Winston-Salem/ Forsyth County Schools
Winston-Salem/ Forsyth County Schools
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Recommended 6th Grade Pacing Guide
South American & European Studies
Developed 2008
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*for a detailed set of Graphic Organizers, go to the following website:
Introduction
Several teachers from WSFCS met and developed pacing guides in 2008 for South American & European Studies, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.
Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best way possible to succeed in a global society.
How can the Pacing Guides be used?
• To guide instructional pacing so that key areas receive proper attention by including helpful information such as…
o Suggested number of days per unit
o Thematic concepts in each unit
o Key Terms/People/Places/Events – factual material to recognize and recall
o Vocabulary to help build a child’s academic abilities through word walls and word maps
o Target Goals for students to accomplish by the end of units
o Global connections that can be extensions of the NC Standard Course of Study
o The NC Standard Course of Study for easy reference
• To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year con best be served by shared pacing between our schools.
• To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, )
• Pacing Guides will be made public to students and parents via website:
• Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a living document and must continue to be perfected as years go by.
Table of Contents
Pages…
4-5. Overview of Pacing Guide/Curriculum Document Features
6-30. WSFCS Pacing Guide/Curriculum Document for South American & European Studies: Quarters 1-4
• pg. 7-8: Pacing Guide
• pg. 9: Core Curriculum-a top 100 list of Key Terms/People/Places/Events
• pgs. 10-30: Curriculum Support Document for South America & Europe
Appendix:
• NC DPI’’s Bloom-Marzano’s Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)
• An Item Shells Approach to formulating questions for each cognitive level
We extend deep gratitude and appreciation to all the 6th grade teachers who,
through the years, helped this pacing guide evolve.
Your experience, time, and commitment
have been valuable throughout the process.
2008-2009 WS/FCS Recommended 6th Grade Pacing Guide
(based on 126-160 instructional days)
|Unit |1st Q |2nd Q |3rd Q |4th Q |Current |
| | | | | |Adoption-Gibbs |
| | | | | |Smith |
|Introduction to 6th grade-opening of school |√-5 days | | | |[Chps] |
|Overview of geographical & other social studies skills |√-14-15 days | | | |See page ix for |
|In Focus: CG 1 & 5 | | | | |page listings |
|*students apply the 5 themes of geography with South America* |√- 14-20 days | | | |27-28 |
|South America: the land & its people | | | | | |
|In Focus: CGs 2 & 3 | | | | | |
|5-12 days in 1st quarter allotted for any of the following: |
|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |
|South America society: then and now | |√-8-10 days | | |29-30 |
|In Focus: CGs 6 & 10 | | | | | |
|Overview of Europe | |√-7-10 days | | |1-2 |
|In Focus: CGs 3 & 13 | | | | | |
|Classical Europe & Medieval Europe | |√-8-10 days | | | 3 |
|In Focus: CGs 4 & 8 | | | | | |
| | |√-12-16 days | | |4-5 |
|Modern Europe: Renaissance-today | |8-10 days | | | |
|In Focus: CGs 7 & 8 | | | | | |
|5-14 days in 2nd quarter allotted for any of the following: |
|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |
|UNIT OF STUDY/THEME: |South America: the land & its people / In Focus: CGs 2 & 3 |
| | | | |
|Suggested |14-20 |Unit Essential Question |“Why has the environment been so important for the development of South America? |
|# of Days | | | |
|Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Human/Geographic Relationships: |Textbook correlates to: CGs 2, 3, 4, 5, |Concepts: |Vocabulary: |Students should be able to… |
|How have the 4 regions shaped the history of|7, & 8 |systems |region |Identify some sub-groups in South American|
|South American cultures? |In Focus: CGs 2 & 3 2.01 Identify key |racial mixing |tributaries |societies |
|What different roles have the Amazons played|physical characteristics such as |urbanization |indigenous |Understand how all peoples of South |
|throughout history? |landforms, water forms, and climate, and|slums (“favelas”) |Andean |America adjusted to their environment |
|What natural resources have been profitable?|evaluate their influence on the |challenges- environmental civilization |mestizos |Analyze the costs & benefits of |
| |development of cultures in selected |industries |plantation (system) |industrialization in South America |
|Interaction |South American & European regions. | |terraced fields | |
|How do different cultures interact in the |2.02 Describe factors that influence |Terms/People/Places/Events: |environmental |Global Connections: |
|different parts of South America? |changes in distribution patterns of |tropics (Tropic of Capricorn) |ethanol |Examples of South American companies and |
|How similar are the influences of Africans, |population, resources & climate in |equator |distillery |products found in NC. |
|Europeans, and Native Americans in South |selected regions of South America & |Plata River System |plaza |Comparing environmental issues in South |
| |Europe & evaluate their impact on the |Andes Mountains |deforestation |America to US |
| |environment. |Tierra del Fuego |life expectancy | |
| |2.03 Examine factors such as climate |Amazon basin |poverty | |
| |change, location of resources, & |Quechua |renewable and non-renewable resources | |
| |environmental challenges that influence |pampas |coffee beans (cash crops) | |
| |human migration & assess their |gauchos | | |
| |significance in the |Patagonia | | |
| | |latex (rubber trees) | | |
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WS/FCS Recommended 6th Grade Pacing Guide
(based on 126-160 instructional days)
|Unit |1st Q |2nd Q |3rd Q |4th Q |Current |
| | | | | |Adoption-Gibbs |
| | | | | |Smith |
|Introduction to 6th grade-opening of school |√-5 days | | | |[Chps] |
|Overview of geographical & other social studies skills |√-14-15 days | | | |See page ix for |
|In Focus: CG 1 & 5 | | | | |page listings |
|*students apply the 5 themes of geography with South America* |√- 14-20 days | | | |27-28 |
|South America: the land & its people | | | | | |
|In Focus: CGs 2 & 3 | | | | | |
|5-12 days in 1st quarter allotted for any of the following: |
|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |
|South America society: then and now | |√-8-10 days | | |29-30 |
|In Focus: CGs 6 & 10 | | | | | |
|Overview of Europe | |√-7-10 days | | |1-2 |
|In Focus: CGs 3 & 13 | | | | | |
|Classical Europe & Medieval Europe | |√-8-10 days | | | 3 |
|In Focus: CGs 4 & 8 | | | | | |
| | |√-12-16 days | | |4-5 |
|Modern Europe: Renaissance-today | |8-10 days | | | |
|In Focus: CGs 7 & 8 | | | | | |
|5-14 days in 2nd quarter allotted for any of the following: |
|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |
|(Modern Europe: Renaissance con’t) | | |4-6 days | |4-5 |
|Region: British Isles & Scandinavia | | |√-13-16 days | |6-9 |
|In Focus: CGs 2 & 12 | | | | | |
|Region: Western Europe | | |√-15-18 days | |10-13 |
|In Focus: CGs 5 & 9 | | | | | |
|5-13 days in 3rd quarter allotted for any of the following: |
|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |
|Region: Mediterranean Europe | | | |√-14-17 days |14-17 |
|In Focus: CGs 4, 6, & 12 | | | | | |
|Region: Russia | | | |√-13-15 days |22-25 |
|In Focus: CGs 9 & 11 | | | | | |
|Region: Eastern Europe | | | | |18-21 |
|In Focus: CGs 10 & 11 | | | |√-5-8 days | |
| | | | | |22 |
|& Central Asia-if possible (preview of 7th grade) | | | | |(go back to lesson|
|In Focus: CG 1 & 7 | | | | |1) |
| | | | | |& 26 |
|5-13 days in 4th quarter allotted for any of the following: |
|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |
1. continents (all 7)
2. oceans (all 4)
3. hemispheres
4. geography (all 5 themes)
5. Prime Meridian
6. tropics
7. equator
8. Andes mountains
9. Amazon basin
10. the Pampas
11. gauchos
12. Patagonia
