Hearne ISD
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
Social Studies
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
1 History. The student understands that historical events influence contemporary events.
2. History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies.
3. Geography. The student uses geographic tools to answer geographic question
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.
5. Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.
8. Economics. The student understands the factors of production in a society's economy
10 Economics. The student understands categories of economic activities and the data used to measure a society's economic level.
11. Government. The student understands the concepts of limited and unlimited governments
12. Government. The student understands various ways in which people organize governments
15. Culture. The student understands the similarities and differences within and among cultures in various world societies
16 Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ.
18. Culture. The student understands the relationship that exists between the arts and the societies in which they are produced.
NatGeo: Unit 5, Ch. 9, 10
(1A) trace characteristics of
How did historical
various contemporary societies
events influence the
in regions that resulted from
development of the
The Terrible Things: An
historical events or factors such
following?
Allegory of the Holocaust
as invasion, conquests,
-European Union
by Eve Bunting
-Industrialization
colonization, immigration, and
trade
French Revolution (“Bad
(2A) identify and describe the
What was the
ELPS Recurring
Romance” b y Lady Gaga)
influence of individual or group influence of individual
Strategies:
or group achievements
achievements on various
- Cornell Notes
on various societies in
historical or contemporary
- Vocabulary
Safari Montage- The
the past or present?
societies such as the classical
Foldables
History of the U.S.
How significant were
Greeks on government and the
- KWL
Government
their contributions?
American Revolution on the
- Graphic
French Revolution; and
Organizers
Safari Montage-Horrible
-Greeks (Democracy)
(2B) evaluate the social,
- Anticipation
Histories: The Measly
political, economic, and cultural -Romans (Republic)
Guides
Middle Ages
contributions of individuals and -Martin Luther
(used throughout unit)
-Queen Victoria
groups from various societies,
Black Death (“Holla Back
past and present.
Girl” by G wen Stefani)
Page 1 of 11
Revised April 2014
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
(3B) pose and answer
questions about geographic
distributions and patterns for
various world regions and
countries shown on maps,
graphs, charts, models, and
databases
(3D) create thematic maps,
graphs, charts, models, and
databases depicting aspects
such as population, disease, and
economic activities of various
world regions and countries.
(4D) identify and locate major
physical and human geographic
features such as landforms,
water bodies, and urban centers
of various places and regions;
(4E) draw sketch maps that
illustrate various places and
regions; and
(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.
(5A) identify and explain the
Page 2 of 11
Revised April 2014
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Specificity:
- Locate major
European geographical
features and countries
using maps, charts,
models, and databases.
- How does climate
influence human
activity
in a region?
Where is it located?
Why is it there? What
is significant about its
location? How is its
location related to the
location of other
people, places, and
environments?
Differentiate
between:
-Countries which
belong to the EU
-Countries with
Republics
-Countries with
Constitutional
Monarchies
Vocabulary
Instructional Strategies
Students will be able to
locate:
Countries
Ireland , United Kingdom,
Germany,
France, Spain, Italy,
Greece, Sweden,
Norway, Iceland
Cities
Athens, Sparta, Rome
Landforms
Alps, Pyrenees,
Scandinavian and Iberian
Peninsulas
Bodies of Water
Atlantic Ocean,
Mediterranean Sea,
Rhine River,
Danube River
Resources/
Weblinks
Nystrom Lesson 1
-“Geography of Europe:
The People”
-“World Geography:
Europe”
-Geography of Europe PPT
Which geographic
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
geographic factors responsible
for the location of economic
activities in places and regions
(5B) identify geographic factors
such as location, physical
features, transportation
corridors and barriers, and
distribution of natural resources
that influence a society's ability
to control territory
Page 3 of 11
Revised April 2014
factors influenced the
location of economic
activities in western
Europe?
Identify and explain
the geographic
features that
contributed to
industrialization.
Focus on “geographic
factors that influence a
society’s ability to
control territory.”
Transportation
barriers
What are
transportation barriers
to individual countries
within Western
Europe?
Transportation
corridors
In what ways does
Western Europe have
geographic access to
areas with prevalent
natural resources?
Distribution of
natural resources
What did Western
Europe need (and not
have) in terms of
natural resources to
support
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
-barriers
-corridors
Instructional Strategies
Resources/
Weblinks
Nystrom Lesson 2, pgs. 49,
50
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
(8A) describe ways in which
the factors of production
(natural resources, labor,
capital, and entrepreneurs)
influence the economies of
various contemporary societies;
Page 4 of 11
Revised April 2014
industrialization?
What are the ways in
which the factors of
production (natural
resources, labor,
capital, and
entrepreneurs)
influence the
economies of various
contemporary
societies?
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
factors of
production—
natural,
resources, labor,
capital, and
entrepreneurs
natural
resources—
anything from
the Earth that
people use in
meeting their
needs for food,
clothing, shelter
labor force—
supply of
workers
capital—money
used to establish
and expand
businesses
entrepreneurs
one who starts,
runs and owns
their own
business, taking
all the risk
infrastructure
—basic
structures that
facilitate
economic
activity, such as
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
education,
utilities,
communication
systems,
transportation
(8B) identify problems and
issues that may arise when one
or more of the factors of
production is in relatively short
supply
(8C)explain the impact of
relative scarcity of resources on
international trade and
economic interdependence
among and within societies
Specificity:
- Describe how
demographic factors
may affect production
of goods and services
in Europe.
