6th Grade Social Studies
Europe Geography Unit Information
Milestones Domain/Weight: Geography 31%
Purpose/Goal(s): Students will be able to locate selected countries and major physical features
in Europe using a world and regional political- physical map. Students will take a broad
approach to environmental issues by providing background information on the specific
environmental issues and their consequences (effect on the economies and populations) on
Europe. Students will explain how location, climate, and distribution of natural resources have
impacted population distribution and trade in Europe. Students will get a general idea of the
broad diversity of cultures in Europe by understanding all of the nuances of the various cultures
and languages of Europe. Students should understand that language is a system used by a
group sharing a culture and a history.
Content Map: Europe Content Map (includes all domains)
Europe’s Geography Teacher Notes
Prerequisites: No elementary standards align to Europe’s Geography
Unit Length: Approximately 12 days
Europe Geography Study Guide | Europe Geography Study Guide KEY
Click on the links below for resources by Essential Question:
EQ 1: Where are the major physical features and nations of Europe located?
EQ 2: How do location, climate, and natural resources influence Europe and its people?
EQ 3: How have environmental issues affected Europe?
TCSS 6th SS Europe Geography Unit
Essential Question and
Standard(s)
1. Where are the major physical
features and nations of Europe
located?
Standard(s):
SS6G8a. [Standard Breakdown]
Locate on a world and regional
political- physical map:
the Danube River, Rhine River,
English Channel, Mediterranean
Sea, European Plain, the Alps,
Pyrenees, Ural Mountains,
Iberian Peninsula, and
Scandinavian Peninsula.
SS6G8b. [Standard Breakdown]
Locate on a world and regional
political-physical map the
countries of Belgium, France,
Germany, Italy, Poland, Russia,
Spain, Ukraine, and United
Kingdom.
Vocabulary
Essential*
Danube River
Rhine River
English Channel
Mediterranean Sea
Alps
Pyrenees
European Plain
Iberian Peninsula
Belgium
France
Germany
Italy
Poland
Russia
Spain
Ukraine
United Kingdom
Portugal
[for exploration]
*Essential Vocabulary
listed in the Standards
**Supplemental
Vocabulary listed in the
state frameworks and/or
other state document
TCSS
Resources [Back to Top]
The Enduring Understanding for this lesson: Location
The student will understand that location affects a society’s
economy, culture, and development.
Assessment

SS6G8a.-SS6G8b.
Sample Assessment
Items
The resources below are set up in a model lesson format. The
ppt provides guidance for the entire lesson including
activating, teaching and summarizing strategies. The activities
listed below the ppt are used during the lesson and are
identified in the ppt for use where they are most likely
appropriate. The resources can be used as an entire lesson or
pulled out for use separately.
 Europe Physical Features and Nations PPT [Includes “I
Do”, “You Do”, and “We Do”] – See “Notes” on ppt slides
for suggested instructional approaches where applicable
or view the Europe Physical Features and Nations PPT
Notes
 Europe Physical Features Identification Map [“You Do”] –
Students will use the map to identify the physical features
of Europe throughout the lesson.
 Use Google Earth to show some of Europe’s physical
features [contact the academic coach if you do not have
access to Google Earth on your desktop]
 Europe Physical Features Foldable –[“You Do”] After
identifying the physical features on a map, have students
use the foldable to mark each feature on a small map,
write a description of where the feature is located in
Europe, and write a method for remembering the location
of the physical feature.
 Europe Physical Features Distributed Summarizing [“You
Do”] – use this as a formative assessment. After checking
for understanding, keep the papers so that you can use
them again after students complete the Europe Political
Identification Map.
