6th Grade Social Studies Unit 3

Big Idea:

Explain the effects of imperialism on a region, what it means to be an emerging economy, and how people adapt to harsh (changing) environments.

Student Expectations:

Priority TEKS

6.1(A) [Readiness] Trace characteristics of various contemporary societies in regions that resulted from historical events of factors such as invasion, conquests, colonization, immigration and trade

6.5(C) [Supporting] Explain the impact of geographic factors on economic development and the domestic and foreign policies of societies

6.8(A) [Supporting] Describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies

6.15(D) [Supporting] Analyze the experiences and evaluate the contributions of diverse groups to multicultural societies

Focus TEKS

6.4(F) [Readiness] Identify the location of major world such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People’s Republic of China, the Republic of China (Taiwan), North and South Korea, Indonesia, and Australia

6.5(A) [Supporting] Identify and explain the geographic factors responsible for the location of economic activities in places and regions

6.6(B) [Readiness] Identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils and timber

6.6(C) [Supporting] Analyze the effects of the interaction of physical processes and the environment on humans

6.7(B) [Readiness] Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure

6.8(B) [Supporting] Identify problems and issues that might arise when one or more of the factors of production is in relatively short supply

6.9(C) [Supporting] Understand the importance of morality and ethics in maintaining a functional free enterprise system

6.9(D) [Supporting] Examine the record of collective, non-free market economic systems in contemporary world societies

6.10(A) [Supporting] Define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries

6.10(C) [Supporting] Identify and describe the effects of government regulation and taxation on economic development and business planning

6.11(D) [Supporting] Review the record of human rights abuses of limited or unlimited governments such as the Christians in Sudan

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

6.16(B) [Supporting] Compare characteristics of institutions in various contemporary societies

6.16(C) [Supporting] 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

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

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

6.17(C) [Supporting] Evaluate the impact of improved communication technology among cultures

6.17(D) [Readiness] Identify and define the impact of cultural diffusion on individuals and world societies

6.17(E) [Supporting] Identify examples of positive and negative effects of cultural diffusion

6.18(A) [Supporting] Explain the relationships that exist between societies and their architecture, art, music, and literature

6.18(B) [Supporting] Relate ways in which contemporary expressions of culture have been influenced by the past

6.18(C) [Supporting] Describe ways in which contemporary issues influence creative expressions

6.18(D) [Supporting] Identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time

6.19(A) [Supporting] Explain the relationship among religious ideas, philosophical ideas, and cultures

6.19(B) [Supporting] 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

6.20(A) [Readiness] Give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world

6.20(B) [Supporting] Explain how resources, belief systems, economic factors, and political decisions have affected the use of technology

6.20(C) [Supporting] Make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations

Ongoing TEKS

6.2(B) [Readiness] Evaluate the social, political, economic and cultural contributions of individuals and groups from various societies, past and present

6.3(A) [Readiness] The student will pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?

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

6.3(C) [Readiness] Compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models

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

6.4(A) [Supporting] Locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location

6.4(B) [Readiness] Identify and explain the geographic factors for patterns of population in places and regions

6.9(A) [Readiness] Compare ways in which various societies organize the production and distribution of goods and services

6.11(A) [Readiness] Identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited)

6.11(B) [Supporting] Compare the characteristics of limited and unlimited governments

6.11(C) [Readiness] Identify reasons for limiting the power of government

6.12(A) [Readiness] Identify and give examples of governments with rule by one, few, or many

6.15(A) [Readiness] Define culture and the common traits that unify a culture region

6.15(B) [Supporting] Identify and describe common traits that define cultures

6.15(E) [Readiness] Analyze the similarities and differences among various world societies

6.15(F) [Supporting] Identify and explain examples of conflict and cooperation between and among cultures

6.16(A) [Readiness] Identify institutions basic to all societies, including government, economic, educational, and religious institutions

6.21(A) [Tools to Know] Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print and visual materials; and artifacts to acquire information about various world cultures

6.21(B) [Ways to Show] 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 conclusion

6.21(C) [Ways to Show] Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

6.21(D) [Ways to Show] Identify different points of view about an issue or current topic

6.21(E) [Ways to Show] Identify the elements of frame of reference that influenced participants in an event

6.21(F) Use appropriate mathematical skills to interpret social studies information such as maps and graphs

6.22(A) Use social studies terminology correctly

6.22(B) [Ways to Show] Incorporate main and supporting ideas in verbal and written communication based on research

6.22(C) [Ways to Show] Express ideas orally based on research and experiences

6.22(D) [Ways to Show] Create written and visual materials such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research

6.22(E) [Ways to Show] Use standard grammar, spelling, sentence structure, and punctuation

6.22(F) [Tools to Know] Use proper citations to avoid plagiarism

6.23(A) [Tools to Know] Use a problem-solving process to identify a problem, gather information, list and consider advantages and disadvantages, choose and implement and solution, and evaluate the effectiveness of the solution

6.23(B) [Tools to Know] Use a decision making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Student Learning Targets:

• I will analyze how the history of Africa influences it today, including European imperialism and colonization.
• I will explain the significance or contributions of individuals or groups, including Europeans and Nelson Mandela.
• I will locate significant political and physical features on a map of Africa.
• I will analyze the major geographical features of Africa, including deserts and Mount Kilimanjaro.
• I will explain how people of the region have interacted with the physical environment, such as the effects of droughts and desertification.
• I will give examples of how people have adapted to and modified their environment.
• I will describe the economies of Africa, including industrialized and developing countries.
• I will describe (write)micro-enterprise and its effects in Sub-Saharan Africa.
• I will describe how traditional economies operate, and compare and contrast cash crops and subsistence farming.
• I will describe how ecotourism has changed local economies.
• I will identify and describe examples of limited and unlimited governments such as representative democracy (limited) and autocracy (unlimited).
• I will identify and give examples of governments with rule by one, few, or many.
• I will give examples of conflicts between ethnic groups.
• I will describe cultural elements in Africa, both native and borrowed.
• I will compare and contrast an African culture with my own.
• I will use this unit's vocabulary words correctly.

Essential Questions:

• What is Apartheid and how has it changed South Africa?
• How do people adapt to living in a desert region?
• How are micro-entrepreneurs changing their communities?

Extra Information:

Adopted Textbook: Contemporary World Studies - Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center