Woccisd 6th Grade College and Career Readiness World Cultures Scope and Sequence-2012-2013



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6th Grade College and Career Readiness World Cultures

Scope and Sequence-2012-2013

Fifth Six-Weeks (Geography, ,History, Government, Economics, Unit 3 Europe )


Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Geography

The student understands the

factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute

location.


(6.4A) Locate various contemporary

societies on maps and globes using latitude and longitude to determine absolute location.



Locate and identify the major landforms of

North Africa and SW Asia, including the Sahara Desert, the Arabian Peninsula, the Sinai Peninsula, and the Fertile Crescent.


Locate and identify on a map the following bodies of water: The Nile, Tigris, and Euphrates Rivers; the Mediterranean Sea; the Red Sea; the Dead Sea; the Persian Gulf; the Suez Canal.

TB: Our World Today – pg. 74-75

TA: www.nationalgeographic.com

TA: www.earth.google.com

TA: www.earthweek.com

TA: www.dinah.com





History

The student understands the

influences of individuals and groups from various

cultures on various

historical and contemporary societies.



(6.2A) Identify and describe the influence

of individuals or group achievements on various historical or contemporary societies

such as the classical Greeks on government.
(6.2B) Evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.


Analyze the influence of early advances in

irrigation, government, and writing systems from Mesopotamia and Ancient Egypt.


Identify the importance of the discovery of the Rosetta Stone in understanding hieroglyphics.
Explain the importance of Hammurabi’s Code in establishing justice and fairness to law.

TB: Our World Today – pg. 82-87

ACT: Create a timeline to include historical events and connection to current

societies.

ACT: Identify results of historical events on contemporary societies

ACT: Create a biography poster of historical identifying achievements and

affects on society

ACT: Write a eulogy that summarizes the accomplishments and describes how they are seen in today’s world
TA: www.hyperhistory.com

TA: www.ppst.com

TA: www.dinah.com








Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Culture

The student understands the

relationships among religion, philosophy, and

culture


(6.19A) Explain the relationship among

religious ideas, philosophical ideas, and cultures.


(6.19B) Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.

Define monotheism and identify the world’s

three largest monotheistic religions and their claim to Jerusalem as a holy city.


Judaism: the Torah (Old Testament); Yaweh; Yom Kippur and Rosh Hashanah; the Ten Commandments
Christianity: the Bible (Old & New Testaments); God; Easter & Christmas; Jesus Christ (the Son of God).
Islam: the Koran (Quran); Allah; Ramadan; Mohammad; Five Pillars of Faith.

TB: Our World Today – pg. 88-93

ACT: Discover origin of holidays/celebrations through research.

Connect to our society and identify how

has changed.

TA: http://www.history.com

(used this for origins of Holiday, Festival and Celebrations)

ACT: World Religion Chart

TA: www.ted.com

TA: www.nationalgeographic.com/education TA: www.dinah.com





Geography

The student understands

how geographic factors influence the economic

development, political

relationships, and policies of societies.



(6.5A) Identify and explain the geographic

factors responsible for the location of economic activities in places and regions.



Identify the importance of the Mediterranean

Sea, the Nile River, the Aswan Dam, the

Sinai Peninsula, and the Suez Canal to the people of North Africa and how these have shaped the economy and the people.


TB: Our World Today – pg. 100-104

TA: www.nationalgeographic.com

TA: www.earth.google.com

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/





Culture

The student understands the

relationships among religion, philosophy, and

culture

The student understands relationships that exist among world culture



(6.19A) Explain the relationship among

religious ideas, philosophical ideas, and cultures.


(6.17A) Identify and describe how culture traits such as trade, travel, and war spread.



Identify Turkey as occupying parts of two

continents (Europe & Asia) and Istanbul as its largest city (and the only one located on

two continents).


TB: Our World Today – pg. 105-108

ACT: Identify culture traits of specific

regions/countries.

ACT: US-World Religions

TA: www.mywonderfulworld.org

TA: www.ted.com

TA: www.facingthefuture.org

TA: www.nationalgeographic.com/education TA: www.populationconnection.org

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/









Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




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.