 Europe Political Identification Map with Portugal [“You Do”]
Students use the map to identify specified countries of
Europe throughout the lesson. Portugal is included
because the history standards ask students to trace the
empires of Portugal
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TCSS 6th SS Europe Geography Unit
Essential Question and
Standard(s)
Vocabulary
Resources [Back to Top]





TCSS
Assessment
Additional Map - Europe Blank Political Map [“You Do”]
Europe Physical Features and Nations Interactive Review
Flipchart
Physical Features and Nations Slipcover [“You Do”] – Put
unlabeled maps in clear slipcovers. Give each student a
slipcover, vis-à-vis or expo marker, and paper towel (a
sock is also good and cheaper). Call out physical features
or nations and have students circle the feature or nation
and hold up their slipcover when instructed.
Use the Europe Physical Features and Nations review ppt
[“You Do” or “We Do”] and BYOD technology to quiz
students on the location of Europe’s physical features and
nations. For example, use Plicker Cards [these need to be
made in advance by the teacher] as student response
cards as the teacher shows review slides from the ppt to
determine whether students can identify the features and
nations. Teachers could also use sites such as Socrative,
Kahoot, Testmoz, etc. Ask the academic coach for
assistance if needed.
Europe Physical Features and Nations Summarizer [“You
Do”] – each student should complete the summarizer. The
teacher should use the summarizer to determine the level
of student mastery and if differentiation is needed.
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TCSS 6th SS Europe Geography Unit
Essential Question and
Standard(s)
2. How do location, climate, and
natural resources influence
Europe and its people?
Standard(s):
SS6G10a. [Standard Breakdown]
Compare how the location,
climate, and natural resources of
the United Kingdom and Russia
affect where people live and how
they trade.
SS6G10b. [Standard Breakdown]
Compare how the location,
climate, and natural resources of
Germany and Italy affect where
people live and how they trade.
TCSS
Vocabulary
Essential*
Climate
Natural Resources
Supplemental**
*Essential Vocabulary
listed in the Standards
**Supplemental
Vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
The Enduring Understanding for this lesson: Human
Environment Interaction - The student will understand that
humans, their society, and the environment affect each other.
Assessment

SS6G10a. and
SS6G10b. Sample
Assessment Items
The resources below are set up in a model lesson format. The
ppt provides guidance for the entire lesson including activating,
teaching and summarizing strategies. The activities listed below
the ppt are used during the lesson and are identified in the ppt
for use where they are most likely appropriate. The resources
can be used as an entire lesson or pulled out for use separately.
 Impact of location, climate, and natural resources on people
in Europe Activating Strategy [“We Do”] – Groups use a map
of four make believe countries to answer questions about
location, climate, and natural resources.
 Impact of location, climate, and natural resources on Europe
PPT [Includes “I Do”, “You Do”, and “We Do”] – See “Notes”
on ppt slides for suggested instructional approaches where
applicable or view the Impact of location, climate, and natural
resources on Europe PPT Notes
 Impact of location, climate, and natural resources on people
Notes [“You Do”] – Students use the notes throughout the
lesson to record the important information
 Location, Climate, and Natural Resources Graphic
Organizers [“You Do”] – Students use their notes to fill in two
graphic organizers comparing the location, climate, and
natural resources of specified countries of Europe.
 United Kingdom Maps | Russia Maps [“We Do”] – Prior to
instruction, small groups compare the location, climate, and
natural resources of the United Kingdom and Russia. The
teacher may want to assign different factors to each group.
 Germany Maps | Italy Maps [“We Do”] – Prior to instruction,
small groups compare the location, climate, and natural
resources of Germany and Italy. The teacher may want to
assign different factors to each group.
Impact of location, climate, and natural resources Summarizer
[“You Do”] – Each student should complete the summarizer. The
teacher should use the summarizer to determine the level of
student mastery and if differentiation is needed.
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TCSS 6th SS Europe Geography Unit
Essential Question and
Standard(s)
3. How have environmental
issues affected Europe?
Standards:
SS6G9a. [Standard Breakdown]
Explain the major concerns of
Europeans regarding the issues
such as acid rain in Germany, air
pollution in the United Kingdom,
and the nuclear disaster in
Chernobyl, Ukraine.