13. favelas
14. Inca
15. Atahualpa
16. Francisco Pizarro
17. Simón Bolívar
18. José de San Martín
19. Juan & Eva Perón
20. Roman Catholic Church
21. Buenos Aires
22. Tango (music & dance)
23. Darwin’s Galapagos voyage
24. Houses of Parliament (and Big Ben)
25. Great European Plain (or Northern Plain)
26. Iberian Peninsula
27. Ural Mountains
28. the Alps
29. Mediterranean Sea
30. Pericles
31. Phoenicians (alphabet system)
32. Athens city-state
33. Alexander the Great
34. Julius Caesar
35. Hebrews (or Jews)-Palestine
36. Jesus
37. Christianity
38. Paul
39. Middle Ages
40. Constantinople
41. “Black Death”
42. Charlemagne
43. humanism
44. Magna Carta
45. Renaissance
46. Michelangelo
47. Martin Luther & 95 theses
48. printing press
49. Niccolo Machiavelli’s “The Prince”
50. Louis XIV & Versailles
51. Napoleon Bonaparte
52. Line of Demarcation
53. Columbian Exchange
54. The Great War
55. Soviet Union (USSR)
56. Nazis & Adolph Hitler
57. NATO & Warsaw Pact
58. Marshall Plan
59. Berlin Wall
60. Scandinavia
61. United Kingdom (all four areas)
62. Vikings
63. three-field system
64. Industrial Revolution
65. James Watt & steam engine
66. Victorian Age
67. London Underground (“the Tube”)
68. London Blitz
69. Queen Elizabeth I
70. Henry VIII
71. Benelux countries
72. Agricultural Revolution
73. European Union
74. Declaration of the Rights of Man
75. Louis XVI & Marie Antoinette
76. French Revolution
77. the Euro
78. Q’uran
79. Moors
80. Isabella & Ferdinand
81. Minoan civilization
82. Benito Mussolini
83. Spanish Civil War
84. St. Peter’s Basilica (Vatican City)
85. Olympic Games
86. Peter the Great
87. Catherine the Great
88. Alexander II & the emancipation of the serfs
89. Karl Marx (Marxism)
90. Bolsheviks
91. Vladimir Lenin
92. Russian Revolution (and Civil War)
93. Joseph Stalin
94. Mikhail Gorbachev
95. Chernobyl
96. Orthodox Church
97. ethnic diversity
98. “Iron Curtain”
99. Lech Walesa & Solidarity
100. John Paul II
6th-Grade Pacing Guide – South America & Europe
Five Themes of Geography: Location (absolute and relative); Place (Physical and Human Characteristics); Human-Environmental Interaction; Movement (of ideas, trade); Regions (Physical and Cultural)
Also: Society and Culture; History; Government; Religion
|UNIT OF STUDY/THEME: |Overview of geographical & other social studies skills/ In Focus: CGs 1 & 5 |
| | | | |
|Suggested |14-15 |Unit Essential Question |In what ways does geography help us understand our world? |
|# of Days | | | |
|Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Social Science Skills: |Textbook correlates to: CGs 1, 2, 3, 4, |Concepts: |Vocabulary: |Students should be able to… |
|What are the major features of the globe? |5, 7, & 8 |measurement |region |apply scale and determine distance on a |
|What skills are required to read a _____? | |interpreting (maps) |scale |map. (can examine maps that do and do not |
|(map, globe, graph, chart, database) |In Focus: CG 1 & 5 |skills |map key |represent the relative size of |
|How would I use latitude and longitude to |1.01 Create maps, charts, graphs, |tools (for social scientists) |latitude |continents/states accurately) |
|locate specific places around the world? |databases, and models as tools to |travel |longitude |read and interpret a variety of maps, |
|What types of landforms will I see as a |illustrate information about different |knowledge |time zone |charts, graphs, timelines, databases. |
|world traveler? |people, places and regions in South |connections |physical map |compare and classify geographic terms |
|How can I use the work of social scientists |America and Europe. (Q1, Q2, Q8) | |political map |relating to landforms. |
|to understand the world in which I live? |1.02 Generate, interpret, and manipulate|Terms/People/Places/Events: |geography |relate 5 themes of geography to their |
|(can use: historians, geographers, |information from tools such as maps, |continents (all 7) |history |surroundings. |
|sociologists, economists, archaeologists & |globes, charts, graphs, databases, and |oceans (all 4) |culture |choose a Social Science profession that |
|anthropologists) |models to pose and answer questions |hemispheres |government |would make you most marketable in a global|
| |about space and place, environment and |cardinal directions |economics |economy & explain your choice. |
| |society, and spatial dynamics and |geography (all 5 themes) |absolute location | |
|Human-Environmental Interaction: |connections. (Q3, Q8) |anthropologists |relative location |Global Connections: |
|In what ways do climate and people influence|1.03 Use tools such as maps, globes, |geographers |physical characteristics |Using the 5 themes, compare students’ |
|each other? |graphs, charts, databases, models, and |historians |cultural characteristics |surroundings to the world. (specifically |
|How does the location of natural resources |artifacts to compare data on different |economists |interaction |S. America and Europe) |
|influence economic development? |countries of South America and Europe |sociologists |movement |Examine famous uses of Social Studies |
|Why is it important for the United States to|and to identify patterns as well as |archeologists | |skills such as Heinrich Schliemann’s |
|reduce our dependence on nonrenewable |similarities and differences among them.|political scientists | |excavation of Troy. |
|resources? |(Q4, Q5, Q8) |Prime Meridian | | |
| |5.01 Describe the relationship between |Great Circle Route | | |
| |the location of natural resources and |cardinal directions | | |
| |economic development, and assess the |intermediate directions | | |
| |impact on selected cultures, countries, | | | |
| |and regions in South America and Europe.| | | |
| |(Q6, Q8) | | | |
| |5.02 Examine the different economic | | | |
| |systems, (traditional, command, and | | | |
| |market), developed in selected societies| | | |
| |in South America and Europe, and analyze| | | |
| |their effectiveness in meeting basic | | | |
| |needs. (Q6, Q7, Q8) | | | |
| |5.03 Explain how the allocation of | | | |
| |scarce resources requires economic | | | |
| |systems to make basic decisions | | | |
| |regarding the production and | | | |
| |distribution of goods and services, and | | | |
| |evaluate the impact on the standard of | | | |
| |living in selected societies and regions| | | |
| |of South America and Europe.(Q7, Q8) | | | |
| |5.04 Describe the relationship between | | | |
| |specialization and interdependence, and | | | |
| |analyze its influence on the development| | | |
| |of regional and global trade patterns. | | | |
| |(Q7, Q8) | | | |
| UNIT OF STUDY/THEME: |South America: the land & its people / In Focus: CGs 2 & 3 |
| | | | |
|Suggested |14-20 |Unit Essential Question |Why has the environment been key to the development of South America? |
|# of Days | | | |
|Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Place: Physical & Human Characteristics: |Textbook correlates to: CGs 2, 3, 4, 5, |Concepts: |Vocabulary: |Students should be able to… |
|How do the physical characteristics of South|7, & 8 |systems |region |identify sub-groups in South American |
|America compare to those of North America? |In Focus: CGs 2 & 3 2.01 Identify key |race (racial mixing) |tributaries |societies. |
|How has culture shaped the 4 regions of |physical characteristics such as |urbanization |indigenous |understand how peoples of South America |
|South America? |landforms, water forms, and climate, and|poverty (slums, or “favelas”) |Andean |adjusted to their environment. |
| |evaluate their influence on the |challenges- environmental |mestizos |analyze the costs & benefits of |
|Human-Environmental Interaction: |development of cultures in selected |civilization |plantation (system) |industrialization in South America. |
|What natural resources in the Andes have |South American & European regions. |industry |terraced fields |judge the environmental impact of economic|
|been profitable? |2.02 Describe factors that influence | |environmental |growth in South America. |
|What role does the Amazon River play in |changes in distribution patterns of |Terms/People/Places/Events: |ethanol | |
