6th Grade Social Studies Unit 1: General Geography and Map Skills Suggested Duration: approximately 5 weeks Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Big Idea: Geography is the lens through which learners view the world and provides a context for understanding the other social sciences. Standards: 7.1.6A, 7.1.6B, 7.2.6A, 7.2.6B Essential Questions: • How do geographers show information on maps? • Why do geographers use a variety of maps to represent the world? • How do maps help you to better understand world events? Concepts Students should know that: Competencies RTM Core Social Studies Skills: • Math skills • Interpretation of • There are parts of a charts and graphs map which help you •
Analysis and interpret the map interpretation of • Places can be located expenses using absolute and • Analysis and relative location interpretation • Places and regions can based on synthesis be identified by of facts location in or near • Notetaking and hemispheres, organizational skills continents, oceans, • Reading and specific latitude comprehension and longitude lines • Research skills • The Earth’s • Written and oral movements create expression of facts changes in our daily and concepts lives • Physical features can be used to describe Students will be able to: Earth’s landforms and 1. Create their own map bodies of water using their understanding of parts of a map and geographic tools 2. Use map skills vocabulary to describe parts of a map and locate Vocabulary Map Skills Vocabulary: • compass rose • cardinal directions • coordinates • intermediate directions • map key • map grid • map scale • longitude • latitude • Equator • Prime Meridian • Tropic of Cancer • Tropic of Capricorn • 180° line • relative location • absolute location • hemisphere • distortion • map projection Physical Features Vocabulary: • Archipelago • Basin • Bay • Cape • Delta • Glacier • Gulf • Island Instructional Materials Geography Alive Chapters 1 & 2 Rand McNally Classroom Atlas Teacher created handouts: • Map Skills pre‐
test • Map skills vocabulary chart • Hemisphere worksheet • Physical Features vocabulary chart • World Outline map with directions • Map of Bedroom Rubric • Globes • Maps • Rand McNally Online Atlas Suggested Activities 1. Teachers assess students prior knowledge by having them complete a comprehensive map skills pretest. 2. Students use Map Skills Vocabulary Chart to illustrate the meaning of each word. 3. Students will use World Outline Map to draw & label specific longitude & latitude lines, continents and oceans. 4. Atlas Activities: • #5 Alphanumeric Grid • #6 Directions • # 7 World Physical Map • #9 World Thematic Maps 5. Students use the Hemisphere worksheet to practice identifying & locating hemispheres. 6. Students use maps & globes to practice identifying lines of latitude & longitude, continents & oceans. 7. Students will create a map 3.
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places and regions Describe geographic tools and their uses Create mental maps and use them to understand the world in an organized way Draw and label specific longitude and latitude lines, continents, and oceans Differentiate between latitude and longitude lines Describe and locate places using longitude and latitude Identify and explain how the Earth can be divided into hemispheres Calculate the longitude and latitude coordinates on a map Choose thematic physical and political maps to answer geographic questions Identify and describe the physical features of a place using an atlas Describe and explain the movements of the Earth and their significance Describe and explain the significance of places and regions using population characteristics •
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Isthmus Peninsula Plain Plateau Sea Strait Tributary of their bedroom or other room in their house including parts of a map. 8. Class will read and discuss Earth’s movements, map projection & distortion using pages 13, 20 & 21. 9. Students use Physical Features Vocabulary Chart to illustrate the meaning of each word. 10. Students use maps in atlases to locate examples of physical features. 11. Class will play Physical Features charades. 12. Students will use www.worldatlas.com and www.nationalgeographic.