Vocabulary
Essential*
Acid rain
Air pollution
Nuclear disaster
Supplemental**
Cancer
Air currents
Birth defects
Radioactive
Contamination
Vehicle emissions
Power stations (industry
and power generation)
*Essential Vocabulary
listed in the Standards
**Supplemental
Vocabulary listed in the
state frameworks and/or
other state document
TCSS
Resources [Back to Top]
The Enduring Understanding for this lesson: Human
Environment Interaction - The student will understand that
humans, their society, and the environment affect each other.
Assessment

SS6G9a Sample
Assessment Items
The resources below are set up in a model lesson format. The ppt
provides guidance for the entire lesson including activating,
teaching and summarizing strategies. The activities listed below
the ppt are used during the lesson and are identified in the ppt for
use where they are most likely appropriate. The resources can be
used as an entire lesson or pulled out for use separately.
 Europe Environmental Issues PPT [Includes “I Do”, “You Do”,
and “We Do”] – See “Notes” on ppt slides for suggested
instructional approaches where applicable or view the Europe
Environmental Issues PPT Notes
 Europe Environmental Issues Graphic Organizer [“You Do”] –
Students use the graphic organizer to record important
information throughout the lesson
 Suggested Activities [“You Do” or “We Do”]:
o Allow students to select a product such as a bumper
sticker, public service announcement,
magazine/newspaper ad, brochure, editorial, jingle,
song, cartoon, poster, etc. on either air pollution or acid
rain. The product must include the name of the
environmental issue and a statement about the issue
or about solutions and/or ways to stop the issue.
[Note: this activity is not intended to be a lengthy one;
students should complete the activity in a class period
or less]
 Acid Rain Animation [linked in ppt]
 Additional Resources:
o Chernobyl RAFT | Chernobyl RAFT Rubric [“You Do”] –
Students complete a short writing assignment in which
they select the Role, Audience, Format, and Topic.
o Chernobyl Images ppt – ppt includes only images
o “Voices of Chernobyl: Survivors’ Stories” NPR Story
Audio version | Transcript of the story
o Chernobyl: An Inside Tour
o “Long Shadow of Chernobyl” National Geographic
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TCSS 6th SS Europe Geography Unit
Essential Question and
Standard(s)
Vocabulary
Resources [Back to Top]

TCSS
Assessment
Video: [There is also a print article]
Differentiation: After students complete the 3-2-1 Summarizing
Strategy [listed in the ppt], identify which students understand
the environmental issues facing Europe and which students
need more support. Students that understand the
environmental issues in Europe should read the article
“Comparing Nuclear Events at Fukushima, Chernobyl, Three
Mile Island: Q&A” then create a venn diagram comparing the
three. Students that need more support should use their
graphic organizer to compare and contrast the environmental
issues in Europe.
Triple Venn Diagram | Triple Comparison Organizer
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TCSS 6th SS Europe Geography Unit Breakdown of Standards
SS6G8a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain,
the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
 The location of major physical features in Europe
 How to find these locations on a map
 Locate features on a world map [DOK 1]
 Essential Vocabulary
 Locate features on a regional physical/political
o Danube River
map [DOK 1]
o Rhine River
o English Channel
o Mediterranean Sea
o European Plain
o Alps
o Pyrenees
o Ural Mountains
o Iberian Peninsula
o Scandinavian Peninsula
SS6G8b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland,
Russia, Spain, Ukraine, and United Kingdom (UK)
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
 The location of major nations in Europe
 How to find these locations on a map
 Locate nations on a world map [DOK 1]
 Essential vocabulary
 Locate nations on a regional physical/political
o Belgium
map [DOK 1]
o France
o Germany
o Italy
o Poland
o Russia
o Spain
o Ukraine
o United Kingdom (UK)
o Portugal (for EQ4 - Exploration)
TCSS
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TCSS 6th SS Europe Geography Unit Breakdown of Standards
SS6G10a. Compare how the location, climate, and natural resources of United Kingdom (UK) and Russia affect where people live
and how they trade.