|Brazil’s economy? |population, resources & climate in |tropics (Tropic of Capricorn) |distillery |Global Connections: |
|How do diverse cultures interact across |selected regions of South America & |equator |plaza |Revisit NC’s geographic features as a |
|regions in South America? |Europe & evaluate their impact on the |Plata River System |deforestation |preview of S. America’s features. |
|In what ways have environmental challenges |environment. |Andes Mountains |life expectancy |Compare environmental issues in South |
|influenced human migration in South America?|2.03 Examine factors such as climate |Tierra del Fuego |poverty |America to N. America and NC. |
| |change, location of resources, & |Amazon basin |renewable resources | |
|How can South Americans protect the |environmental challenges that influence |Quechua |non-renewable resources | |
|environment while helping grow the economy? |human migration & assess their |the Pampas |cash crop | |
| |significance in the development of |gauchos | |Assess the role of rivers, coastlines, |
|Regions: |selected cultures in S. A. & Europe. |Patagonia | |mountains, and natural products |
|How did colonization of Caribbean South |3.01 Identify ways in which people of |latex (rubber trees) | |(commodities) in NC, N. America, & S. |
|America impact its culture? |selected areas in South America and |favelas | |America. |
|What different roles have the Pampas played |Europe have used, altered, and adapted |Beringia | |Compare race relations and mixing between |
|throughout history? |to their environments in order to meet |cassava | |US and South American regions. |
|How similar are the influences among |their needs, and evaluate the impact of |cacao | |Identify examples of South American |
|cultural subgroups (Africans, Europeans, and|their actions on the development of |conquistador | |companies and products found in NC. |
|Native Americans) in South American society?|cultures and regions. |El Dorado | | |
| |3.02 Describe the environmental impact |Treaty of Tordesillas | | |
| |of regional activities such as |Portuguese | | |
| |deforestation, urbanization, and |hacienda | | |
| |industrialization and evaluate their |Inca | | |
| |significance to the global community. |Atahualpa | | |
| |3.03 Examine the development and use of |Francisco Pizarro | | |
| |tools and technologies and assess their |Brasilia | | |
| |influence on the human ability to use, |coffee beans | | |
| |modify, or adapt to their environment. | | | |
| |3.04 Describe how physical processes | | | |
| |such as erosion, earthquakes, and | | | |
| |volcanoes have resulted in physical | | | |
| |patterns on the earth's surface and | | | |
| |analyze their effects on human | | | |
| |activities. | | | |
|UNIT OF STUDY/THEME: |South American Society: then and now/ In Focus: CGs 6 & 10 |
| | | | |
|Suggested |8-10 |Unit Essential Question |How has immigration made South America more diverse? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Movement & History: |Textbook correlates to: CGs 6 & 8 |Concepts: |Vocabulary: |Students should be able to… |
|What difficulties did indigenous people face|through 13 |deforestation |smelting |understand how all peoples adapted to |
|with the arrival of “foreigners”? |In Focus: CGs 6 & 10 6.01 Describe |poverty |manufactured products |their environment. |
|In what ways did independence in South |different levels of economic development|slavery |trade surplus |assess what might have led to South |
|America look different than in the US? |and assess their connections to standard|urbanization |deforestation |American independence. |
| |of living indicators such as purchasing |migration |tropical forests |understand what struggles South America |
|Society & Culture: |power, literacy rate, and life |systems of government (military juntas) |urbanization |has faced with democracy. |
|What are some common cultural traits found |expectancy. |autocracy |colonial |evaluate which modern societal traits best|
|in the 4 regions of South America? |6.02 Examine the influence of education |democracy |independence- liberation |show the influence of different immigrant |
|With which aspects of South American culture|and technology on productivity and |caste system, or hierarchical society |autocratic |groups. |
|do you identify? |economic development in selected nations|culture (mixed) |patron saints (and Virgin) | |
| |and regions of South America and Europe.|immigration |Catholicism |Global Connections: |
|Government: |6.03 Describe the effects of | |missionaries |Compare early civilizations in South |
|What has ‘democracy’ meant to South |over-specialization and assess their |Terms/People/Places/Events: |bilingual |America and US (NC) in their adaptation to|
|Americans? |impact on the standard of living. |seasonal reversal |Creole |the environment. |
| |10.01 Trace the development of |Simón Bolívar |mestizo | |
|Religion: |relationships between individuals and |José de San Martín |mulatto | |
|How has the role of Catholicism been |their governments in selected cultures |Juan and Eva Perón (Argentina) |adobe | |
|challenged in South America? |of South America and Europe, and |Augusto Pinochet (Chile) |diet | |
| |evaluate the changes that have evolved |Hugo Chavez (Venezuela) | | |
| |over time. |Carnival (Brazil) | |Connect European settlement of South |
| | |Roman Catholic Church | |America to that of North America (and NC) |
| |10.02 Identify various sources of |Gabriela Mistral | |. May compare/ contrast Iberian |
| |citizens' rights and responsibilities, |Guaraní | |colonization to French/ English/Dutch. |
| |such as constitutions, traditions, and |Buenos Aires | |Compare slavery in US and South America. |
| |religious law, and analyze how they are |Lima | |(includes plantations) |
| |incorporated into different government |Caracas | |Contrast US and Latin American |
| |structures. |Tango (music & dance) | |independence/ democracy. |
| |10.03 Describe rights and |Samba | |Describe mixed (Creole) cultures in North |
| |responsibilities of citizens in selected|capoeira | |& South America. |
| |contemporary societies in South America |“fútbol” | |Identify examples of South American |
| |and Europe, comparing them to each other|Charles Darwin’s voyage on HMS Beagle to | |musical influences/groups heard in the US.|
| |and to the United States. |Galapagos Islands | | |
| |10.04 Examine the rights, roles, and | | | |
| |status of individuals in selected |(re-visit Gauchos & Pampas) | | |
| |cultures of South America and Europe, | | | |
| |and assess their importance in relation | | | |
| |to the general welfare. | | | |
|UNIT OF STUDY/THEME: |Overview of Europe/ In Focus: CGs 3 & 13 |
| | | | |
|Suggested |7-10 |Unit Essential Question |Why is geography important in understanding Europe? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Human-Environmental Interactions: |Textbook correlates to: CGs 1, 2, 3 & 13|Concepts: |Vocabulary: |Students should be able to… |
|How do Europeans use the physical landscape | |Interpretation (maps) (review) |travel journal |compare/contrast the geography of Europe, |
|to promote tourism? | |climate |souvenir |South America and the United States. |
|In what ways have Europeans modified their |In Focus: CGs 3 & 13 3.01 Identify |pollution (air quality) |siestas |contrast the standard of living that |
|environment to meet their needs? |ways in which people of selected areas |relationships (human-environmental) |“breadbasket”-Ukraine |exists in Western Europe with that of |
| |in S.A. & Europe have used, altered, & |industries |air pollution |Eastern Europe. |
|Location: |adapted to their environments in order |heritage |mountainous |identify economic markets in Europe that |
|What benefits do Europeans receive from |to meet their needs, & evaluate the |civilization |heritage |compete against the United States. |
|their location? |impact of their actions on the |region |customs |explain how European artistic, culinary, |
|Why do some North Carolina names and customs|development of cultures & regions. (Q1, | |dialects |and musical achievements have influenced |