com to complete the World as 7 Billion and Continents Chart 6th Grade Social Studies Unit 2: East Asia Suggested Duration: approximately 6‐7weeks Standards, Big Ideas, and Essential Questions Big Idea: Geographic regions provide a context for understanding specific areas through the study of the social sciences. Concepts Students should know: East Asia Geography: • Locations of: China, North and South Korea, Hong Kong, Taiwan, Macao and Standards: Japan (4 main islands)
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Major physical 7.2.6A, 7.3.6A, 7.4.6A, features (Yellow Sea, 8.4.6A, 8.4.6C, 8.4.6D Pacific Ocean, Sea of Japan, Huang He Essential Questions: River, Yangtze River, • What is the physical Gobi Desert, geography of East Asia Himalayas, Mt. and how does it affect Everest, Plateau of the population density of Tibet, Mt. Fuji) various countries? • What does it take to Mount Everest: climb the world’s tallest •
The different parts mountain? (Base Camp, Camps I‐
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The geological forces growing population? behind the creation • How has the battle of the Himalayas & between communism Mt. Everest and their and democracy impact on the Indian manifested itself in East subcontinent. Asia? • The effects of high • How does population altitude on the body density affect the way and how climbers people live? Competencies Students will be able to: East Asia Geography: 1. Locate and label East Asian countries and physical features on a map using an atlas 2. Use Freedom House’s “Map of Freedom” to color code a map of East Asia according to their freedom ranking Mount Everest: 1. Identify the physical characteristics of the Himalayas 2. Identify the camp/stage system used to progress through the climb of Mt. Everest 3. Identify and explain the major difficulties and dangers for humans at high altitudes 4. Write a journal entry explaining the physical and mental challenges of climbing Mt. Everest Vocabulary Mount Everest Vocabulary: • Base Camp • acclimatize • exposure • Acute Mountain Sickness (AMS) • seracs • crevasses • Khumbu icefall • crampons • Sherpa • sidar • Western Cwm • Lhotse face • South Col • Hillary Step • Death Zone • Summit China: • Communism • Democracy • Authoritarian • persecution • Mao Zedong • Tiananmen Square • One‐Child Policy Japan: • Population density • Arable land Instructional Materials Suggested Activities East Asia Geography: Rand McNally Classroom Atlas & online atlas Teacher created map of East Asia, directions & rubric United Streaming video (East Asia Geography) Mount Everest: Geography Alive Chapter 29 Teacher created handouts: • Mount Everest map • Mount Everest vocabulary sheet • Mount Everest journal rubric and graphic organizer United Streaming Mount Everest East Asia Geography: 1. Students will complete Map of East Asia. 2. Students create their own Mnemonic device for the countries and territories to use as a study guide. Mount Everest: 1. Students will read 29.1 & 29.2 to get a basic understanding of how Mount Everest was created, the history of climbers and some of the challenges that climbers face. 2. Students will act out each part of the climb, read each accompanying section, and complete reading notes to gain an understanding of the climb (29.3, 29.4, 29.5, 29.6). 3. Students will watch acclimatize to the differing altitudes. China: • How the economy of China is rapidly growing and changing
• Freedom is limited in China by the control of the government • How the government of China has dealt with over‐population and problems associated with it. Japan: • Population density has affected aspects of life. (Transportation, Housing, Land Use, and Health) • The significance and the lasting effects of the bombing of Hiroshima North Korea/South Korea: • Korea split into two countries after the civil war following WWII • North Korea is a communist dictatorship while South Korea is a democracy • The U.S. has played a major role in the split between N. Korea and S. Korea China: • Population distribution 1. Identify and explain how • Atom Bomb the Chinese government is different from our North/South Korea: democracy • DMZ 2. Explain how decisions • Communism made by China’s • Dictator government have • Propaganda impacted and currently • Personality Cult impact the lives of the • Kim Jong‐Il Chinese • Kim Il‐sung 3. Explain the dramatic rise of China as a world economic power over the last decade or two 4. Analyze the One‐Child Policy and explain its effects Japan: 1. Explain how population density is determined by geography 2. Explain how the Japanese have adapted to having limited arable land in the areas of transportation, housing, land use, and health issues 3. Analyze why the U.S. decided to pursue and ultimately use the atom bomb 4. Explain the atom bomb’s immediate effects on the Japanese and the long term effects for the world 5. Explain how Japan became a democratic country and economic power North Korea/South Korea: 1. Explain how Korea was video clips IMAX: Everest Geography Alive handouts (modified) 29.3, 29.4, 29.5, 29.6) China: Junior Scholastic (10/5/09) CHINA: The Next Generation Teacher created handouts: • Article questions • Notes for Chapter 30 • Billboard assignment Geography Alive Chapter 30 Or Junior Scholastic: (2/7/11) “The Rise of China” Japan: Geography Alive Chapter 31 Teacher created Handouts: Vocabulary Chart Graphic Organizer 4.
