Grade 06 Social Studies Unit 06 Exemplar Lesson 01: Transitions

Grade 6 Social Studies

Unit: 06 Lesson: 01 Suggested Duration: 4 days

Grade 06 Social Studies Unit 06 Exemplar Lesson 01: Transitions

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students' needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child's teacher. (For your convenience, please find linked the TEA Commissioner's List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

This lesson provides an overview of communism with emphasis on the Soviet Union and Warsaw Pact nations. It also examines the factors that led to the breakup of the Soviet Bloc and the transitioning to a free market economy. Map analysis, creating timelines, and a jigsaw activity reinforce the learning.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at .

6.1 History. The student understands that historical events influence contemporary events. The student is expected to:

6.1A

Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade.

6.1B Analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.

6.4 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. The student is expected to:

6.4F

Identify the location of major world countries 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), Japan, North and South Korea, Indonesia, and Australia.

6.7 Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:

6.7A Identify and analyze ways people have adapted to the physical environment in various places and regions.

6.7B Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.

6.8 Economics. The student understands the factors of production in a society's economy. The student is expected to:

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

Last Updated 05/01/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 6 Social Studies

Unit: 06 Lesson: 01 Suggested Duration: 4 days

6.9 Economics. The student understands the various ways in which people organize economic systems. The student is expected to:

6.9A Compare ways in which various societies organize the production and distribution of goods and services.

6.9B Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system.

6.9D Examine the record of collective, non-free market economic systems in contemporary world societies.

6.10 Economics. The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:

6.10B Describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.

6.10C Identify and describe the effects of government regulation and taxation on economic development and business planning.

6.11 Government. The student understands the concepts of limited and unlimited governments. The student is expected to:

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

6.11B Compare the characteristics of limited and unlimited governments.

6.12 Government. The student understands various ways in which people organize governments. The student is expected to:

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

Social Studies Skills TEKS

6.21

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

6.21B 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 conclusions.

6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 06 Social Studies Unit 06 PI 01

Create a timeline for 1910-2010, listing, for each decade, a major economic, political, and social development that demonstrates understanding of the changes that took place in Russia and Eurasia over this century. Write a statement summarizing the change.

Standard(s): 6.9B , 6.9D , 6.12B , 6.21B , 6.22D ELPS ELPS.c.1C , ELPS.c.1E

Last Updated 05/01/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 6 Social Studies

Unit: 06 Lesson: 01 Suggested Duration: 4 days

Key Understandings

Countries or societies may transition to a new system of government or economy due to economic, social, political, and geographic factors. -- What political, social and economic factors led to the transition from communism to a free market system? -- What geographic factors led to the transition from communism to a free market society?

Vocabulary of Instruction

convergence divergence

communism (command economy)

emerging economy

Materials

butcher paper or chart paper multi-colored markers

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Teacher Resource PowerPoint: Transition Handout: Map (Russia/Soviet Union) Communism Handout: Map (Soviet Union/Russia) Post 1990 Handout: Note-Taking (1 per group) Handout: Sample Timeline Russia and Eurasia Teacher Resource: Learning Stations 1910 through 2010 Teacher Resource: Learning Stations 1910 through 2010 KEY

Resources Data:

Advance Preparation

1. Become familiar with content and procedures for the lesson, including geography and history of South America. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this

lesson. 4. Preview materials and websites according to district guidelines. 5. Prepare materials and handouts as necessary.

Background Information

Russia and Eurasia have a rich history that includes, in recent history, major changes in their political and economic systems. Historically, Russia, when compared to Western Europe, always lagged behind in many ways. At one point, Peter the Great visited Western Europe (incognito) to observe and document the style of living in the west so that he could "upgrade" Russia. Fastforwarding to the 20th century, while most other countries had transitioned to industrialized democratic republics, Russia remained a monarchy. Czar Nicolas II

Last Updated 05/01/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 6 Social Studies