|suggest European origin? |Q2) |Terms/People/Places/Events: |ethnic groups |the world. |
| |3.02 Describe the environmental impact |Tower of London |peninsula |illustrate ways ethnic groups sharing a |
|Place (Physical Characteristics): |of regional activities such as |Houses of Parliament (Big Ben) |continent |small space causes conflict. |
|How does the geography of South America |deforestation, urbanization, & |soccer |plains | |
|differ from that of Europe? |industrialization & evaluate their |haggis |gulf stream | |
| |significance to the global community. |Loch Ness (“Nessie”) |North Atlantic Drift |Global Connections: |
| |(Q2, Q5) |United Kingdom |“western” (civilization) |Identify examples of European companies |
| |3.03 Examine the development & use of |Berlin Wall (Germany) |globalization |and products found in NC. |
| |tools & technologies & assess their |Benelux countries | |Trace European influence on N.C. cities. |
|Regions: |influence on the human ability to use, |Mont Blanc-France | |(names) |
|How has geography shaped Europe’s cultures? |modify, or adapt to their environment. |El Prado (Madrid, Spain) | |Compare exchange rates between the Euro, |
| |(Q3) |baklava (Greece) | |or British Pound, to other currencies - |
| |3.04 Describe how physical processes |St. Basil’s Cathedral (Moscow, Russia) | |mainly the dollar. |
| |such as erosion, earthquakes, & |Chernobyl nuclear accident | |Examine reasons why the European rail |
| |volcanoes have resulted in physical |Great European Plain or Northern European | |system is more vast than those in the US, |
| |patterns on the earth's surface & |Plains | |Africa, China, Russia, and India. |
| |analyze their effects on human |Iberian Peninsula | | |
| |activities. (Q1, Q3) |Ural Mountains | | |
| |13.01 Identify historical movements such|the Alps | | |
| |as colonization, revolution, emerging |Mediterranean Sea | | |
| |democracies, migration, and immigration | | | |
| |that link North Carolina and the United | | | |
| |States to selected societies of South | | | |
| |America and Europe and evaluate their | | | |
| |influence on local, state, regional, | | | |
| |national, and international communities.| | | |
| |(Q4) | | | |
| |13.02 Describe the diverse cultural | | | |
| |connections that have influenced the | | | |
| |development of language, art, music, and| | | |
| |belief systems in North Carolina and the| | | |
| |United States and assess their role in | | | |
| |creating a changing cultural mosaic. | | | |
| |(Q4) | | | |
| |13.03 Examine the role and importance of| | | |
| |foreign-owned businesses and trade | | | |
| |between North Carolina and the nations | | | |
| |of South America and Europe, and | | | |
| |evaluate the effects on local, state, | | | |
| |regional, and national economies & | | | |
| |cultures (Q4). | | | |
| | |
| |Classical Europe & Medieval Europe/ In Focus: CGs 4 & 8 |
|UNIT OF STUDY/THEME: | |
| | | | |
|Suggested |8-10 |Unit Essential Question |How do we benefit today from the classical and medieval ages of Europe? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Government: |Textbook correlates to: CGs 4, 7, & 8 |Concepts: |Vocabulary: |Students should be able to… |
|What is the political legacy of the Romans? |In Focus: CGs 4 & 8 4.01 Describe the |art (forms) |city-state |describe how classical civilizations were |
| |patterns of and motives for the |systems (of government) |metropolis |organized. |
|Society & Culture: |migrations of people, and evaluate their|philosophy |alphabet system |explain the impact of geography on the |
|What contributions of Ancient Greeks are |impact on the political, economic, and |religion |direct democracy |development of early civilizations. |
|prevalent in present day society? |social development of selected societies|power (church, state, societal) |theatre (drama & comedy) |understand the contributions of classical |
| |and regions. (Q1, Q5) |civilization (and decline of) |tragedies |& medieval societies to today’s |
|History: |4.02 Identify the main commodities of | |philosophers |civilizations. |
|Why is it important to understand plagues |trade over time in selected areas of |Terms/People/Places/Events: |republic |identify events that caused the decline of|
|like the “Black Death”? |South America and Europe, and evaluate |Pericles |constitutional government |classical civilizations. |
| |their significance for the economic, |Crete |Diaspora |explain the effects of the Middle Ages. |
|Which historical figure do you think had the|political and social development of |Phoenicians (alphabet system) |empire | |
|greatest impact on Europe during the |cultures and regions. (Q3) |Athens city -state |monotheism | |
|Classical Period? |4.03 Examine key ethical ideas & values |the Acropolis |lord |Global Connections: |
| |deriving from religious, artistic, |Parthenon |bartering |Trace the expansion of Christianity |
|History/ Society & Culture: (Issues of |political, economic, & educational |Alexander the Great |feudalism |outside of Europe. |
|Power) |traditions, as well as their diffusion |Olympia & Olympic Games |excommunication |Examine how classical & medieval European |
|How can we see feudal levels of power in the|over time, & assess their influence on |Roman legions |ghetto |architecture has influenced designs around|
|world today? |the development of selected societies & |Julius Caesar |classical learning |the world. |
| |regions in S.A. & Europe.(Q6, Q7) |Hadrian’s Wall | |Follow the development of the classical |
| | |Hebrews (or Jews)-Palestine | |Olympic Games to its modern global |
| |8.01 Describe the role of key historical|Christianity | |version. |
|How were religious beliefs a powerful force |figures and evaluate their impact on |Jesus | |Contrast medieval feudal society to the |
|in political change? |past and present societies in South |Gospels | |Indian caste system. |
| |America and Europe. (Q4) |messiah | |Compare slavery in the classical era to |
|Place (Human Characteristics): |8.02 Describe the role of key groups and|Paul | |other forms of slavery. |
|What evidence of Moorish influence exists |evaluate their impact on historical and |The Pope | |Identify differences and similarities |
|today in European architecture, music and |contemporary societies of South America |Constantine | |between Greco-Roman mythology & other |
|art? |and Europe.(Q2) |Middle Ages | |mythology. |
| |8.03 Identify major discoveries, |vassals | |Examine the empires of Alexander the |
| |innovations, and inventions, and assess |knights | |Great, Rome, and Charlemagne to other |
| |their influence on societies past and |serfs | |major empires such as the Mongols, |
| |present. (Q4) |Constantinople | |Mauryan, Inca, & Islamic |
| | |“Black Death” | | |
| | |Charlemagne | | |
| | |Song of Roland | | |
| | |Notre Dame Cathedral | | |
| | |St. Thomas Aquinas | | |
|UNIT OF STUDY/THEME: |Modern Europe: Renaissance-today/ In Focus: CGs 7 & 8 |
| | | | |
|Suggested |12-16 |Unit Essential Question | What influence does Renaissance thinking have on our culture today? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Human/Environmental Interaction: |Textbook correlates to: CGs 7 -10, 12, &|Concepts: |Vocabulary: |Students should be able to… |
|How can the availability of energy resources|13 |rebirth |protestants |explain the forces in Europe that shaped |
|impact the economy? |In Focus: CGs 7 & 8 7.01 Identify |literacy |secular |the Age of Exploration, |
| |historical events such as invasions, |reform |translation |judge the impact of imperialism on |
|History: |conquests, and migrations and evaluate |systems of government |absolutism (or absolute monarch) |colonists in North & South America. |
|Which forces (institutions) in Europe shaped|their relationship to current issues. |innovation |nationalism |identify the patterns of behavior that led|
|the Age of Exploration? |(Q5, Q8, Q10, Q12) |exploration |state |to both World War I & II. |
|How did European imperialist policies affect|7.02 Examine the causes of key |war/ conflict |exploration |trace the impact of technology on conflict|