the IMAX Everest. Students will complete a Mount Everest journal assignment. China: 1. Pre‐reading activity: Class will preview vocabulary, questions, title, subtitles, pictures and captions. 2. Read article and complete handout. 3. Class will read sections 30.3 & 30.4 in textbook and complete the reading notes. 4. Students will select one of the policies they read about and complete the Billboard assignment. Japan 1. Use the Geography Alive Preview Activity 31. 2. History Alive Population Density Activity. 3. Jigsaw the four aspects of life in the textbook that are affected by population density 4. Preview questions •
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divided following WWII Explain why North Korea is Purple and South Korea is green on the “Map of Freedom” Identify and explain the role of the U.S. in the division of Korea Evaluate the degree of control that North Korea’s government has over its people and why the people are not able to help themselves History Channel video Teacher created handout North/South Korea: National Geographic’s “Inside North Korea” DVD Teacher created video handout Junior Scholastic: North Korea 5.
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on handout Watch video Complete and review handout North/South Korea: 1. Preview handout questions 2. Watch video 3. Complete and review handout 4. Read and review article 5. Complete venn diagram comparing North and South Korea 6th Grade Social Studies Unit 3: India Suggested Duration: approximately 7‐10 days Standards, Big Ideas, and Essential Questions Concepts Students should know: India: • India is one the poorest countries in the world, but its economy is growing Standards: rapidly in part because of the IT 6.3.3A, 6.3.3C, 6.3.3D, revolution 6.4.3B, 6.4.3C, 6.4.3F, 6.4.3G • The definition and significance of comparative Essential Questions: advantages India: • What factors give some countries a comparative advantage in the global IT revolution? Big Idea: Geographic regions provide a context for understanding specific areas through the study of the social sciences. Competencies Students should be able to: India: 1. Explain the effects of the Caste System on the economic situation of the Indian people 2. Identify and explain India’s comparative advantages in the IT industry 3. Analyze the advantages and disadvantages of India’s huge population Vocabulary India: •
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Comparative advantage Information technology Outsource Time zone Caste system Instructional Materials Suggested Activities India: Geography Alive Ch. 28 – textbook, audio CD, and transparencies Modified textbook handouts India: 1. India map from Junior Scholastic 2. Preview chapter and vocabulary 3. for each comparative advantage, students listened to audio first, then read and took notes 4. quiz on India 6th Grade Social Studies Unit 4: Middle East (Southwest Asia) Suggested Duration: approximately 5‐6 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea: Geographic regions provide a context for understanding specific areas through the study of the social sciences. Standards: 5.2.6G, 5.3.6A, 5.4.6B, 5.4.6E, 6.2.3A, 6.4.3C, 6.4.3D, 7.1.6B, 7.2.6A, 7.3.6B, 7.3.6C, 7.3.6D, 7.3.6E, 7.4.6A, 8.4.6A, 8.4.6B, 8.4.6C, 8.4.6D Essential Questions: Middle East Geography: • What is the physical geography of the Middle East and how does it affect the population density of various countries? • How has oil affected the influence (power) of Middle Eastern countries? Islam / Jerusalem / Israel: • How does religion influence government Students should know: Middle East Geography: • Locations of: Turkey, Syria, Egypt, Israel, Lebanon, Palestine, Jordan, Saudi Arabia, U.A.E., Kuwait, Iraq, Iran, Yemen, Mecca, Jerusalem and including Afghanistan/Pakistan • Major physical features: Rub al‐Khali Desert, Red Sea, Mediterranean Sea, and Persian Gulf Middle East Geography: • Water may be an even more precious resource than oil in the Middle East • The US uses the most oil in the world. Therefore, we rely on countries that can provide it. This also affects the US economy and our relationships with those countries. Students should be able to: Middle East Geography: 1. Identify, locate, and label Middle Eastern countries and physical features using an atlas 2. Identify and explain the process by which oil is formed 