Unit: 06 Lesson: 01 Suggested Duration: 4 days

(Romanov Dynasty) would be the last to rule as an absolute monarch. Unemployment and poverty led to a class war. Things worsened

when the Czar committed his troops to fighting German invasions during World War I. By 1917, Lenin and the Bolsheviks helped to

dethrone the Czar, execute his entire family, and replace the monarchy with a communist system based on Marxist ideals. They believed

communism (as in communal) would level the "playing field" for everyone in Russia. Communism spread during the 20th century forming

a strong alliance system that was countered by nations that were/are democratic republics. It was not until the late 20th century that

communism in Russia and Eurasia ceased to exist.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the "My CSCOPE" Tab within the "My Content" area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures ENGAGE ? Anticipation Guide (Transition)

1. Write the following statements on the board:

Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 ? 20 minutes

Attachments:

The first McDonalds restaurant opened in 1948 in San Bernardino, California. On January 31, 1990, the first McDonald's restaurant opened in Moscow (Russia). Why did it take so long for an American restaurant, such as McDonalds, to open in Russia?

Teacher Resource: PowerPoint: Transition

Purpose: Students make predictions based on statements and images. This activity also helps to gauge student background knowledge.

2. Students (with a partner) discuss possible answers.

3. Ask for student volunteers to share their answers. Teacher scripts them on the board.

TEKS: 6.1A, 6.1B, 6.8A

4. With a partner, students sketch an anticipation chart about possible topics for this lesson based on the two statements written on the board. This may be sketched on the board for students to draw on their own paper.

5. Proceed with the Teacher Resource: PowerPoint: Transition.

6. After showing Slide 1, ask students to write their own description or an example of what transition means to them.

7. Show Slide 2 and allow for a 3 to 5 minute discussion with a partner. Students write their response on a small piece of paper (they do not write their names on the paper) and fold the paper to

Last Updated 05/01/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 6 Social Studies

Unit: 06 Lesson: 01 Suggested Duration: 4 days

turn in to the teacher.

8. Randomly select student responses to read to the class.

9. At this point students are scaffolding by using the statements from the Engage piece and the images from the PowerPoint (Slides 1 and 2). Ensure students move to the understanding that there are many factors that influence production/business development, including natural resources, labor, money, and people willing to take the risk to start a business.

EXPLORE ? Economic, Social, and Political Issues of the Time

Suggested Day 1 (continued) ? 30 minutes

1. Divide students into groups of three.

Attachments:

2. Distribute to each of the groups a graphic organizer/note-taker as they prepare for a jigsaw activity.

3. Before students begin with their jigsaw activity, show the last two slides from the Teacher Resource: PowerPoint: Transition.

4. Provide a brief overview on how Russia and surrounding countries underwent multiple transitions within recent history. (Note: At this point it is advisable to share with students the Performance Indicator expectations.)

5. Each student creates a timeline (see attachment for a sample timeline).

Teacher Resource PowerPoint Transition Handout: Map (Russia/Soviet Union) Communism Handout: Map (Soviet Union/Russia) Post 1990 Handout: Note-Taking (1 per group) Teacher Resource: Learning Stations 1910 through 2010 Teacher Resource: Learning Stations 1910 through 2010 KEY

6. Groups go from one learning station to the next.

Purpose:

This activity helps students sequence events and

7. Each learning station includes information (political, social, and

correlate each of the decades with the economic,

economic) about Russia and Eurasia from 1910 through 2010.

social, and political issues of the time.

Each learning station also includes a map of Russia/Eurasia before TEKS: 6.1B, 6.4F, 6.9B, 6.9D, 6.11A, 6.11B

and after the transition from communism to a free

Instructional Note:

market/democratic society. Refer to Handout: Map

The concept of an annotated timeline is important to

(Russia/Soviet Union) Communism and Handout: Map (Soviet introduce at this point as students gather information

Union/Russia) Post 1990

for their Performance Indicator.

8. Distribute to each of the groups the Handout: Note-Taking (1 per group)

Students can take turns writing notes, reading and analyzing the maps as they move from one station to another.

EXPLAIN ? Group Presentations

Suggested Day 2 ? 30 minutes

1. Groups sketch a large timeline based on their note-taking from the previous day. Use the Handout: Sample Timeline Russia and Eurasia.

2. Each group displays their timeline for a presentation to the whole class but focuses on one decade with an in depth explanation of

Materials:

butcher paper or chart paper multi-colored markers

Attachments:

Last Updated 05/01/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD

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