- What problems and
issues may arise when
one or more of the
factors of production
is in relatively short
supply?
(10A) define and give examples
of agricultural, wholesale,
retail, manufacturing (goods),
and service industries;
(16C) analyze the efforts and
activities institutions use to
sustain themselves over time
such as the development of an
informed citizenry through
education and the use of
monumental architecture by
religious institutions.
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What are the efforts
and activities
institutions use to
sustain themselves
over time?
Monumental and
religious examples:
- Ancient Greek
architectural forms
- Renaissance
Italy/Vatican City
- Church steeple
Discovery Education- How
Economic Activities Define
a Culture
-International
trade
-currency
-economic
interdependence
-wholesale
-retail
-manufacturing
(goods)
-service industry
-Institution
-Monumental
architecture
TCI: World Cultures
Alive! Supranatural
Cooperation in the
European Union
What are agricultural,
wholesales, retail,
manufacturing (goods)
and service industries?
Reasons to limit is:
- to protect individual
rights, such as speech,
press, religion, assembly,
petition
- prevent abuse of power
- Consequences of
unlimited government
include loss of individual
freedoms such as the right
to vote, free speech,
freedom of religion, free
-Middle Ages PPT
-“A History of the
Renaissance”
-French Revolution PPT
-Industrial Revolution PPT
-Napoleon PPT
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
- Mosques/minarets
(11C) identify reasons for
limiting the power of
government;
(12A) identify and give
examples of governments with
rule by one, few, or many
(12B) compare ways in which
various societies such as China,
Germany, India, and Russia
organize government and how
they function (12C) identify
historical origins of democratic
forms of government such as
Ancient Greece
(10B) describe levels of
economic development of
various societies using
indicators such as life
expectancy, gross domestic
product (GDP), GDP per capita,
and literacy;
Page 6 of 11
Revised April 2014
Why should the power
of government be
limited?
Specificity:
- Identify forms of
government in modern
European countries.
- What are the origins
of democratic forms of
government?
How do indicators
such as life
expectancy, GDP,
GDP per capita, and
literacy; help us
describe levels of
economic
development?
Instructional Strategies
Resources/
Weblinks
press, right to a trial by
jury, etc.
Safari MontageComparative Government
Have students
analyze similarities
and differences
between how
democracy was
practiced in
Ancient Athens
and Rome and how
it is practiced in
selected modern
European nations.
Compare various
countries within
each region in
order to see
differences.
Use resources
(textbook or CIA
World Factbook) to
create a table
showing the
differences
between various
European countries
in terms of :
- Literacy rate
- Life expectancy
- GDP per Capita
- tyranny
- anarchy
- feudal system
-oligarchy
-nationalism
-republic
-alliance
-empire
-natural barrier
-democracy
TCI: World Cultures Alive
History Alive!
Contemporary World
Cultures, The Challenge of
Forming a Government,
Learning About the Roots of
Democracy
-GDP Per Capita
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
(15D) analyze the experiences
and evaluate the contributions
of diverse groups to
multicultural societies
(18A) explain the relationships
that exist between societies and
their architecture, art, music,
and literature
Specificity:
- Describe the cultural
practices of European
regions.
- Compare and
contrast cultures of
Europe with your own.
Specificity:
- Identify architectural
and artistic influences
in Europe.
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
www.CountryReports.org
- How can dividing
a diverse country
into regions make
it easier to
understand?
- Renaissance
www.CountryWatch.com
-Russia PPT
-People of Europe PPT
-Rick Steves “ European
Christmas”
www.playingforchange.com
Safari Montage-Renaissance
Art, Music & Literature
Safari Montage- A History
of the Renaissance
Discovery EducationHorrible Histories: Rockin'
Renaissance
1 History. The student understands that historical events influence contemporary events.
2. History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies.
3. Geography. The student uses geographic tools to answer geographic question
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.
9 Economics. The student understands the various ways in which people organize economic systems.
6.10 Economics. The student understands categories of economic activities and the data used to measure a society's economic level.
11. Government. The student understands the concepts of limited and unlimited governments
18. Culture. The student understands the relationship that exists between the arts and the societies in which they are produced.
6.1A trace characteristics of
What historical events
-“The New Russia: From
various contemporary societies
brought about
Marx to McDonalds”
in regions that resulted from
communism and the
-“The World of Ancient
historical events or factors such
Soviet Union?
Rome”
as invasion, conquests,
• Communism (Soviet
colonization, immigration, and
Union)
trade;
Page 7 of 11
Revised April 2014
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
(2A) identify and describe the
influence of individual or group
achievements on various
historical or contemporary
societies such as the classical
Greeks on government and the
American Revolution on the
French Revolution
(2B) evaluate the social,
political, economic, and cultural
contributions of individuals and
groups from various societies,
past and present.