3. Identify why the United States is so dependent on Middle Eastern countries 4. Explain how the United States’ dependence on oil affects our relationship with Middle Eastern countries 5. Analyze, compare, and evaluate data about Middle Eastern countries (religion, ethnic groups, literacy rate, and languages, GDP) in comparison to the United States Islam/Jerusalem/Israel: 6. Explain the impact that Islam has on the culture of Middle Eastern countries 7. Identify the causes of the Middle East Geography: • See country & physical feature names • Oil reserves • Crude oil • Non‐renewable resource • Renewable resource Islam: • Allah • Koran • Monotheistic • Prophet • Sunni • Shia • Hajj • 5 Pillars • Mohammad • Sharia • Mecca • Kaaba • Muslim extremist Jerusalem / Israel: • Palestinian • Israeli • East Jerusalem • West Jerusalem • West Bank • Gaza Strip • Old City Middle East Geography: Rand McNally Classroom Atlas & online atlas Teacher created map of the Middle East, directions & rubric Geography Alive Ch. 24 Chapter 24 handouts and notes Islam: Junior Scholastic‐ “What is Islam?” Israel: Junior Scholastic‐ “Jerusalem: A divided City” Teacher created handouts United Streaming Middle East Geography: 1. Students will complete Map of the Middle East 2. Students create their own Mnemonic device to use as a study guide. 3. Students will complete the notes packet for Ch. 24 4. Students will create a matrix of countries, religions, ethnic groups, GDP per capita, and oil reserves 5. Student will analyze and compare the data by completing a questionnaire. Islam: 1. Read and highlight article and complete handout 2. 5 Pillars Poster Activity (Anchor) 3. United Streaming videos on Islam and relationships between governments? Islam/ Jerusalem / Israel: • The influence of Afghanistan and/or Iraq and religion, particularly /or Pakistan and/or Iran: Islam, on the • What types of government and relationships does the culture U.S. have with Middle Eastern countries? What is the significance of Afghanistan and/or Iraq these relationships? and /or Pakistan and/or Iran: • The wars in Afghanistan and Iraq and the military presence of the US in the Middle East has strained the relationships between the United States and the countries in the Middle East conflict between Israel • Security barrier and Palestine • United Nations 8. Explain how the United • Judaism States’ involvement in this • 6 Day War conflict has strained our relationship with Middle Afghanistan and/or Iraq and Eastern countries /or Pakistan and/or Iran: • Osama bin Laden Afghanistan and/or Iraq and • Al Qaeda /or Pakistan and/or Iran: • Sadam Hussein 9. Identify and explain why • Kabal the United States military • Taliban is involved in wars in Iraq • Hindu Kush and Afghanistan • September 11 10. Explain how and why the • poppy / opium military presence of • civilians United States in Iraq and • tribal regions Afghanistan has strained • theocracy our relationship with • nuclear capabilities Middle Eastern countries • Ayatollah Holy Ground poster Afghanistan and/or Iraq and /or Pakistan and/or Iran: Junior Scholastic‐ “Kids of Kabul” and most recent Iraq, Iran, or Pakistan articles from Junior Scholastic Israel: 1. Look at Israel/Palestine in the Atlas to create an understanding of how the country/territories are divided. 2. United Streaming Videos 3. Read and highlight article, complete comprehension worksheet 4. Use the Holy Ground poster and website to explain the Old City. Afghanistan and/or Iraq and /or Pakistan and/or Iran: 1. United Streaming videos 2. Read and highlight article 3. Complete article comprehension handout 6th Grade Social Studies Unit 5: Africa Suggested Duration: approximately 8‐9 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies Vocabulary Instructional Materials Suggested Activities Big Idea: Geographic regions provide a context for understanding specific areas through the study of the social sciences. Standards: 5.2.6G, 5.3.6A, 5.4.6B, 5.4.6E, 6.2.3A, 6.4.3C, 6.4.3D, 7.1.6B, 7.2.6A, 7.3.6B, 7.3.6C, 7.3.6D, 7.3.6E, 7.4.6A, 8.4.6A, 8.4.6B, 8.4.6C, 8.4.6D Essential Questions: • How do people adapt to living in an extreme physical environment? • What was the lasting impact of European colonialism on Africa? • As a continent, Africa is the most troubled. What are the major problems in Africa and what are the causes of these problems? • What are the effects of the recent revolutions in North Africa? Students should know: African Geography: • Locations of: the boundaries of Sub‐