|colonies in lasting ways? |historical events in selected areas of |technology |colonialism |throughout Europe’s history. |
|In what ways have technological advances in |South America and Europe and analyze the|cooperation |alliances |locate the variety of ethnic groups in |
|weapons impacted European history? |short- and long-range effects on |peace |trenches |Europe and predict/explain possible ethnic|
|Who was the most influential leader in |political, economic, and social |genocide |dictator |problems. |
|Europe since the beginning of the |institutions. (Q2) |human rights |propaganda | |
|Renaissance? |8.01 Describe the role of key historical|energy |Holocaust |Global Connections: |
| |figures and evaluate their impact on |recovery |division |Identify non-European feats of |
| |past and present societies in South | |containment |exploration. |
| |America and Europe. (Q4, Q5, Q7) |Terms/People/Places/Events: |reunification | |
| |8.02 Describe the role of key groups and|humanism |cold war |Familiarize students with other |
|Society & Culture: |evaluate their impact on historical and |“Renaissance” | |“Renaissance” eras of history such as |
|What forces cause cultures to change over |contemporary societies of South America |the Medici family | |Golden Ages of China & India, height of |
|time? |and Europe. (Q1, Q6, Q9, Q10) |Michelangelo | |Mayan civilization and re-emergence of |
|How does the ethnic variety in Europe | |Florence | |Russia as a world power during the Soviet |
|explain conflicts that exist? |8.03 Identify major discoveries, |Protestant Reformation | |Age. |
|How did/does literature reflect popular |innovations, and inventions, and assess |Martin Luther & 95 Theses | |Contrast European imperialism to |
|culture? |their influence on societies past and |printing press | |non-European imperialism. |
| |present. (Q3, Q8) |John Calvin | |Research industrialization in other parts |
|Government: | |Magna Carta | |of the world and identify economic |
|Why was the communist form of government | |Niccolo Machiavelli’s “The Prince” | |trends/demands that contributed to the |
|seen as a threat to individual rights? | |Louis XIV &Versailles | |changes. |
|Why do you think that individual rights | |Napoleon Bonaparte | |Examine the global impact of the Great |
|evolved over time in Europe? | |Ferdinand Magellan | |War. |
| | |Prince Henry the Navigator | |Describe how WWII changed the US. |
|Religion: | |astrolabe | | |
|How has the influence of the Roman Catholic | |Christopher Columbus | | |
|Church in Europe changed since the | |Line of Demarcation | | |
|Renaissance? | |viceroys | | |
| | |Columbian Exchange | | |
| | |Franz Ferdinand | | |
| | |Kaiser Wilhelm | | |
| | |The Great War | | |
| | |The Western & the Eastern Fronts | | |
| | |Communists | | |
| | |Versailles peace treaty | | |
| | |League of Nations | | |
| | |Soviet Union (USSR) | | |
| | |Joseph Stalin | | |
| | |Allies vs. Axis powers | | |
| | |Benito Mussolini | | |
| | |Adolph Hitler & Nazis | | |
| | |Pearl Harbor | | |
| | |nuclear power | | |
| | |NATO &Warsaw Pact | | |
| | |Marshall Plan | | |
| | |Berlin Wall | | |
| | |Nikita Khrushchev | | |
| | |European Union (EU) | | |
| UNIT OF STUDY/THEME: |Region: British Isles & Scandinavia/ In Focus: CGs 2 & 12 |
| | | | |
|Suggested |13-16 |Unit Essential Question |To what degree do you think that British and Nordic cultures are different? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Place (Physical & Human Characteristics): |Textbook correlates to: CGs 2-6, 8, 11, |Concepts: |Vocabulary: |Students should be able to… |
|What major resources are located in Northern|& 12 |location |latitude |trace the history of religion in the |
|Europe? |In Focus: CGs 2 & 12 2.01 Identify key |climate |hemisphere |region identifying major turning points. |
|Why did the Industrial Revolution begin in |physical characteristics such as |ancestry |temperate (climate) |explain how the economic cooperation of |
|the British Isles? |landforms, water forms, and climate, and|language |Nordic |Europe benefits the British Isles and |
| |evaluate their influence on the |traditions |Germanic languages |Nordic countries. |
|Human/Environmental Interaction: |development of cultures in selected |systems of production |fallow |compare the impact of the World Wars on |
|In what profitable ways have N. Europeans |South American and European regions. |labor |crop rotation |the two regions. |
|helped the environment? (similarities & |2.02 Describe factors that influence |industry |raids | |
|differences) |changes in distribution patterns of |revolution |peasants | |
| |population, resources, and climate in |energy |manor (system) |Global Connections: |
|Regions: |selected regions of South America and |transportation |commerce |Compare drilling for oil in the North Sea |
|What adjustments do sea-based countries need|Europe and evaluate their impact on the |economy |cottage industry |to other off-shore drilling such as in the|
|to make? |environment. |natural resources |division of labor |Gulf of Mexico. |
|How does a cold climate affect lifestyle? |2.03 Examine factors such as climate |government |factory (system) |Examine the possibilities of wind power in|
| |change, location of resources, and |recreation |urbanization |the US such as the common use in the |
| |environmental challenges that influence | |depressed areas |Netherlands and Denmark. |
| |human migration and assess their |Terms/People/Places/Events: |mixed economy | |
| |significance in the development of |Northern Hemisphere |famine | |
|History: |selected cultures in South America and |Arctic Circle |service industries |Identify other major underground rail |
|What is the lasting legacy of the Vikings? |Europe. |summer & winter solstice |convents |systems in the world. |
|How did the feudal system create the |12.01 Examine the major belief systems |Scandinavia |monasteries |Investigate influences on modern cities |
|foundation for industry? |in selected regions of South America and|fjords | |like London, Edinburgh, Dublin, Amsterdam,|
|Why have Nordic countries remained neutral |Europe, and analyze their impact on |British Isles |(re-visit: peninsula, regions, |and Copenhagen. |
|in major world conflicts of the 20th C? |cultural values, practices, and |cricket |constitutional government, democracy, | |
| |institutions. |Ireland |republic, immigrants) | |
|Society & Culture: |12.02 Describe the relationship between |United Kingdom (Scotland, Wales, England, &| | |
|How did the Industrial Revolution change the|cultural values of selected societies of|N.Ireland) | | |
|world? |South America and Europe and their art, |Vikings | | |
|In what ways did Northern Europeans react to|architecture, music and literature, and |Geoffrey Chaucer & the Canterbury Tales | | |
|assaults from the Nazis? |assess their significance in |Canterbury Cathedral | | |
| |contemporary culture. |three-field system | | |
|Government: |12.03 Identify examples of cultural |Industrial Revolution | | |
|How has the role of the monarchy changed |borrowing, such as language, traditions,|spinning jenny | | |
|over time? |and technology, and evaluate their |Charles Dickens | | |
| |importance in the development of |James Watt & steam engine | | |
|Religion: |selected societies in South America and |coal production | | |
|How have religious beliefs divided people in|Europe. |railroads | | |
|the British Isles? | |geothermal energy | | |
| | |Victorian Age | | |
| | |London Underground (“the Tube”) | | |
| | |London Blitz | | |
| | |“black gold” | | |
| | |Heathrow & Gatwick airports | | |
| | |Thames River | | |
| | |Westminster Abbey | | |
| | |Hans Christian Andersen “Mermaid” | | |
| | |Nobel Prize | | |
| | |Church of England | | |
| | |Henry VIII | | |
| | |Queen Elizabeth I | | |
| | |illuminated manuscripts | | |
| UNIT OF STUDY/THEME: |Region: Western Europe/ In Focus: CG |
| | | | |
|Suggested |15-18 |Unit Essential Question |Why is Western Europe an economic giant in the world? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Place (Physical & Human Characteristics): |Textbook correlates to: CGs 2-7, 9, 12 |Concepts: |Vocabulary: |Students should be able to… |
