Campus: Clark and Southard Middle Schools Author(s): Mr. Gardner, Mrs. Baker, Mrs. Morton, Mrs. Flores, Mr. Buckner, Mr. Lambert Date Created / Revised: January 5, 2021 Six Weeks Period: 4th Grade Level & Course: 6th Grade, Social Studies (World Cultures) Unit Title: 12 North American Legacy Timeline: 10 Days Stated Objectives: TEK # and SE Lesson #1 6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to: 6.3D Create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries. 6.4 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. 6.6 Geography. The student understands that geographical patterns result from physical environmental processes. The student is expected to: 6.6A Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface. 6.6B Identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber. 6.6C Analyze the effects of the interaction of physical processes and the environment on humans. 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. 6.10 Economics. The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to: 6.10A Define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries. 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: 6.21F Use appropriate mathematical skills to interpret social studies information such as maps and graphs. See Instructional Focus Document (IFD) for TEK Specificity Key Understandings • Physical processes and availability of resources affect human population in a region with positive and/or negative consequences. • Religions sustain themselves over time through the use of monumental architecture. • Countries within a region, may share common cultural traits within differing forms of government. Misconceptions •Students may not be aware of the geographic regions, seeing it as one large region rather than divided into sub-regions with shared characteristics. •Students likely know very little about the topics. Key Vocabulary Dictatorship, Monarchy, Oligarchy, Direct Democracy, Representative Democracy, limited government, human rights. Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Materials, Resources, Notes Day 1- Engage 1. Students will complete Bell Ringer #1. Unit Materials 2. Students will write Unit 12 Notes in Journal. 3. Students will make flash cards for Unit 12. Day 2 - Explore Goal: Students will trace characteristics and learn about the historical background of the Age of Exploration. Students will also learn about the individuals that contributed to this event. 1. Student will complete Bell Ringer #2. 2. Watch explorer video in Teach It PPT. 3. Students will be given an explorer to research. Answers will be written on their report form (found in separate pdf). Students will come up a one-minute report to their king or queen. Can be as creative as they would like. 4. Student will complete Exit Ticket. Day 3 - Explore Goal: Students will trace characteristics and learn about the historical background of the colonization of the New World. Students will also learn about the individuals that contributed to this event. 1. Student will complete Bell Ringer #3 2. Teacher will show video from Teach It PPT over Colonization in the New World. 3. Students will be given a European country card. They will research why people from that country would want to come to the New World. Then they will make a short role play to present to the class. The class will guess which country they are from. They will not say which country they are from, but they could put a few words in the language of that country. They will also want to tell the class what they will be looking for in the New World. When the student or group has finished presenting you will want to complete a chart writing down the country and reason for colonization. Students can use their textbook or online resource to find information. 4. Student will complete activity in journal over colonization. 5. Student will complete Exit Ticket. Day 4 - Goal: Students will trace characteristics and learn about the historical background of the Fur Trade and Middle Passage. 1. Student will complete Bell Ringer #4 & #5. 2. Teacher will present information on Fur Trade and Middle Passage in regards to how it influenced the economy in North America. There are a few videos you can share with the class. Please preview them before showing them to your classes. 3. Students will be able to read primary source documents on the Fur Trade and Middle Passage. Below are resources to find primary sources that are appropriate for your students. Print them out for students to read. Make sure to have some from both the Fur Trade and Middle Passage. Fur Trade: https://user.xmission.com/~drudy/mtman/ Middle Passage: https://www.gilderlehrman.org/content/middle-passage-1749 http://chnm.gmu.edu/cyh/casestudies/141?section=primarysources&source=153 Unit materials http://americanhistory.si.edu/onthewater/oral_histories/life_at_sea/equiano.htm Ask students to create a packing list for what they would take if they were a trapper in North America. Then verbally ask students what would be different for a slave? The point is for them to see that the slaves didn’t get to pack or take belongings. They were forced against their will to go on the Middle Passage. They weren’t paid and they were treated horribly with no one standing up for them. 4. Student will complete Journal Activity. Day 5 – Explore/Explain Goal: Students will trace characteristics and learn about the historical background of the conquest of Native Americans in North America and Western Expansion. Students will also learn about the individuals that contributed to this event. 