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
 Describe geographic factors of the
 Compare the United Kingdom & Russia’s
UNITED KINGDOM – (UK, Great Britain, England)
United Kingdom and Russia
location, climate & natural resources [DOK 2]
 Location
 Describe how geographic factors impact  Explain how geographic factors affect where
o Northern Hemisphere
the people and how the country trades
people live and how they trade [DOK 2]
o Europe
in the United Kingdom and Russia
 Draw conclusions based on location, climate
o Very far north
and natural resources and how it affects
o Island – with many ports
population density [DOK 3]
o Atlantic Ocean – to the west
 Explain why the UK has a much higher
o English Channel – to the south
population density compared to Russia
o Arctic Ocean – to the north
[DOK 2]
 Climate
o Gulf Stream – brings a current of warm
ocean water from the Gulf of Mexico
o Mild Climate
o Plenty of Rain – Gulf Stream (warm)
meeting Arctic Ocean (cold) causes this
phenomena
 Natural Resources
o Coal
o Oil
o Natural gas
o Fertile soil - agriculture
 Where people live
o Urban Areas - Industrial
o Southern region
o Largest city – London, England – more
than 7 million people
 How they trade
o Easy world-trade because of access to
water
o Imports 1/3 of its food
o #1 Industry - Service (Banking, Insurance
and Tourism)
TCSS
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TCSS 6th SS Europe Geography Unit Breakdown of Standards
SS6G10a. Compare how the location, climate, and natural resources of United Kingdom (UK) and Russia affect where people live
and how they trade.
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
 Describe geographic factors of the
 Compare the United Kingdom & Russia’s
Russia
United Kingdom and Russia
location, climate & natural resources [DOK 2]
 Location
 Describe how geographic factors impact  Explain how geographic factors affect where
o Northern Hemisphere
the people and how the country trades
people live and how they trade [DOK 2]
o Northeastern Europe (Ural Mtns divide
in the United Kingdom and Russia
 Draw conclusions based on location, climate
Russia - Europe/Asia)
and natural resources and how it affects
o Largest country in the world
population density [DOK 3]
o European Plain – western Russia
 Explain why the UK has a much higher
o Arctic Ocean to the north
population density compared to Russia
 Climate (Terrain)
[DOK 2]
o Very cold – harsh climate
o Siberia – Eastern Russia - tundra
o Not much rainfall
o West – cold, but warmest region in Russia
o Rivers & ports – frozen most of year
 Natural Resources
o Fertile Soil – European Plain in Western
Russia: Farming – wheat & barley;
Ranching – livestock
o Mineral Resources – difficult and
expensive to harvest and transport due to
harsh climate & remote location
 Coal; Oil; Natural gas
o Forests
o Fish
 Where people live
o Urban Areas – Industrial
o Western Russia – warmer region
 How they trade
o Resources are very difficult and very
expensive to harvest and transport due to
harsh climate & remote location
o Railroad – waterways are frozen most of
the year
o Russia imports a lot of its food
o #1 Industry – Service
TCSS
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TCSS 6th SS Europe Geography Unit Breakdown of Standards
SS6G10b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live
and how they trade.
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
 Describe geographic factors of the
 Compare the Germany & Italy’s location,
GERMANY
Germany and Italy
climate & natural resources [DOK 2]
 Describe how geographic factors impact  Explain how geographic factors affect where
 Location
the people and how the country trades
people live and how they trade [DOK 2]
o Northern Hemisphere
in
the
Germany
and
Italy

Draw conclusions based on location, climate
o Central Europe
and natural resources and how it affects
o Rhine River in the West
population density [DOK 3]
o Danube River in the South
 Climate
o Moderate
 Summers – warm & mild
 Winters - cool
 Natural Resources
o Fertile Soil – Agriculture – about ½ of
the country
o Mineral Resources
 Coal
 Iron ore – steel
o Forests
 Where people live
o Urban Areas - Industrial
o Western Germany – river valley, cities,
towns & factories
 How they trade
o Easy access to waterways – Rhine
River & sea
o Surrounded by many countries
o #1 Industry – Manufacturing (steel and
automobile production)
TCSS
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TCSS 6th SS Europe Geography Unit Breakdown of Standards
SS6G10b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live
and how they trade.