|Which valuable resources are located in W. |In Focus: CGs 5 & 9 5.01 Describe the |language (multilingual) |descendents |explain how agriculture has evolved in |
|Europe? |relationship between the location of |ancestry |microstate |Western Europe. |
|Why are the Alps the “lifeline” of W. |natural resources and economic |conflict |guest workers |show why the French Revolution truly |
|Europe? |development, and assess the impact on |cooperation |dikes |transformed all levels of society. |
| |selected cultures, countries, and |emigration |enclosures |share how Jewish peoples became a |
|Regions: |regions in South America and Europe. |geography |life expectancy |significant part of Western European |
|Why is it useful to study W. Europe as |5.02 Examine the different economic |climate |standard of living |history. |
|distinct regions? |systems, (traditional, command, and |revolution |toxins |analyze all sides of the debate on whether|
| |market), developed in selected societies|transportation |trade surplus |Europe should continue to become (one day)|
|History: |in South America and Europe, and analyze|pollution (environmental challenges) |reunification |the nation of Europe. |
|In what ways can we see the legacy of the |their effectiveness in meeting basic |labor |specialization | |
|Roman Empire in W. Europe today? |needs. |democracy |chancellor |Global Connections: |
|“The French Revolution laid the foundation |5.03 Explain how the allocation of |religion/ faith |architecture |Compare and contrast the dike system |
|for modern democracies.” In what ways can |scarce resources requires economic | |rabbi |(levees) in the Netherlands to New |
|you support that statement? |systems to make basic decisions |Terms/People/Places/Events: |Judaism |Orleans. |
| |regarding the production and |Franks |synagogue | |
| |distribution of goods and services, and |Germania |pogroms |Look at the introduction of the common |
| |evaluate the impact on the standard of |Benelux countries |Muslims |European “Smart Car” to the US |
|Government: |living in selected societies and regions|Flemish |Mosque |Compare exchange rates between the Euro |
|What are the benefits of a European Union? |of S.A. & Europe. |Walloon |ingenuity |and other major currencies. Students can|
|How has the idea of government evolved over | |Gothic (architecture) | |plan a 10 day trip to Europe and determine|
|the last 100 years? |5.04 Describe the relationship between |Northern European Plain | |what costs they will incur. |
| |specialization & interdependence, & |Albert Einstein | |Compare and contrast the French and |
|Religion: |analyze its influence on the development|the Rhine river | |American revolutions. |
|In what ways has immigration created a more |of regional & global trade patterns. |the Alps | |Explore what other cities in the world, |
|diverse religious society? |9.01 Trace the historical development of|Agricultural Revolution | |outside of Paris, are known as centers of |
| |governments including traditional, |scythe | |cuisine. |
|Movement (of ideas): |colonial, & national in selected |sickle | | |
|How has ingenuity fueled Europe’s strong |societies & assess the effects on the |European rail system | | |
|economy? |respective contemporary political |the Greens (Party) | | |
|What role does mass transit play in uniting |systems. |Marshall Plan | | |
|Europeans? |9.02 Describe how different types of |European Union (EU) | | |
|Why is specialization important to a strong |governments such as democracies, |Swiss chocolate | | |
|W. European economy? |dictatorships, monarchies, & oligarchies|the Reichstag | | |
| |in areas of S.A. & Europe carry out |Declaration of the Rights of Man | | |
| |legislative, executive, & judicial |Louis XVI & Marie Antoinette | | |
| |functions, & evaluate the effectiveness |guillotine | | |
| |of each. |French Revolution | | |
| |9.03 Identify the ways in which |European Parliament | | |
| |governments in selected areas of S.A. & |the Euro | | |
| |Europe deal with issues of justice and |Eiffel Tower | | |
| |injustice, & assess the influence of |Notre Dame Cathedral | | |
| |cultural values on their practices & |Latin Quarter | | |
| |expectations. |Vienna Boys Choir | | |
| |9.04 Describe how different governments |Tour de France | | |
| |in S.A. & Europe select leaders & |World Cup (Soccer) | | |
| |establish laws in comparison to the US &|haute cuisine | | |
| |analyze the strengths & weaknesses of | | | |
| |each. | | | |
|UNIT OF STUDY/THEME: |Region: Mediterranean Europe/ In Focus: CGs 5 & 12 |
| | | | |
|Suggested |14-17 |Unit Essential Question |How has the Mediterranean Sea affected the people of the region? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Location: |Textbook correlates to: CGs 2-7, 11, & |Concepts: |Vocabulary: |Students should be able to: |
|Why have countries along the Mediterranean |12 |language |Mediterranean (climate) |understand what makes Iberia unique. |
|Sea possessed a historic economic advantage?|In Focus: CGs 4, 6, & 12 4.01 Describe |landforms |Latin |explain why the countries along the |
| |the patterns of & motives for the |climate |Romance languages |Mediterranean benefited from their |
|Human/Geographic Relationships: |migrations of people, & evaluate their |building (engineer) |Iberia |location along the sea. |
|How has the geography of the Mediterranean |impact on the political, economic, & |exploration |strait |assess what impact the Moors (and Islamic |
|Sea affected its people? |social development of selected societies|industry |navigable |cultures) have had on European history. |
|What major resources located in |& regions. |consequences |elevation |make connections between events and art |
|Mediterranean Europe are most valuable? |4.02 Identify the main commodities of |environmental challenges (& profits) |quarry | |
| |trade over time in selected areas of S. |deficit |irrigation | |
|Regions: |America & Europe, & evaluate their |civilization |terrace farming |Global Connections: |
|What common characteristics does |significance for the economic, political|systems of government |Islam |Investigate other major volcanic |
|Mediterranean cuisine possess regardless of |& social development of cultures & |unions |mass transit |explosions in world history. |
|the country? |regions. |religion/ faith |gross domestic product |Re-visit Spain & Portugal’s influence on |
| |4.03 Examine key ethical ideas & values |leisure |trade deficit |the Americas. |
| |deriving from religious, artistic, |immigration |tourism |Research Greek influence on NC and the |
| |political, economic, & educational | |fascism |United States. |
| |traditions, as well as their diffusion |Terms/People/Places/Events: |orthodox |Look closer at the achievements of |
| |over time, and assess their influence on|Mount Vesuvius & Pompeii |matador |Arab-Islamic cultures in Mediterranean |
|History: |the development of selected societies & |Greek New Testament | |Europe. |
|Why was the discovery of Pompeii such a huge|regions in S.A. & Europe. |Etruscans | | |
|news event that still captures the | |Spanish & Portuguese in South America | | |
|imagination of people today? | |Rock of Gibraltar | | |
|In what ways did Isabella & Ferdinand help |6.01 Describe different levels of |Italian Peninsula | | |
|establish modern “Western” culture? |economic development and assess their |Iberian Peninsula | | |
|What caused Picasso to capture a moment of |connections to standard of living |sirocco | | |
|history in his painting “Guernica”? |indicators such as purchasing power, |Via Appia | | |
| |literacy rate, & life expectancy. |Cordoba | | |
|Society & Culture: |6.02 Examine the influence of education |Isabella & Ferdinand | | |
|What impact have conflicts of the 20th C had|& technology on productivity & economic |Portuguese vs. Spanish exploration | | |
|on the arts? |devel. in selected nations & regions of |Guggenheim Museum (Bilbao, Spain) | | |
|How are today's modern societies a |S.A. & Europe. |Bocce | | |