Analyze the ongoing conflict of the Israeli people and the Arab world based on ancient traditions and religion.



TB: Our World Today – pg. 115-121






Economy

The student understands the

various ways in which people organize economic

systems.


(6.9A) Compare ways in which various

societies organize the production and distribution of goods and services.



Define the acronym OPEC- Organization of

Petroleum Exporting Countries and identify its members


Identify Saudi Arabia as the largest country in Southwest Asia and that it holds about

25% of the world’s oil supply.


Evaluate the influence of oil and Islam on the lives of people on the Arabian Peninsula.

TB: Our World Today – pg. 105-125

ACT: Create flip books to learn vocabulary

ACT: Create bar graphs to compare

economic development indicators of developing/undeveloped countries to identify standard of living

TA: www.facingthefuture.org

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/








Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Social

Studies


Skills

The student communicates

in written, oral, and visual forms.



(6.22B) Incorporate main and supporting

ideas in verbal and written communication based on research.


(6.22C) Express ideas orally based on research and experiences.
(6.22D) Create written and visual materials such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.
(6.22E) Use standard grammar, spelling, sentence structure, and punctuation.










Culture

The student understands the

relationships among religion, philosophy, and culture

The student understands relationships that exist among world culture


(6.19A) Explain the relationship among

religious ideas, philosophical ideas, and cultures.


(6.17A) Identify and describe how culture traits such as trade, travel, and war spread.




Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Geography

The student understands

how geographic factors influence the economic

development, political

relationships, and policies of societies.



(6.5C) Explain the impact of geographic

factors on economic development and the domestic and foreign policies of societies.



Identify Iraq as centered on the Tigris &

Euphrates Rivers.


Identify that Iran was once known as Persia and that many Iranians are Persian
Identify the importance of the Khyber Pass and the Hindu Kush Mountains.
Evaluate the role of religion and government on the lives of people in Iraq, Iran and Afghanistan.

TB: Our World Today – pg. 122-125

TA: www.earth.google.com

TA: www.earthweek.com





Culture

The student understands the

relationships among religion, philosophy, and

culture

The student understands relationships that exist among world culture



(6.16C) Analyze the efforts and activities

institutions use to sustain themselves over time such as the development of an

informed citizenry through education and

the use of monumental architecture by religious institutions.


(6.17A) Identify and describe how culture traits such as trade, travel and war spread.
(6.17B) Identify and describe factors that influence cultural change such as improved communications, transportation, and economic development.
(6.19A) Explain the relationship among religious ideas, philosophical ideas, and cultures.

Geography

The student understands

that geographical patterns result from physical environmental processes.



(6.6C) Analyze the effects of the interaction

of physical processes and the environment on humans.



Identify Asia’s major landforms and their

influence on population density, natural hazards, expanding economies, rich natural resources.



TB: Our World Today – pg. 134-135

ACT: Using a world map, ID physical process over a period of time to show patterns.

ACT: Track a hurricane. Write about the economic and environmental effects.

ACT: Categorize jobs, recreation,

clothing, transportation based on physical environment.

TA: www.facingthefuture.org (cont…..)









Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)
















TA: www.nationalgeographic.com

TA: www.earth.google.com

TA: www.earthweek.com

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/





Geography

The student uses

geographic tools to answer geographic questions.



(6.3D) Create thematic maps, graphs,

charts, models, and databases depicting various aspects of world regions and

countries such as population, disease, and

economic activities.


(6.3B) Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases.
(6.3C) Compare various world regions and countries using data from geographic tools including, maps, graphs, charts, databases, and models.

Locate and identify the major landforms of

South Asia including: Karakoram

Mountains; Hindu Kush Mountains and the Khyber Pass; Himalaya Mountains; Mt. Everest.
Define subcontinent and identify that the Himalayan Mountains separate India and the rest of South Asia from China and the rest of Asia.