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
 Describe geographic factors of the
 Compare the Germany & Italy’s location,
Italy
Germany and Italy
climate & natural resources [DOK 2]
 Describe how geographic factors impact  Explain how geographic factors affect where
 Location
the people and how the country trades
people live and how they trade [DOK 2]
o Northern Hemisphere
in
the
Germany
and
Italy

Draw conclusions based on location, climate
o Southern Europe
and natural resources and how it affects
o Peninsula
population density [DOK 3]
o Mediterranean Sea to the south
o Alps to the North
o Mountains cover 70% of the country
 Climate
o Moderate
 Summers – warm & mild
 Winters – cool (cold in mtns)
 Natural Resources
o Fertile Soil – Agriculture – grapes
(wine production)
o Very Few Mineral Resources – must
import raw materials
 Where people live
o Urban Areas - Industrial
o Northern Italy – closer to other
European countries
 How they trade
o Easy access to waterways –
Mediterranean Sea & many rivers
o Close to many countries (central
Europe)
o #1 Industry – Tourism (climate,
coastline, site seeing)
TCSS
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TCSS 6th SS Europe Geography Unit Breakdown of Standards
SS6G9a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the
United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
[Back to Resources]
Know [Data/Facts]:
Understand [Think/Process]:
Do [Apply]:
Germany: Acid Rain - rain polluted by gases released into
 Identify the causes of acid rain
 Explain the factors causing acid rain
the air
 How acid rain affects the environment
[DOK 1]
 Causes of Acid Rain
of Germany and surrounding countries
 Explain the concerns, issues, and
o Burning of fossil fuels from Industries and
 What causes air pollution in the United
consequences regarding acid rain in
automobile emissions
Kingdom (UK)
Germany and how it can impact other
 Effects/Issues/Consequences
 How air pollution in the United Kingdom
countries [DOK 2]
o Forests – damaged or killed more than half of
affects the environment and the
 Explain the causes and effects of air
Germany’s forests
(example: Germany’s
connection it has to acid rain
pollution in the United Kingdom (UK)
Black Forest)
 Define the Chernobyl nuclear accident
[DOK 2]
o Rivers & Lakes – pollutes water killing plants
 Describe the long–term effects of the
 Explain the significance of the nuclear
and fish (aquatic life)
nuclear disaster on Chernobyl and
disaster and the effects it had on
o Contamination of drinking water
surrounding countries
Chernobyl and surrounding countries
o Damage to buildings & monuments
[DOK 2]
o Acid rain is carried through the air to other
countries
Air Pollution in the United Kingdom
 Causes: Industry Emissions & Power Generation;
Automobile Emissions
 Effects: Damage to vegetation; Harm to atmosphere;
Harm to human beings; Air Pollution causes Acid Rain;
Air pollution is carried to nearby countries
Chernobyl, Ukraine – 1986 Nuclear Disaster
 Causes – Nuclear reactor overheated and exploded
releasing radioactive chemicals into the atmosphere
 Effects of Nuclear Disaster
o In Chernobyl, Ukraine, there were land
evacuations because the land was contaminated
causing damage to plants and animals as well
as health issues in humans such as cancer, birth
defects, and death.
o Wind Currents carried the radioactive chemicals
contaminating many European countries
o Economic Impact: Loss of income from
agriculture because of land and water
contamination; Crops, Water & Cattle were
unsafe to consume; Shortages of food & water
TCSS
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