Saharan Africa and North Africa, Sahara Desert, Nile River, Niger River, Congo River, Lake Victoria, Mt. Kilimanjaro, Sahel, Egypt, South Africa, Sudan (Darfur), Rwanda, DRC African Colonialism: • The reasons for the colonization of Africa by European powers • The effects of colonialism on Africa today. Sudan: • The country of Sudan has recently split into two independent countries. • The civil war in Sudan has made some ethnic groups poor and living conditions Students should be able to: African Geography: 1. Identify the geographic, economic, cultural, and political differences between North Africa and Sub‐
Saharan Africa 2. Identify and explain the physical descriptions of the Sahara, Sahel, and oases 3. Explain how people adapt to the harsh physical environments of the Sahara, Sahel, and oases African Colonialism: 1. Identify and explain the reasons for the European colonization of Africa 2. Identify and connect Africa’s current problems to European colonization Sudan: 1. Explain why and how Sudan has been African Geography: • Sahara • Sahel • oasis • North Africa • Sub‐Saharan Africa • arid • drought • marginal land • desertification • pastoral nomads • adaptations • ergs • regs • hammadas • cash crops • windbreaks • shifting agriculture
African Colonialism: • Ethnic Groups • Ethnic Rivalry • Hutu • Tutsi • Colonialism • Berlin Conference • Racial classification • Discrimination • Racial Oppression African Geography: Rand McNally Classroom Atlas & online atlas Teacher created map of the Africa, directions & rubric Sub‐Saharan Map Sahara, Sahel, Oasis: Geography Alive Chapter 2o Teacher created handouts: • Physical Map of Africa Handout • Nile River Video Handout • Sahara, Sahel, Oasis Handout (Chpt. 20) African Colonialism: • JS article “After 50 Years of Independence” • African Tribal Map (from the textbook) • Teacher created African Geography: 1. Students will complete Map of Africa 2. Students created their own Mnemonic device to use as a study guide. Nile River Imax: 1. Students will complete the Nile River Handout while viewing the Imax. Sahara, Sahel, Oasis: 1. The students will complete the notes packet for Geography Alive Chpt. 20 2. The students will complete a creative project working in cooperative groups to demonstrate their knowledge of the Sahara region. (song, skits, dioramas, etc.) very dangerous Child Labor in Africa: • The causes and effects of child labor. South Africa: • The apartheid system of government impacted South Africa, and its effects are still felt today • The fall of the apartheid system is comparable to the civil rights movement in the United States Africa HDI: • The HDI of African countries is lower than the HDI of the U.S. • The HDI of African countries varies mainly due to political and geographic factors 2.
divided into two countries Explain how the government’s actions have affected certain ethnic groups •
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Militias Genocide Commodity Sudan: • Janjaweed Child Labor in Africa: • refugee 1. Identify the causes and • genocide effects of child labor in • Omar al‐Bashir Africa and throughout • Southern Sudan the world • civil war 2. Explain some possible • Darfur solutions to the • Khartoum problems and effects of child labor Child Labor in Africa: • Sub‐Saharan South Africa: • Domestic 1. Identify the root causes of the South Africa: apartheid system • apartheid 2. Identify the ways by •
segregration which black South •
Nelson Mandela Africans fought against • Multicultural the apartheid system • FW deKlerk 3. Explain how the • Townships / system of apartheid homelands was defeated 4. Explain how apartheid’s effects are Africa HDI: • Human being felt by black Development South Africans even Index after the end of • literacy rate apartheid • life expectancy Africa HDI: • Gross Domestic 1. Compare the HDI of Product (GDP) North African and Sub‐
Saharan countries to the HDI of the U.S. 2. Explain why some African countries have a higher HDI than others article handout‐from African Colonialism: American University 1. The students will read “50 Years of • Teacher created Independence” graphic organizer – from Junior Causes and Effects of Scholastic. Colonialism 2.
