INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies Grade 06 Social Studies Unit 01 Exemplar Lesson

  • View
    0

  • Download
    0

Embed Size (px)

Text of INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies Grade 06 Social Studies Unit 01 Exemplar Lesson

  • INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies

    UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days

    State Resources:

    IFD Legend

    Bold, italic black: Knowledge and Skill Statement (TEKS)

    Bold black: Student Expectation (TEKS)

    Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)

    Italics blue: provides unit level clarification

    Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units

    EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST

    Grade 06 Social Studies Unit 01 Exemplar Lesson 01:

    Culture of the United States

    Grade 06 Social Studies Unit 01 Exemplar Lesson 02:

    Canada

    Grade 06 Social Studies Unit 01 Exemplar Lesson 03:

    Mexico

    Grade 06 Social Studies Unit 01 Exemplar Lesson 04:

    Characteristics of a Region

    Grade 06 Social Studies Unit 01 Rubric 01

    Grade 06 Social Studies Unit 01 Rubric 02

    Grade 06 Social Studies Unit 01 Rubric 03

    Grade 06 Social Studies Unit 01 Rubric 04

    Social Studies Grade 06 Unit 01: North America

    RATIONALE:

    This unit bundles social studies standards that introduce and build foundational understandings of major concepts that will be addressed throughout the year related to culture and

    contemporary cultures around the world. This unit introduces the concept of culture through a study of the United States, so that students can begin with the familiar, and then move on to

    Canada and Mexico to introduce the comparative cultural elements that will be explored throughout the year: key historical events, geographic features, economic systems, government

    and citizenship, and characteristics that fall under the umbrella of “culture” (language, belief systems, food, art, music, etc.). The unit introduces the year’s overarching idea that

    contemporary societies, although similar in many ways, reflect global diversity. Students will be introduced to the concept that diversity can be found at every level: local, national, and

    regional. Students will build on this essential concept with each unit, learning about the complexity of the world in which we live while recognizing the characteristics and practices that tie

    us together.

    Last Updated 06/01/2012

    Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 25  

    about:/module/content/search/item/2154/viewdetail.ashx about:/module/content/search/item/2155/viewdetail.ashx about:/module/content/search/item/2156/viewdetail.ashx about:/module/content/search/item/2157/viewdetail.ashx about:/module/content/search/item/997/viewdetail.ashx about:/module/content/search/item/998/viewdetail.ashx about:/module/content/search/item/1000/viewdetail.ashx about:/module/content/search/item/1002/viewdetail.ashx about:/module/content/search/item/2274/viewdetail.ashx

  • Prior to this unit, students have been introduced to basic map skills and many geographic and cultural concepts at the elementary level. This unit, however, assumes little prior

    knowledge about what constitutes culture, and therefore serves as a key introduction to the key concepts for the year. The United States is presented as students’ first example of culture

    and diversity. Canada is then presented as a counterpoint to the U.S., so that students can compare and contrast the two. Mexico then brings in the first close study of government and

    economics and their role in culture; although rich in resources and sharing a colonial past with its northern neighbors, Mexico looks very different than the U.S. and Canada. Finally,

    students learn about the concept of region and how North America is a region; region is a concept that is central to how this course is organized and taught.

    MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

    Students often hold stereotypes that influence their understanding of Canada, the U.S, and Mexico.

    Many students may think that Canada is “just like the U.S.” Students often see Mexico as monolithic and lacking in diversity.

    Students may think of culture as something other people have, but don’t recognize the aspects of their own lives that constitute culture.

    PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

    Grade 06 Social Studies Unit 01 PI 01

    Create a web that illustrates elements of culture. Explain

    in a paragraph, using the U.S. as an example, how people

    do exhibit the mainstream culture and reflect diverse

    culture groups within the country. Include the following

    words in your paragraph: society, diversity, demographics,

    national identity.

    Standard(s): 6.2B , 6.15B , 6.22D

    ELPS ELPS.c.1C , ELPS.c.5F

    Culture

    National identity

    Demographics

    Cultures share common elements and reflect the diversity

    of individuals and groups within the culture.

    INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies

    UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days

    Last Updated 06/01/2012

    Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 25  

    about:/module/standards/0/111908/standard.ashx about:/module/standards/0/112055/standard.ashx about:/module/standards/0/112157/standard.ashx about:/module/standards/0/118101/standard.ashx about:/module/standards/0/118142/standard.ashx

  • PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

    Grade 06 Social Studies Unit 01 PI 02

    Write a conversation between people who represent the

    Anglo, French, and First Nations points of view on

    citizenship, language, or government. Explain the main

    point of the varying points of view reflected in the

    conversation, including positive and negative

    consequences of multiculturalism. Include the following

    words: multiculturalism, point of view, unity, conflict and

    interaction.

    Standard(s): 6.2B , 6.15C , 6.21D

    ELPS ELPS.c.4K

    Diversity

    Citizenship

    Point of view

    Multiculturalism

    Consequences

    Common good

    National identity

    Although friction and conflict often result from multiple

    points of view within a society, groups choose to maintain

    their relationships unity for the common good.

    Grade 06 Social Studies Unit 01 PI 03

    Using corn as the vehicle for illustration, create a Diego

    Rivera-style mural that explains the interaction between

    factors of production, government, and economic systems.

    Explain the mural using call-out boxes

    Standard(s): 6.8A , 6.18A , 6.21B

    ELPS ELPS.c.1E , ELPS.c.5G

    Government

    Economy

    Standard of living

    Factors of production

    Interdependence

    Hi Interaction between a country’s government, its

    economic system, and the factors of production often

    determines the level of economic development in a

    country.

    INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies

    UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days

    Last Updated 06/01/2012

    Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 25  

    about:/module/standards/0/111908/standard.ashx about:/module/standards/0/112058/standard.ashx about:/module/standards/0/112138/standard.ashx about:/module/standards/0/118136/standard.ashx about:/module/standards/0/111976/standard.ashx about:/module/standards/0/112097/standard.ashx about:/module/standards/0/112132/standard.ashx about:/module/standards/0/118103/standard.ashx about:/module/standards/0/118143/standard.ashx

  • PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

    Grade 06 Social Studies Unit 01 PI 04

    Complete a map to show the major geographic features of

    the North American region. Write an explanation telling

    why North America is considered a region. Include: (1)

    geography, (2) at least one shared historical factor

    (invasion, conquests, colonization, immigration, trade), (3)

    two cultural traits, and (4) at least one economic

    component (trade, labor, migration, etc.) that influence the

    region.

    Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A ,

    6.5B , 6.16B , 6.22D

    ELPS ELPS.c.1C , ELPS.c.1E

    Region

    Free trade

    Historical, geographic, cultural, and/or economic factors

    define regions.

    KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

    Culture – a particular form or stage of civilization, as that of a certain nation or period: Greek culture; the behaviors and beliefs characteristic of a particular social, ethnic, or age group: the youth culture

    Anthropology – the sum total of ways of living built up by a group of human beings and transmitted from one generation to another Cultural trait – any characteristic of human activity acquired in social life and transmitted by communication Diversity – a point of difference Multiculturalism – the preservation of different cultures or cultural identities within a unified society, as a state or nation Region – an extensive, continuous part of a surface, space, or body: a region of the Earth; a part of the Earth's surface (land or sea) of considerable and usually indefinite extent: