ghettos (Crowded Places).

• He made them work like slaves and killed over 6 million in gas chambers.

The Cold War 1947-1991 • After World War II, the United States and the Soviet Union were the world's strongest nations. They were called superpowers. They had different ideas

about economics and government. They fought a war of ideas called the Cold War. • The Soviet Union was a communist country.• The United States of America was a Democracy.• After Germany was divided by the Allied Powers, they prepared to develop Germany’s new Government.• The Soviet Union and the United States of America disagreed on what kind of Government Germany should develop. • This led to worldwide division and an imaginary line across the world (the”Iron Curtain” Winston Churchill) and across Germany and its Capital City-

Berlin (the Berlin Wall”)• Two groups of world allies opposed each other’s opinion:

• Warsaw Pact - Soviet Union• NATO (North Atlantic Treaty Organization) - United States

• During this era, the U.S.A. and the Soviet Union (“The Superpowers”) fought a war of ideas, tension and competition (COLD WAR):• Space Race• Arms Race• No fighting…just TENSION!

c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification.

COLD WAR ENDS/GERMANY’S REUNIFICATION • In November 1989, the Berlin Wall was torn down. This signified the end of the Cold War.

• Germany began the process of reunifying.

• People celebrated.

• East and West Germany were made one country in 1990.

• The Soviet republics that had once been separate countries began seeking their independence.

• The Soviet Union was no more.

• Many countries were created from the former Soviet Union.

• Russia was the largest country created from the Soviet Union.



Latin America Political Features


LATIN AMERICA AND THE CARIBBEAN (GEOGRAPHY)

SS6G1 The student will locate selected features of Latin America and the Caribbean. a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.SS6G2 The student will discuss environmental issues in Latin America. a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela. SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.


Latin America Physical Features



ENVIRONMENTAL ISSUES IN LATIN AMERICA

Location, Climate, and Natural Resources of Mexico, Venezuela, Brazil, & Cuba

PROBLEM CAUSES SOLUTIONS

MEXICO CITY Air Pollution

BRAZIL Destruction of the Rain Forest

VENEZUELA Oil Related Issues


dr. eldrick h. horton december 20, 2016 mastery...

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