2013-14 Week of
09-09-13 – 09-13-13
Grade Level
Common Assessment 2: 9/13/13
SIOP Format
AKS/CC Objectives:
Monday 9
6SS_E2009-51: explain the impact of
location` climate` natural resources`
and population distribution on
Europe (GPS) (6SS_E2009-51)
EQ/DBQ:
Tuesday 10
6SS_E2009-52: examine the
cultural characteristics of Europe
(GPS) (6SS_E2009-52)
6th Grade
Content: Social Studies
How does the literacy rate affect the standard of living?
What are the three major religions in Europe?
Wednesday 11
6SS_E2009-52: examine the
cultural characteristics of
Europe (GPS) (6SS_E2009-52)
Thursday 12
6SS_E2009-49: locate selected
features of Europe (GPS)
(6SS_E2009-49)
6SS_E2009-50: explain
environmental issues in Europe
(GPS) (6SS_E2009-50)
Friday 13
6SS_E2009-57: analyze the
impact of European
exploration and colonization
on various world regions
(GPS) (6SS_E2009-57)
6SS_E2009-51: explain the impact
of location` climate` natural
resources` and population
distribution on Europe (GPS)
6SS_E2009-52: examine the
cultural characteristics of Europe
(GPS) (6SS_E2009-52)
Lesson Title:
Germany & Italy
Cultural Characteristics
Major Religions of Europe
Geography of Europe Unit Test
Development of Europe
At end of class
SWBAT/Standard
SWBAT compare how the location,
climate, and natural resources of the
Germany and Italy affect where
people live and how they trade.
SWBAT explain the diversity of
European languages as seen in a
comparison of German, English,
Russian, French, and Italian
SWBAT explain the diversity of
European languages as seen in a
comparison of German, English,
Russian, French, and Italian
SWBAT achieve an 80 percent or
higher on CA #2 Geography of
Europe.
SW will compare and contrast
United Germany and Italy using a
double bubble map.
SW explain how the literacy rate
affects the standard of living in
Europe
SWBAT identify the causes of
European exploration and
colonization; include religion,
natural resources, a market
for goods, and the
contributions of Prince Henry
the Navigator
Germany and Italy Climate & Natural
Resource Map
Literacy Rate and Standard of
Living in Europe handout
Compare Contrast Religions
Chart
CA # 2 Test
Germany Population Density Map
from
http://www.worldbookonline.com/
wb/media?id=mp000331
PowerPoint: Introduction to
Europe’s Development
Activating
Languages overhead (Adapted from
http://www.ielanguages.com/euro
lang.html)
Media Center
computers
markers
Materials/Resources
Needed:
Italy Population Density Map from
http://www.worldbookonline.com/
SW describe the major religions
in Europe; include Judaism,
Christianity, and Islam
butcher block paper
Bubble Sheets
PowerPoint: Introduction to
Europe’s Development
PowerPoint: Introduction to
Europe’s Development cloze
2013-14 Week of
09-09-13 – 09-13-13
Common Assessment 2: 9/13/13
wb/media?id=mp000351
6th Grade
Grade Level
EQ/DBQ:
Content: Social Studies
How does the literacy rate affect the standard of living?
What are the three major religions in Europe?
atlas
notes
Double Bubble Map
PowerPoint: Introduction to
Europe’s Extension
The World and Its People
Classical and Medieval Europe
notes
atlas
Anticipatory Set:
Have students look at the map on
page 285 in The World and Its
People.
Project the Languages overhead
and have students respond to the
questions at the bottom.
Tell them to locate Germany and
Italy.
Have the students create a double
bubble map to compare and contrast
Review testing procedures.
Write the phrase Major Religions
on the whiteboard.
The World and Its
People

butcher paper

blank paper

rulers

colored pencils
Display PowerPoint
Introduction to Europe’s
Development Activating.
Allow students five minutes to
predict, in writing, what the
lesson is about based on the
image clip.
Have students brainstorm words
they associate with that concept.
Ask: Do you think Germany and Italy
have different or similar climates
based on their location? Have
students justify their answers.
Guided Practice: (I do,
we do, you do,
Wordsplash:

Discuss as a class.
Have a few students share
their predictions with the
class.
Ask students: What does standard
of living mean? [Standard of living
Distribute copies of the Compare
Administer CA # 2 and set class
Distribute the Classical and
2013-14 Week of
09-09-13 – 09-13-13
Grade Level
Common Assessment 2: 9/13/13
MONITORED LEARNING Germany & Italy.
FEEDBACK)
Project the climate bar graphs of
Germany and Italy.
Tell the students to record
observations about Germany and
Italy’s climate based on the Germany
and Italy Climate bar graph.
Scroll down to the miscellaneous
facts about Germany and Italy, and
have the student write down five
natural resources of each location.
(An alternative is to have the
students look under “An Economic
and Industrial Power” found in The
World and Its People and to record
information about Germany’s
natural resources. Information on
Italy’s natural resources can be
found on page 360 in the textbook.)
Have students record the waterways
found in each location either using
the textbook or an atlas.
Print colored copies of the
Population Distribution Maps and
place in sheet protectors for
students to use.
Tell students to record observations
based on the Germany population
density map, and then record
observations based on the Italy
population density map.
Discuss as a class.
EQ/DBQ:
refers to the quality and quantity of
goods and services available to
people and the way these resources
are distributed within a population.
It is generally measured by
standards such as income
inequality, poverty rate, real
income (i.e. inflation adjusted) per
person. It is the ease by which
people living in a time or place are
able to satisfy their wants.]
Have students predict which
country - United Kingdom, Italy,
Germany, Russia and France - will
have the highest standard of living.
Using the Jigsaw strategy, have
students conduct research on the
cultural characteristics of the
European countries: United
Kingdom, Italy, Germany, Russia
and France.
Distribute copies of the Literacy
Rate and Standard of Living in
Europe chart.
Place student in Jigsaw groups
based one of the countries to be
researched - Germany, Italy,
France, United Kingdom, and
Russia.
Have students research the culture
and complete their chart.
Create an overhead of the chart and
cut it in strips by country.
6th Grade
Content: Social Studies
How does the literacy rate affect the standard of living?
What are the three major religions in Europe?
Contrast Religions Chart.
timer.
Medieval Europe notes.
Place students in pairs and allow
them to research each religion
and complete the chart.
Have students complete the
notes in pairs, using their
textbooks.
Hang a piece of butcher block
paper and draw a triple Venn
diagram on it.
Draw a T-Chart on the white
board.
Have students compare the three
religions by writing information
they found onto the Venn.
Label the first column
Classical Europe and the
second column Medieval
Europe.
Tell students to draw the Venn
on the back of the Compare
Contrast Religions Chart.
Have each pair of students
come to the whiteboard, one
pair at a time.
Have each pair of students
write two things (facts,
events, people, inventions,
etc.) on the T-chart, one in
each column.
Review the T-chart with the
class.
Explain to the students that
the roots of European
exploration can be traced
back to the Classical World.
Show PowerPoint
Introduction to Europe’s
Development.
Have students complete
PowerPoint Introduction to
Europe’s Development cloze
notes.
2013-14 Week of
09-09-13 – 09-13-13
Common Assessment 2: 9/13/13
Grade Level
EQ/DBQ:
6th Grade
Content: Social Studies
How does the literacy rate affect the standard of living?
What are the three major religions in Europe?
Provide each group with the strip
that matches their country and
have students record their notes on
it to share with the class.
Allow groups to present their
information.
Closure:
Have students complete the
Summarization section at the
bottom of the Compare and Contrast
Chart.
Discuss as a class.
Class discussion:
Project the Culminating Questions
and discuss.
The Most Important Thing –
Have students complete the
following statements:
One important thing I learned
about the major religions of
Europe was _____.
Another important thing I
learned about the major
religions of Europe was _____.
But the most important thing I
learned about the major
religions of Europe was _____.
Score test using All in Learning
and give immediate feedback.
Hang six sheets of butcher
paper around the classroom.
Label the butcher paper as
follows: Ancient Greece,
Ancient Rome, Middle Ages,
Crusades, Nation-state,
Renaissance, Protestant
Reformation.
Divide the class into six
groups, each assigned to one
sheet of butcher paper.
Have the group list as many
things having to do with that
topic as they can on the
butcher paper in one minute.
Rotate the groups until all
have visited each butcher
paper.
Have the last group at each
share the lists with the class.
2013-14 Week of
09-09-13 – 09-13-13
Grade Level
Common Assessment 2: 9/13/13
Homework:
Have students create a graphic and
then summarize what they know
about Germany and Italy using at
least five facts for each.
Example: Germany is a leading
producer of cheese, so a student
may choose to draw a piece of
cheese and then write five facts on
or around the graphic.
EQ/DBQ:
Have students answer the E.Q. in
terms that a third grader would
understand.
6th Grade
Content: Social Studies
How does the literacy rate affect the standard of living?
What are the three major religions in Europe?
Have students write a
comparison paper on the major
religions in Europe.
Share scores with parents and fill
ML form if scored below 69%.
Have students create picture
timelines detailing the main
events of European history
leading up to exploration.