TB: Our World Today – pg. 132-159

ACT: Identify how resources are distributed and used by people based on

access to wealth

ACT: Create flip books to learn vocabulary

ACT: Understand connection between poverty and poor health

ACT: Create bar graphs to compare economic development indicators of

developing/undeveloped countries to identify standard of living

TA: www.facingthefuture.org

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/






Economy

The student understands the

various ways in which people organize economic systems.



(6.9A) Compare ways in which various

societies organize the production and distribution of goods and services



Compare production of goods in cottage

industries and factories of India.


Explain how the Bengal Famine brought about the Green Revolution.




Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Government

The student understands

various ways in which people organize

governments.


(6.12C) identify historical origins of

democratic forms of government such as

Ancient Greece.


Identify India as the world’s largest

democracy.


Identify Mohandas Gandhi and his role in freeing India from British rule.

TB: Our World Today – pg. 144-148

ACT: understand how a change in one issue can positively/negatively impact a

change in another issue.

ACT: Identify symbols in our society that reflect our culture, categorize most important and why.

ACT: Discover origin of holidays/celebrations through research.

Connect to our society and identify how

has changed.

TA: www.mywonderfulworld.org

TA: www.ted.com

TA: www.facingthefuture.org

TA: www.nationalgeographic.com/education TA: www.populationconnection.org

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/





Culture

The student understands the

relationships among religion, philosophy, and culture.



(6.19A) Explain the relationship among

religious ideas, philosophical ideas, and cultures.



Explain how Hinduism organized India’s

society into caste and its current influences of

Indian life.
Define or identify reincarnation, caste, Hindu, Buddhist.


Economy

The student understands the

factors of production in a society’s economy.



(6.8B) Identify problems and issues that

may arise when one or more of the factors of production is in relatively short supply.



Evaluate the role of water in the conflict over

Kashmir between India and Pakistan.


Evaluate the role of water in the economy of

Bangladesh.



TB: Our World Today – pg. 150-155

ACT: Create a proposal to an economic development foundation identifying

problems, effects, causes, and offer

solutions to include geographic factors and political relationships.

ACT: Categorize jobs, recreation, clothing, transportation based on physical








Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Geography

The student understands the

factors that influence the locations and characteristics

of locations of various

contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations.



(6.4D) Identify and locate major physical

and human geographic features such as landforms, water bodies, and urban centers

of various places and regions.


Describe the geographic features that

contribute to tourism, such as the Himalaya

Mountains in Nepal.
Identify Mt. Everest as the tallest mountain on earth.


environment.

TA: www.facingthefuture.org

TA: www.nationalgeographic.com

TA: www.earth.google.com

TA: www.earthweek.com

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/





Geography

The student understands

how geographic factors influence the economic

development, political

relationships, and policies of societies.

The student uses geographic tools to answer geographic questions


(6.5C) Explain the impact of geographic

factors on economic development and the domestic and foreign policies of societies.


(6.3D) Create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries.


(6.3B) Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases.

Locate and identify on a map the following

bodies of water: Yangtze River; Three

Gorges Dam; Xi River; Yellow River; Yellow Sea; East China Sea; South China Sea.


TB: Our World Today – pg. 160-166

ACT: Create a proposal to an economic development foundation identifying

problems, effects, causes, and offer

solutions to include geographic factors and political relationships.

ACT: Categorize jobs, recreation, clothing, transportation based on physical

environment.

ACT: Lists pros/cons of Three Gorges

Dam


TA: www.nationalgeographic.com

TA: www.earth.google.com

TA: www.earthweek.com

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/








Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Government

The student understands

various ways in which people organize

governments.


(6.12A) Identify and give examples of

governments with rule by one, few, or many.


(6.12B)Compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function.

Define communism as a form of government

where the government has strong control over the economy and society.


Evaluate the reasons for changes in China’s governmental control of the economy to allow features of the free enterprise system.

TB: Our World Today – pg. 165-172

TB: Our World Today – pg. 173-179

ACT: Pose questions to students “Should the government be able to …?” Analyze why/why not.

ACT: Create an invitation to invite societies to join/adopt a particular style of

government, listing advantages and

disadvantages

ACT: Identify culture traits of specific

regions/countries.