1. Student will complete Bell Ringer #6, #7, #8 2. Teacher will present lesson on Conquest of Native Americans by watching a video on the Trail of Tears in the Teach It PPT. You can also share resources from this website with students: https://ualrexhibits.org/trailoftears/eyewitnessaccounts/ Then have students complete a sensory figure of a Native America at this time. If time allows create a sensory figure of Andrew Jackson as a class to show his role in forcing the Native Americans off their land. 3. Students will then watch a video on Western Expansion in the Teach It PPT. Then show the picture of American Progress by John Gast ask the students how this picture illustrates Westward Expansion? A good description to read ahead of time for teachers can be found at: https://picturinghistory.gc.cuny.edu/john-gastamerican-progress-1872/. Then show students timeline and map to discuss as a class. Students will then watch a video explaining Manifest Destiny before writing a summary in their journal. Finally students will create a PEGS chart over Westward Expansion. 4. Student will complete Exit Ticket Day 6 Elaborate Goal: Students will trace characteristics and learn about the historical background of the Mexican-American War. Students will also learn about the individuals that contributed to this event. 1. Student will complete Bell Ringer #9 2. Teacher will show video on Mexican-American War with Teach It PPT. Students should understand that this is one example where the United invaded another country with the intent to expand our border. 3. Two choices for this activity students can create a news article or news report on the MexicanAmerican War. Some students should present this event from the side of the Mexican government and some students should present the story based on the view from the United States. The second choice would be for students to use technology and create a presentation like an Instagram Story style to present the facts. 4. Student will complete Journal Activity making a Manifest Destiny map. Day 7 Evaluate Goal: Students will trace characteristics and learn about the historical background of the immigrations of Irish to America during the Potato Famine. Unit materials Students will also learn about the individuals that contributed to this event. 1. Student will complete Bell Ringer #7. 2. Teacher will show video on Irish Immigration with Teach it PPT. Discuss discrimination in America explain that many immigrant groups have faced discrimination upon arrival in our country. Ask students to write a letter as if they were an Irish immigrant writing to someone experiencing discrimination in America today. What advice would they give? 3. Student will complete Journal Activity. (You may want to use the slide as a reference for the students). 4. Students will complete an exit ticket. Day 8 Goal: Students will trace characteristics and learn about the historical background of the SAT Movement (Suffrage, Abolition, and Temperance). Students will also learn about the individuals that contributed to this event 1. Student will complete Bell Ringer #11 & #12. 2. Engage students with the Hook. 3. Teacher will present video on Suffrage/Abolition/Temperance Movement with PPT. 4. Students will pick a movement an create a public service ad to present to the class as if they were a leader from the movement they choose. 5. Student will complete Journal Activity. 6. Students will complete an exit ticket. Day 9 Goal: Students will trace characteristics and learn about the historical background of the Civil War & Civil Rights Movement. Students will also learn about the individuals that contributed to this event 1. Student will complete Bell Ringer #13. 2. The goal of this lesson is to get students to realize that although slaves won their freedom during the Civil War, the discrimination they faced continued to exist in America for years to come. Teacher will show video on end of Civil War and Civil Rights in Teach It PPT. 3. Students will choose a person from the Civil Rights Movement. The student will research the person and create a poster with a 10 word summary of their role in the Civil Rights Movement. 4. Student will complete Journal Activity. 5. Students will complete Exit Ticket. Day 10 Goal: Students will trace characteristics and learn about the historical background of the Industrial Revolution. Students will also learn about the individuals that contributed to this event 1. Student will complete Bell Ringer #14 2. Introduce the Topic and Hook. 3. Teacher will present videos on Industrial Revolution with Teach It PPT. Students will select an invention and make an advertisement for how it will improve life for Americans. Here is a list you can show students to get ideas: https://interestingengineering.com/27-inventions-of-the-industrial-revolution-thatchanged-the-world 4. Student will complete Journal Activity. 5. Students will complete Exit Ticket. Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