The students will • JS article “Arab respond to the Spring” questions on the “50 Years of Sudan Independence” • JS article “Darfur: handout Stories of Survival” 3. Students will • Teacher created complete the article handout “Causes and Effects • Darfur quiz of European Colonialism” Child Labor in Africa: graphic organizer • “Lost Childhoods” 4.
The students will Junior Scholastic read and highlight article The American • Teacher created University article graphic organizer for about Rwandan causes and effects of history. child labor 5. The students will read, highlight, and South Africa: take notes on the JS • Ch. 23 in Geography article “Arab Spring” Alive • Teacher created notes for ch. 23 Sudan • Ch. 23 quiz (teacher 1. The students will created) read “Darfur Stories • The Color of of Survival” from Friendship movie and Junior Scholastic. notes sheet 2. The students will • “Biko” song by Peter respond to the Gabriel questions on the handout for the Africa HDI: article. • HDI handout, 3. Students will take information chart, the Darfur quiz. and analytical questions •
Child Labor in Africa: Junior Scholastic World Affairs current 1. Students will read the “Lost issue Childhoods” article. 2. Students will identify either 4 causes or 4effects of child labor and then will jigsaw the information with a partner. 3. Students will be take a combined quiz on this article and Sudan/Darfur. South Africa: 1. Students will read sections 23.1‐23.3 and complete the vocabulary sheet for Ch. 23. 2. Students are assigned one section (23.4, 23.5, 23.6, or 23.7). They read and completed the notes sheet for their section. Students had to rate the level of change in South Africa since the end of apartheid. 3. Students jigsaw the remaining sections. 4. Students watch the movie, The Color of Friendship, and complete a movie notes sheet. Students answer a critical thinking question at the end 5.
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of the movie. Students listen to the “Biko Song” and analyze the lyrics and historical context of the song. Students take a test on the apartheid unit. Africa HDI: 1. Students will choose and collect data on 2 Sub‐
Saharan and 2 North African countries. 2. Students will create a bar graph from the information gathered about the HDI. 3. Students will compare and contrast the data about the African countries and the United States by answering questions. 6th Grade Social Studies Unit 6: Europe Suggested Duration: approximately 8‐9 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies Big Idea: Geographic regions provide a context for understanding specific areas through the study of the social sciences. Standards: 5.2.6G, 5.3.6A, 5.4.6B, 5.4.6E, 6.2.3A, 6.4.3C, 6.4.3D, 7.1.6B, 7.2.6A, 7.3.6B, 7.3.6C, 7.3.6D, 7.3.6E, 7.4.6A, 8.4.6A, 8.4.6B, 8.4.6C, 8.4.6D Essential Questions: • What are the lasting effects of the Holocaust, WWII, and the Cold War on Europe? Students should know: European Geography: • Locations of: Norway, Sweden, Finland, Ireland, UK, Denmark, Netherlands, Belgium, Germany, France, Spain, Portugal, Switzerland, Italy, Austria, Poland, Russia, Czech Republic, Slovakia, Ukraine • Boundaries between Eastern and Western Europe • Mediterranean Sea, Strait of Gibraltar, Ural Mountains Holocaust: • How Adolph Hitler came to power • The effects of the Holocaust • Tolerance and respect of others is central to a functioning democracy • Outcomes of WWII Students will be able to: European Geography: 1. Identify and locate European countries of economic, political, or geographical significance 2. Locate and label the “Iron Curtain” 3. Identify and differentiate countries from Eastern and Western Europe Holocaust: 1. Identify the causes of WWII and Hitler’s rise to power 2. Identify and explain how Hitler carried out his “Final Solution” 3. Identify and explain ways in which other countries or individuals could have helped but didn’t or did help save people 4. Explain the conditions at concentration camps and purposes of concentration camps Vocabulary European Geography: • Iron Curtain • Eastern Europe • Western Europe • Democracy • Communism Holocaust Vocabulary: • Allied powers • Axis powers • Discrimination • Nazi • Scapegoat • Holocaust • Kristallnacht • Liberation • SS troops • Auschwitz • Concentration camps • Stereotype • Resistance forces • Treaty of Versailles • Ghetto • Final Solution • Hitler Post WWII / Cold War: • Lenin • Stalin • Gorbachev Instructional Materials Suggested Activities European Geography: Rand McNally Classroom Atlas & online atlas Teacher created map of Europe, directions & rubric Europe map packet (enlarged maps of specific regions of Europe) Holocaust: • Holocaust overview article • Holocaust vocabulary sheet • Nuremberg Racial laws poster and handout. • “Voyage of the St. Louis” article and handout • Holocaust museum animated maps • My Secret Camera • Excerpts from Night • Oprah and Ellie Wiesel interview (edited parts) • “Freeing the Death European Geography: 1. Students will complete Europe map packet 2. Students created their own mnemonic device to use as a study guide. 