ACT: create a mosaic of culture

ACT: Identify symbols in our society that reflect our culture, categorize most

important and why.

TA: www.mywonderfulworld.org

TA: www.ted.com

TA: www.facingthefuture.org TA: www.nationalgeographic.com/education TA: www.populationconnection.org

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/

ACT. video – Hong Kong: A Family

Portrait(also on You Tube and United

Streaming)

ACT: Make a book about “Life in Liu Ling, China”)






Culture

The student understands the

relationship that exists between the arts and the societies in which they are produced.



(6.18A) Explain the relationships that exist

between societies and their architecture, art, music, and literature.


(6.18B)Relate ways in which contemporary expressions of culture have been influenced by the past.
(6.18C)Describe ways in which contemporary issues influence creative expressions.

Explain how the Chinese love of nature has

influenced their culture through their painting and poetry.


Define or identify dynasty, pagodas, calligraphy, the Great Wall of China, Confucius, Daoism, and Laozi.




Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Culture

The student understands

relationships that exist among world culture



(6.17A) Identify and describe how culture

traits such as trade, travel, and war spread.


(6.17B) Identify and describe factors that influence cultural change such as improved communication, transportation, and economic development.

Identify how Taiwan and Mongolia have

been influenced by Chinese ways and traditions.


Evaluate the impact of the cultural link between China and Taiwan in regards to the political differences between the two.

Identify the Silk Road and its economic and cultural importance to the region.



TB: Our World Today – pg. 180-187

ACT: Using the ABC’s of Culture poster, identify culture traits of specific

regions/countries.

ACT: Country Project

ACT: Identify symbols in our society that reflect our culture, categorize most important and why.

TA: www.mywonderfulworld.org

TA: www.ted.com

TA: www.facingthefuture.org (Making

Global Connections) TA: www.nationalgeographic.com/education TA: www.populationconnection.org

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/

TB: Our World Today – pg. 188-189






Science,

technology

& society


The student understands

influences of science and technology on

contemporary societies.


(6.20B) Explain how resources, belief

systems, economic factors, and political decisions have affected the use of

technology.


Explain how Japan has few mineral

resources, yet they have built a prosperous country.


Define or identify tsunamis, archipelago, intensive cultivation, constitutional monarchy, megalopolis

TB: Our World Today – pg. 190-199

TA: www.facingthefuture.org

(creating our future) TA: www.dinah.com

TA: www.geo.txstate.edu/tage/









Concept


Foundational Topic


TEKS Statement


Specificity

Resources

Textbook (TB), Technology (TA), Activity found in ETR (ACT)




Culture

The student understands

that certain institutions are basic to all societies, but

characteristics of these

institutions may vary from one society to another.



(6.16B) Compare characteristics of

institutions in various contemporary societies.



Identify Japan as a Constitutional Monarchy with an emperor as the official head of state but that it has an elected prime minister who runs the government (compare and contrast Japan’s government with that of Canada’s).









Government

The student understands

various ways in which people organize

governments.


(6.12A) Identify and give examples of

governments with rule by one, few, or many.



History

The student understands

that historical events influence contemporary

events.


(6.1B) Analyze the historical background of

various contemporary societies to evaluate relationships between past conflicts and

current conditions.


Evaluate the impact of World War II on

Korea and explain why Korea is divided in two, each country with very different

political and economic systems.
Compare and Contrast the economies of North Korea and South Korea and explain that South Korea has a strong industrial economy, while North Korea spends a great deal of money on the military.


TB: Our World Today – pg. 200-205

ACT: Create a timeline to include historical events and connection to current

societies.

ACT: Complete a matrix to identify results of historical events on contemporary societies

ACT: Create timeline of historical events

ACT: Create a biography poster of

historical identifying achievements and affects on society

ACT:


TA: www.hyperhistory.com

TA: www.ppst.com

TA: www.dinah.com

TA: www.geo.txstate.edu/tage/






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.



Government

The student understands

various ways in which people organize

governments.


(6.12A) Identify and give examples of

governments with rule by one, few, or many.




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