|reflection of ancient Mediterranean |6.03 Describe the effects of |Q’uran | | |
|cultures? |over-specialization & assess their |Moors | | |
| |impact on the standard of living. |Minoan civilization | | |
|Religion: |12.01 Examine the major belief systems |Benito Mussolini | | |
|Why can the Mediterranean region be |in selected regions of S. A. & Europe, |Francisco Franco | | |
|considered a place where religions clash? |& analyze their impact on cultural |Spanish Civil War | | |
| |values, practices, & institutions. |Antonio Salazar | | |
| |12.02 Describe the relationship between |Vatican City | | |
| |cultural values of selected societies of|El Prado Art Museum | | |
| |S.A. & Europe & their art, music, |El Greco | | |
| |architecture, & literature, & assess |Francisco Goya | | |
| |their significance in modern culture. |Diego Velasquez | | |
| |12.03 Identify examples of cultural |Pablo Picasso & “Guernica” | | |
| |borrowing (language, traditions, & |Greek Orthodox Church | | |
| |technology) & evaluate their importance |Hagia Sophia (Istanbul, Turkey) | | |
| |in the development of societies in S.A. |St. Peter’s Basilica (Vatican City) | | |
| |& Europe. |Olympic Games | | |
| | |Bullfighting | | |
|UNIT OF STUDY/THEME: |Region: Russia/ In Focus: CG 6 |
| | | | |
|Suggested |13-15 |Unit Essential Question |How have changes in government affected the lives of Russians? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|Location: |Textbook correlates to: CGs 2 through 12|Concepts: |Vocabulary: |Students should be able to… |
|How does Russia compare in size to the |In Focus: CGs 9 & 11 9.01 Trace the |land size & landforms |Eurasia |describe how Kiev was influenced by the |
|United States? |historical development of governments |climate-vegetation |steppes |Byzantine Empire. |
| |including traditional, colonial, and |systems (of government) |landlocked |identify prominent Czars & their impact on|
|Place (Physical & Human Characteristics): |national in selected societies and |territory (expansion) |permafrost |Russia’s Empire. |
|What major resources have Russian |assess the effects on the respective |democracy (expansion) |sub-arctic |assess the causes of the Russian |
|governments profited from? |contemporary political systems. |industrialization |Byzantine |Revolution. (then: describe life in Russia|
| |9.02 Describe how different types of |energy (nuclear) |icons |under Communism) |
|Human/Environmental Interactions: |governments such as democracies, |health |Czar |compare the rights of Russian individuals|
|In what ways have political events shaped |dictatorships, monarchies, and |globalization |westernization |under the Czars, communism, and modern |
|the population distribution in Russia? |oligarchies in selected areas of South |religion/ faith |anarchists |democracy to those of US residents |
| |America and Europe carry out | |communism |recognize propaganda and bias. |
|History: |legislative, executive, and judicial |Terms/People/Places/Events: |Soviet | |
|What powerful leaders shaped Russian |functions, and evaluate the |Ural Mountains |détente |Global Connections: |
|history? |effectiveness of each. |Bering Strait |serfdom |Examine Jewish influence on Russian |
|What factors caused the Russian Revolution? |9.03 Identify the ways in which |St. Petersburg |heavy industry |history and culture. |
| |governments in selected areas of South |Volga River |consumer goods |Map the oil pipelines from Russia and |
| |America and Europe deal with issues of |Lake Baikal |foreign investments |discuss how Asia & Europe are affected. |
|How did life change for the common man after|justice and injustice, and assess the |Siberia |censorship |Compare Chernobyl to other nuclear |
|the Revolution? |influence of cultural values on their |Rus (Vikings) |Faberge eggs |accidents. |
| |practices and expectations. |Kiev (Kievan Russia) |defect |Examine the global influence of Soviet |
|Society & Culture: | |Mongols |Hanukkah |Communism. How do the US and Russia work |
|How were the first civilizations of Russia |9.04 Describe how different governments |Peter the Great | |together economically? |
|influenced by the Byzantine Empire? |in South America and Europe select |the Winter Palace-> the Hermitage | | |
|How did the collapse of the Soviet Union |leaders and establish laws in comparison|Ivan the Terrible | | |
|impact the Russian people? |to the United States and analyze the |Catherine the Great | | |
| |strengths and weaknesses of each. |Alexander II & the emancipation of serfs | | |
|Government: |11.01 Identify the concepts associated |the Duma | | |
|How has Russian government changed over |with culture such as language, religion,|Karl Marx (Marxism) | | |
|time? |family, and ethnic identity, and analyze|Vladimir Lenin | | |
| |how they both link and separate |Russian Revolution (and Civil War) | | |
|Religion: |societies. |Czar Nicholas II | | |
|How did the role of religion change under |11.02 Examine the basic needs and wants |USSR | | |
|Communism? |of all human beings and assess the |Joseph Stalin | | |
| |influence of factors such as |the Great Purge | | |
| |environment, values and beliefs in |Nikita Khrushchev | | |
| |creating different cultural responses. |Mikhail Gorbachev | | |
| |11.03 Compare characteristics of |the Kremlin | | |
| |political, economic, religious, and |glasnost & perestroika | | |
| |social institutions of selected |Boris Yeltsin | | |
| |cultures, and evaluate their |Vladimir Putin | | |
| |similarities and differences. |Peasant’s Land Bank | | |
| |11.04 Identify examples of economic, |Trans-Siberia railway | | |
| |political, and social changes, such as |Bolsheviks | | |
| |agrarian to industrial economies, |Five-Year Plans | | |
| |monarchical to democratic governments, |Chernobyl | | |
| |and the roles of women and minorities, |Cathedral of St. Basil | | |
| |and analyze their impact on culture. |Leo Tolstoy | | |
| | |Pyotr Tchaikovsky | | |
| | |“Peter and the Wolf” | | |
| | |Garry Kasparov | | |
| | |Orthodox Church | | |
| | |Yom Kippur | | |
| | |Rosh Hashanah | | |
| | |pogroms | | |
| UNIT OF STUDY/THEME: |Region: Eastern Europe & Central Asia/ In Focus: CGs 10 & 11/ 1 & 7 |
| | | | |
|Suggested |5-8 |Unit Essential Question |Why is diversity often an obstacle to cooperation among Eastern Europeans? |
|# of Days | | | |
| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |
| | |Key Terms/People/Places/ | |Connections |
| | |Events | | |
|History: |Textbook correlates to: CGs 1, 2, & 6- |Concepts: |Vocabulary: |Students should be able to… |
|Why did Balkan people resent their minority |12 |ethnicity |Gypsies |evaluate environmental problems in Russia |
|status before World War I? |In Focus: CGs 10-11/ 1 & 7 10.01 Trace |diversity |Slavic languages |to determine which are most serious. |
|How did the NATO-Warsaw Pact rivalry shape |relationships between individuals & |conflicts |balkanize |describe life in the Eastern European |
|Cold War Eastern Europe? |their govt’s in S.A. & Europe, & |geographic barriers |collective farms |countries under communism. |
|What role did diversity play during the |evaluate the change over time. |change (climate) |resistance |compare individual rights for citizens in |
|Balkan wars of the 1990s? |10.02 Identify citizens' rights & |boundaries (physical & political) |independence |Easter Europe and Western Europe today. |
| |responsibilities (constitutions, |trade |genocide |explain why Yugoslavia lapsed into civil |
|Human-Environmental Interactions: |traditions, & religious law) & analyze |industry |borderlands |war once the communist government |
|Why was the accident at Chernobyl a tragic |how they are incorporated into different|serfdom |nomads |collapsed. |
|event for several cultures? |government structures. |challenges (environmental) |Ramadan | |
| |10.03 Describe rights & responsibilities|landforms |clan | |
|Society, Government, |of citizens in S.A. & Europe, comparing|faith/ religion | |Global Connections: |
|& Culture: |them to each other & to the US |vegetation |(re-visit: ghetto [Warsaw], alphabet |Study the origins of the Roma (Gypsy) |
