Title: Global Affairs Unit
Teacher: Ms. Ali Hager
Grade & Subject: 6th Grade Social Studies
Dates of Implementation: October 7th – October 29th
Number of School Days: 15 days
Benchmark Exam (underline): 1 2 3 4
DESIRED RESULTS
Standards
4. Understand the world in spatial terms using maps, major physical and human features, and urban and rural landuse patterns.
a. Analyze information using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons,
tables, technology, etc.). (DOK 3)
b. Analyze relationships among people, places, and the environment by mapping information including trade patterns,
governmental alliances, and immigration patterns. (DOK 3)
5. Understand the processes that shape the physical environment, including long-range effects of extreme weather
phenomena and human activity (e.g., ocean and atmospheric circulation, movements of the sun, moon, and Earth,
hurricanes, erosion, pollution, deforestation, etc.).
a. Compare and contrast the effects that human activity has on ecosystems throughout time. (DOK 2)
b. Analyze positive and negative effects that natural and human phenomena have on societies throughout the world.
(DOK 3)
c. Assess and describe how governments and people prepare for natural disasters. (DOK 2)
Enduring Understandings
What do we want students to understand and be able to use several years
from now, after they have forgotten the details?
Students will understand that…
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Analyzing the world in spatial terms allows us to better
understand history, society and the environment.
Analyzing the relationship between humans and the
environment is a way of seeing, predicting, and advocating
for how we should interact with the planet and prepare for
future phenomena.
Humans impact ecosystems and ecosystems impact
humans. When humans change ecosystems, the
ecosystems change societies.
Understanding the symbiotic relationship between humans
and the environment helps governments adequately
Essential Questions
What questions will students grapple with that will lead them to these enduring
understandings?
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How does the physical environment affect culture?
How does the physical environment affect humans and
how do humans affect the physical environment?
What impact can a disaster have on a community? Why is
preparing for a disaster important?
How can social studies tools (maps, globes, graphs, etc.)
show us different information?
How should humans interact with their environment?
-
prepare for natural disasters.
Connections and exchanges exist between and among the
peoples of the world. These connections and exchanges
include migration/immigration and scientific/technological.
What misunderstandings are predictable?
Key Knowledge
Key Skills
What key knowledge, facts, and vocabulary will students acquire as a result of
this unit?
What key skills will students be able to perform as a result of this unit?
Students will know that…
Students will be able to…
NEED TO KNOW:
1. SWBAT explain how and why
climate varies throughout the
world.
2. SWBAT define timelines as
diagrams showing the order in
which events took place.
3. SWBAT describe an ecosystem
and explain how human activity
effects ecosystems.
a. Ecosystem is a community of
plants and animals along with
the surrounding soil, air, and
water.
b. Human activities that can
change the land: building
highways, mining, using
chemicals, introducing new life
forms into ecosystems
4. SWBAT describe natural forces
and the effects on the
environment. (form new land,
erosion)
5. SWBAT define natural resources
and conservation.
6. SWBAT summarize the use of
resources in the production of
NICE TO KNOW: (optional)


A time zone is
one of the 24
areas into which
Earth is divided
for measuring
time.
Political
cartoons are
drawings that
show a
cartoonist’s
opinion about a
political person,
events or issue.
NEED TO BE ABLE TO:
1. SWBAT read and create a map.
2. SWBAT compare physical and
political maps.
3. SWBAT research trade patterns
using primary and secondary
sources.
4. SWBAT construct a timeline of the
effect of human activity on
ecosystems throughout time.
5. SWBAT integrate visual
information with other information
in print and digital texts.
6. SWBAT analyze the cause and
effect relationships between
humans and ecosystems.
7. SWBAT summarize key
information and pick out the main
ideas in the text.
8. SWBAT use maps, globes, graphs,
and tables to analyze trade
patterns and immigration patterns.
NICE TO BE ABLE TO:
(optional)
goods and services.
7. SWBAT define scarcity.
8. SWBAT explain how geography
affects settlement and other
human activities.
9. SWBAT describe human activities
and effects on the environment.
10. SWBAT describe how regions
specialize and trade with each
other.
11. SWBAT describe the increase and
more diverse nature of immigration
to the US after 1965.
12. SWBAT identify the steps in
reacting to a natural disaster.
13. SWBAT analyze the relationship
between immigration and
geography/natural resources.
ASSESSMENT EVIDENCE
Formative Assessments
Summative Assessments
How will students be asked to exhibit their understanding throughout this
unit? How will you communicate their progress?
How will you evaluate the learning that has taken place at the end of the unit?
Students will have exit tickets to complete and turn in
throughout the unit.
Students will take a pre-test for this unit. I will evaluate their
learning based on their growth.
STUDENT INVESTMENT
FRAMING THE UNIT
*How will the new unit of study be framed for the students so that they know where they are headed (learning goals), why the material is important to study, what
will be required of them (projects, etc.), and so that they are hooked?