3. Europe map quiz Holocaust: 1. Students will read the Holocaust overview article and complete the vocabulary sheet. 2. Students will analyze the Nuremberg Racial Laws poster and complete the worksheet. 3. Students will read “The Voyage of the St. Louis article” and complete the handout. Students will watch a video on the St. Louis from the museum website. Post WWII / Cold War: • The events leading to the creation of a communist government in the Soviet Union. • The main four Allies came away powerful influence at the end of WWII • Communism failed and the Soviet Union broke apart in 1991. • The Cold War impacted the Soviet Union and the United States through nuclear proliferation and therefore it has dramatically altered our worldview Europe HDI: • There are differences in the HDI of Eastern and Western European countries and the United States.
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Explain the Death Marches Explain how the war ended and its effects on Post WWII Europe •
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Romanov Czar Russian Revolution Communism Abdicate Rasputin Cold War Berlin Wall USSR/Soviet Union
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Russian Revolution and the creation of a Europe HDI: communist • Human government in Russia Development 2. Explain why the Soviet Index Union became a • literacy rate superpower after • life expectancy WWII and how it was • Gross Domestic able to have such great Product (GDP) influence in Europe and Asia 3. Identify problems and difficulties within communist Russia which led to the breakup of the Soviet Union 4. Identify the positive and negative effects of the end of the Cold War 5. Explain why Russia is still not democratic today Europe HDI: 1. Compare Eastern and Western European countries and the U.S. 2. Explain why there are HDI differences based on the Cold War history of Europe Camps” article and handout Gerda Weissmann video and handout Blended Poem handouts and direction sheet Holocaust Museum simulation worksheet 4.
Teacher will read the book, My Secret Camera, to the •
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life in the ghetto. 5. Teacher will read excerpts of Night to the students to help Post WWII / Cold War: them understand • World Geography – the selection Europe and Russia process. textbook and 6. Students will view teacher created selected scenes handouts from the Oprah and • JS article, “The Last Ellie Wiesel Czar” and handout interview at • Car game directions Auschwitz. and T‐chart 7.
Students will read • JS article, “The New the article, “Freeing Russia” the Death Camps” and complete the Europe HDI: handout. • HDI handout, 8.
Students will watch information chart, the survivor video and analytical about Gerda questions Weismann and • Junior Scholastic complete the video World Affairs current quiz. issue 9. Students will write a Blended Poem using quotes from Weismann. 10. Students will do a museum simulation activity. Post WWII / Cold War: 1. Students will read pages 129‐133 in the textbook and 2.
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complete the notes and Venn diagram about post WWII Germany. Students will read “The Last Czar” and complete the notes sheet. View pictures on page 57, 59, and 61 of the textbook. Students will read pages 60‐63 in the textbook and create a timeline of events related to the Soviet Union and the Cold War from 1917‐
1991. Students will play the “car game.” Students will complete a T‐chart comparing the game to communism in the Soviet Union. Students will read and highlight major concepts from Russian history and about Russia today from the article, “The New Russia” Europe HDI: 1. Students will choose and collect data on two Western European and two Eastern European countries. 2. Students will create a bar graph from the information 3.
gathered about the HDI. Students will compare and contrast the data about the Eastern and Western European countries and the United States by answering questions.