|How did Eastern European attitudes towards |10.04 Examine the rights, roles, and |modernization |[Cyrillic], |people? |
|government change after the fall of |status of individuals in S.A. & Europe, |tradition | | |
|communism? |& assess importance to general welfare. |transition | | |
| |11.01 Identify concepts associated with |identity | |Examine the influence of Muslim cultures |
|How is diversity reflected in Eastern |culture (language, religion, family, & | | |on the region. |
|European culture? |ethnicity) & analyze how they link & |Terms/People/Places/Events: | |Trace Eastern European immigration to the |
|(can use: religion, food, sports, customs, |separate societies. |ethnic diversity | |US in the 20th century. |
|language, etc.) |11.02 Examine the basic needs & wants of|Magyars | | |
| |all human beings & assess the influence |Slavs | | |
| |(environment, values & beliefs) in |Balkans | | |
| |creating cultural responses. |Ottoman Empire | | |
| |11.03 Compare characteristics of |the Danube | | |
| |political-economic-religious-social |Orient Express | | |
| |institutions of selected cultures, & |Chernobyl | | |
| |evaluate their similarities & |“Iron Curtain” | | |
| |differences. |Prague Spring | | |
| |11.04 Identify examples of economic, |Lech Walesa & Solidarity | | |
| |political, & social changes (various |Velvet Revolution | | |
| |economies, various govt’s, & the roles |John Paul II | | |
| |of women & minorities) & analyze their | | | |
| |cultural impact. |Central Asia (preview of 7th grade) | | |
| |1.01 Create geographic tools to show |Central Asia | | |
| |info( S.A. & Europe) |Transcaucasia | | |
| |1.02 Generate, interpret, & manipulate |yurt | | |
| |information to pose & answer questions |the Silk Road | | |
| |on space & place, environment & society,|Chechnya | | |
| |& spatial connections. |Mecca | | |
| |1.03 Use geographic tools to compare |hajj | | |
| |data & identify patterns among them. | | | |
| |7.01 Identify historical events & | | | |
| |evaluate their relationship to current | | | |
| |issues. | | | |
| |7.02 Examine key historical effects on | | | |
| |various institutions. | | | |
Appendix:
NC Department of Public Instruction’s cognitive level model: Bloom-Marzano hybrid (adopted-1989)
An Item Shells Approach to formulating questions for each cognitive level
NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)
NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.
Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills
|Knowledge |
|Defining problems: clarifying needs, discrepancies, or puzzling situations |
|Setting goals: establishing direction and purpose |
|Observing: obtaining information through one or more senses |
|Formulating questions: seeking new information through inquiry |
|Encoding: storing information through long-term memory |
|Recalling: retrieving information from long-term memory |
|Useful Verbs: list, name, label, recall, identify, match, choose |
|Organizing |
|Arranging information so it can be used effectively |
|Comparing: noting similarities and differences between or among entities |
|Classifying: grouping and labeling entities on the basis of their attributes |
|Ordering: sequencing entities according to a given criterion |
|Representing: changing the form but not the substance of information |
|Useful verbs: categorize, group, classify, compare, contrast |
|Applying |
|Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or principles that are required to solve a problem. |
|Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate |
| |
|Analyzing |
|Clarifying existing information by examining parts and relationships |
|Identifying attributes and components: determining characteristics or parts of something |
|Identifying relationships and patterns: recognizing ways in which elements are related |
|Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning |
|Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them |
|Useful Verbs: outline, diagram, differentiate, analyze |
|Generating |
|Producing new information, meaning, or ideas |
|Inferring: going beyond available information to identify what reasonably may be true |
|Predicting: anticipating next events or the outcome of a situation |
|Elaborating: explaining by adding details, examples, or other relevant information |
|Useful Verbs: conclude, predict, explain, elaborate, infer |
|Integrating |
|Connecting and combining information |
|Summarizing: combining information efficiently into a cohesive statement |
|Restructuring: changing existing knowledge structures to incorporate new information |
|Useful Verbs: combine, summarize, design, imagine, generalize |
|Evaluating |
|Assessing the reasonableness and quality of ideas |
|Establishing criteria: setting standards for making judgments |
|Verifying: confirming the accuracy of claims |
|Useful Verbs: judge, evaluate, rate, verify, assess, define criteria |
An Item Shells Approach to formulating questions for each cognitive level (some examples)
KNOWLEDGE (Identifying):
Which _____________________________________ best defines __________________________________?
(fact, concept, principle, or procedure)
Which _____________________________________ is characteristic of ____________________________?
(fact, concept, principle, or procedure)
ORGANIZING (Classifying):
Which _____________________________________ is an example of ______________________________?
(fact, concept, principle, or procedure)
What completes this ________________________________________?
APPLYING (Problem Solving)
What is the true nature of the problem?
Which _____________________________________ is an example of ______________________________?
What is a possible solution?
ANALYZING:
What must _________________________________ consist of?
Given _____________________________________, what is the primary cause _____________________?
What is the relationship between ___________________________ and ___________________________?
GENERATING (Predicting):
What would happen if ______________________________________?
What is needed to solve this problem?
If ____________________________happens, what should be done to ____________________________?
On the basis of ____________________________, what should be done to ________________________?
INTEGRATING (Combining):
_________________________ and _____________________ will likely make/result in _________________?
How can ______________________________ best accomplish ___________________________?
EVALUATING (Judging):
What is most effective for ____________________________________?
Which _____________________________________ is better (worse) than ___________________________?
(fact, concept, principle, or procedure)
What is most effective method for _____________________________?
What is the most critical step in this procedure?
Which step in unnecessary in this procedure?
Which is the most effective (efficient) solution?
Why is _________________________ the most effective (efficient) solution?
-----------------------
“In Focus”:
Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 2 principal CGs that are natural fits for the given unit; each CG is touched upon at least twice in the Pacing Guide
Core Curriculum for 6th Grade South America & Europe—
a list of top 100 Key Terms/People/Places/Events (see units)
• Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.
Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district matters
Current adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook
Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.
While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.
Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.
“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ.
EQs should drive instruction & be made visible for all students.
“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”
provide specific examples to study & discuss; both are for teacher planning use.
“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall
• “Target Goals”: a roadmap for unit mastery
• “Global Connections”: developing students for the global workforce through social studies.
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