What was the
influence of individual
or group achievements
on various societies in
the past or present?
How significant were
their contributions?
• Lenin
• Stalin
• Catherine the Great
(3D) create thematic maps,
graphs, charts, models, and
databases depicting aspects
such as population, disease, and
economic activities of various
Where is it located?
Why is it there? What
is significant about its
location? How is its
location related to the
Page 8 of 11
Revised April 2014
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
ELPS Recurring
Strategies:
- Cornell Notes
- Vocabulary
Foldables
- KWL
- Graphic
Organizers
- Anticipation
Guides
Create a map
identifying the
following:
Countries
•Russia
Resources/
Weblinks
Number the Stars by Lois
Lowry
-“The Industrial
Revolution”
-“Medieval Times: Life in
the Middle Ages”
-Renaissance PPT
-“City Life in Europe”
-World War I PPTs
-World War II PPTs
-“Leonardo da Vinci”
-“Conquerors: Alexander
the Great”
-“Conquerors: Peter the
Great”
-“Dark Ages: Europe After
the Fall of Rome”
Horrible Histories
(Animated)
-“Vicious Vikings”
-“Terrible Tudors”
-“Stormin Scots”
-“Groovy Greeks”
-“Ingenious Industrialists”
-“Measly Middle Ages”
-“Perilous Plague”
-“Rockin’ Renaissance”
-“Rotten Romans”
NatGeo: Unit 6 Ch. 11, 12
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
world regions and countries.
(4D) identify and locate major
physical and human geographic
features such as landforms,
water bodies, and urban centers
of various places and regions;
(4E) draw sketch maps that
illustrate various places and
regions; and
(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.
location of other
people, places, and
environments?
(4B) identify and explain the
geographic factors responsible
for patterns of population in
places and regions;
What geographic
factors are responsible
for patterns of
population in places
and regions?
Page 9 of 11
Revised April 2014
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
Have students question,
investigate, explain how
the following factors play
a role in where people
live in this region:
•Natural resources
Nystrom Lesson 3, pgs. 51,
52
•Georgia
•Ukraine
•Poland
•Hungary
•Romania
•Lithuania
•Estonia
•Latvia
•Kazakhstan
•Kyrgyzstan
•Tajikistan
•Uzbekistan
•Turkmenistan
•Azerbaijan
Landforms
•Ural Mountains
•Gobi Desert
Bodies of Water
•Black Sea
•Caspian Sea
•Pacific Ocean
•Arctic Ocean
•Volga River
Region
•Siberia
Characteristics
•Population
•Natural resources
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
including water
•Landforms
•Climate
•Potential for natural
disasters
(18D) identify examples of art,
music, and literature that have
transcended the boundaries of
societies and convey universal
themes such as religion, justice,
and the passage of time.
(9A) compare ways in which
various societies organize the
production and distribution of
goods and services;
(9B) compare and contrast free
enterprise, socialist, and
communist economies in
various contemporary societies,
including the benefits of the
U.S. free enterprise system;
(9D) examine the record of
collective, non-free market
economic systems in
contemporary world societies.
(10B) describe levels of
economic development of
various societies using
indicators such as life
Page 10 of 11
Revised April 2014
What are examples of
art, music, and
literature that have
transcended the
boundaries of societies
and convey universal
themes?
Vampire myths /tales?
How do various
societies organize the
production and
distribution of goods
and services?
•Free Enterprise – U.S.
•Communist – Cuba,
North Korea
•Socialist – Germany,
Sweden
What are the
similarities and
differences of market,
command, and mixed
economies in various
contemporary
societies?
How do indicators
such as life
expectancy, GDP,
GDP per capita, and
-universal theme
•free enterprise
•socialist
•communist
Use resources (textbook
or CIA World Factbook)
to create a table showing
the differences between
3rd Six Weeks
Hearne ISD
Social Studies
Course: 6th Grade Social Studies – World Cultures
Unit 6: Western Europe
Unit 7: Eastern Europe and Russia
TEKS
Guiding Questions &
Specificity
expectancy, gross domestic
product (GDP), GDP per capita,
and literacy;
(10C) identify and describe the
effects of government
regulation and taxation on
economic development and
business planning.
literacy; help us
describe levels of
economic
development?
What are the effects of
government regulation
and taxation on
economic
development and
business planning?
(11B) compare the
characteristics of limited and
unlimited governments;
What are similarities
and differences of
limited and unlimited
governments?
Page 11 of 11
Revised April 2014
Designated Six Weeks: 3rd Six Weeks
Days to teach: 15 Days Each
Assessment
Vocabulary
Instructional Strategies
Resources/
Weblinks
various European
countries in terms of
•Literacy rate
•Life expectancy
•GDP Per Capita
•GDP
Students should be able to
explain that these factors
indicate levels of
•Economic development
•Education
•Wealth
•Medical Care
Compare/contrast limited
and unlimited
governments as well as
different limited or
different unlimited
governments.
3rd Six Weeks