In this Global Affairs Unit students will describe the relationships between humans and the environment, using the Mississippi
Delta as local and familiar examples. They will use social studies tools better understand other processes that shape the physical
environment, like natural disasters and phenomena. Students analyze the impact and predict the outcome of human activity
affecting the balance of an ecosystem. A clearer understanding of the processes that shape our physical environment will guide
students in identifying how environment influences culture. This will help students advocate for how we should interact with the
planet and prepare for future phenomena.
KEY LEARNING ACTIVITIES
The disposition to be broad and generative  The disposition to build explanations, understandings, and connections  The disposition to wonder, to identify problems, to
investigate  The disposition to make plans and be strategic  The disposition to be intellectually careful and precise  The disposition to seek and evaluate reasons  The
disposition to be meta-cognitive
Learning Activities:
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Students will choose a country to research and identify major exports, characteristics of a major ecosystem, and a natural
disaster.
Students will make a timeline of immigration patterns in the United States after 1965.
Daily Objectives/Learning Goals
How will you sequence your daily objectives (know/do) so that they lead to the desired understandings? Cut and paste from the “Skills” section above.
Monday, Oct. 7th
Knowledge
SWBAT define physical
environment.
SWBAT describe an
ecosystem.
Tuesday, Oct. 8th
Knowledge
SWBAT explain how
and why climate varies
throughout the world.
Skill
Skill
SWBAT read and
SWBAT summarize key create a map.
information and pick out SWBAT compare
the main ideas in the
physical and political
text.
maps.
Wednesday, Oct. 9th
Knowledge
SWBAT describe
natural forces and the
effects on the
environment. (form new
land, erosion)
Skill
SWBAT analyze cause
and effect relationships.
Thursday, Oct 10th
Knowledge
SWBAT describe
human activities and
effects on the
environment.
SWBAT define
timelines as diagrams
showing the order in
which events took
place.
Skill
SWBAT construct a
timeline of the effect of
human activity on
ecosystems throughout
time.
Friday, Oct. 11th
Knowledge
SWBAT compare and
contrast the effects that
human activity has on
ecosystems throughout
time. (DOK 2)
Analyze relationships
among people, places,
and the environment by
mapping information
including trade
patterns, governmental
alliances, and
immigration patterns.
(DOK 3)
Skill
SWBAT analyze
information using social
studies tools (e.g.,
timelines, time zones,
maps, globes, graphs,
political cartoons,
tables, technology,
etc.). (DOK 3)
Monday, Oct. 13th
Knowledge
SWBAT define natural
resources and
conservation.
SWBAT define scarcity.
Tuesday, Oct. 14th
Knowledge
SWBAT summarize the
use of resources in the
production of goods
and services.
Skill
SWBAT summarize key
information and pick out
the main ideas in the
text.
Skill
SWBAT research trade
patterns using primary
and secondary sources.
Wednesday, Oct. 15th
Knowledge
SWBAT describe how
regions specialize and
trade with each other.
Thursday, Oct. 16th
Knowledge
SWBAT describe
human activities and
effects on the
environment.
Skill
SWBAT use maps,
globes, graphs, and
tables to analyze trade
patterns.
Friday, Oct. 17th
Knowledge
SWBAT analyze
positive and negative
effects that natural and
human phenomena
have on societies
throughout the world.
(DOK 3)
Analyze relationships
among people, places,
and the environment by
mapping information
including trade
patterns, governmental
alliances, and
immigration patterns.
(DOK 3)
Skill
SWBAT analyze
information using social
studies tools (e.g.,
timelines, time zones,
maps, globes, graphs,
political cartoons,
tables, technology,
etc.). (DOK 3)
Monday, Oct. 20th
Tuesday, Oct. 21st
Wednesday, Oct. 22nd
Thursday, Oct. 28th
Friday, Oct. 29th
Knowledge
SWBAT describe the
increase and more
diverse nature of
immigration to the US
after 1965.
Knowledge
SWBAT describe the
increase and more
diverse nature of
immigration to the US
after 1965.
Knowledge
SWBAT explain how
geography affects
settlement and other
human activities.
SWBAT analyze the
relationship between
immigration and
geography/natural
resources.
Knowledge
SWBAT identify the
steps in reacting to a
natural disaster.
SWBAT analyze the
relationship between
immigration and
geography/natural
resources.
Knowledge
SWBAT assess and
describe how
governments and
people prepare for
natural disasters. (DOK
2)
Analyze relationships
among people, places,
and the environment by
mapping information
including trade
patterns, governmental
alliances, and
immigration patterns.
(DOK 3)
Skill
SWBAT analyze
information using social
studies tools (e.g.,
timelines, time zones,
maps, globes, graphs,
political cartoons,
tables, technology,
etc.). (DOK 3)