FRAME THE LESSON
CLASS: 6th Social Studies
TEACHER:
DATE: October 26, 2015 (&23rd) M T W TH F
Teaching Points & Activities Topic 1, Lesson 1: Geography of the US
Teaching Points & Activities: Topic
3, Lesson 9: Brazil Today
Resources/Materials:
(continued from Friday’s lesson)
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
4.D- identify and locate major physical and human
geographic features such as landforms, water
bodies, and urban centers of various places and
regions
9.B- compare and contrast free enterprise,
socialist, and communist economies in various
contemporary societies, including the benefits of
the U.S. free enterprise system
12.A- identify and give examples of governments
with rule by one, few, or many
17.- identify and define the impact of cultural
diffusion on individuals and world societies
19.B-explain the significance of religious holidays
and observances such as Christmas, Easter,
Ramadan, the annual hajj, Yom Kippur, Rosh
Hashanah, Diwali, and Vaisakhi in various
contemporary societies.
21.C- organize and interpret information from
outlines, reports, databases, and visuals, including
graphs, charts, timelines, and maps
Stop & Check for Understanding—High Level Questions
Resources/Materials:
What groups and traditions have shaped Brazilian culture?
Pearson Contemporary World
Cultures TE, pgs. 168 - 173.
Objective/Key Understanding
Vocabulary:


Identify different influences on Brazil’s
contemporary culture
Explain Brazil’s environmental issues,
including the destruction of the Amazon
rain forest, its growing economy, and
its democratic system of government.
What is the basic structure of Brazil’s national government?
What is one way that Brazil is “on the cutting edge”?
Pearson Contemporary World
Cultures Digital Resources:
What industries are currently important to Brazil? Do you think Brazil’s
important industries will change or stay the same as Brazil develops?



Why should people around the world be interested in Brazil’s culture?


Editable Presentation
Start-Up Activity
Interactive Charts:
Population & Trade
Interactive Reading
Notepad
Digital Lesson Quiz
Small Group Purposeful Talk Question Stems:
Which sport do you think is most popular in Brazil? Why?
ethanol
:
economy
Luiz Inacio
structure
urban planning
social services
Lula da Silva
free enterprise
Dilma Rousseff
generate
Closing Product/ Question/ Informal
Assessment:
Critical Writing Prompt:
Think back to what you learned about
Brazil’s population in Lesson 7.l Where do
most of the people in Brazil’s urban areas
live?
What groups and traditions have shaped Brazilian culture? Explain.
Rigor & Relevance: (Real World
Connection)
Brazil has won five World
Cup soccer championships,
more than any other country in
the world!
Engage
Explore

Share with students this fact about Brazil’s national soccer team: Brazil has five World Cup Championships, more than any other country it the world!

Tell students that in this lesson they will learn about Brazil’s government, economy, and culture today, including its love for soccer.
Divide the class in to groups. Each group is to read a section and be prepared to discuss and share findings with the class.

Brazil’s Culture

Brazil’s Environment, Economy, and Government
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Brazil’s Culture
 Brazil’s rich culture comes from the mix of African, European, and native influences, as exemplified in the celebration of Carnival. African, Portuguese
influences on culture are very strong.
 Most of the population is Catholic, but Brazil’s religious diversity is increasing. Soccer also plays an important part in Brazil’s culture.
Brazil’s Environment, Economy, and Government
 Brazil’s economy has benefited from the environment, but it has also endangered one of Brazil’s greatest resources, the rain forest. The rain forest is
important not just to Brazil but to all people on Earth because of its role in absorbing carbon dioxide.
 Brazil has addressed some of its environmental challenges through the development of alternative fuel and urban planning.
 Brazil’s diverse economy depends on agricultural and industrial exports.
 Brazil has had a democratic government since 1990.
 The government still struggles to address poverty in the country.
Elaborate
~Guided Reading and Discussion:
Brazil’s Culture
 Carnival
 Ethnic Groups
 Religion and Family Life
 Sports and National Pride
Brazil’s Environment, Economy, and Government
 Protecting the Rain Forest
 Ethanol and Urban Planning
 Brazil’s Economy
 Resources, Manufacturing and Free Trade
 Brazil’s Government
 Balancing Growth and Social Needs
Looking Toward the Future
Evaluate
Consider using the Digital Lesson Quiz for this lesson; students will be offered automatic remediation or enrichment based on their score. The following questions
may also be used to assess learning.
1.
How does Carnival show Brazil’s ethnic diversity?
2.
Why is the destruction of Brazil’s rain forest an important issue for people in Brazil and around the world?
3.
What role do sports play in Brazilian life? Provide evidence to show that Brazil’s government takes sports seriously.
4.
How has Brazil’s economy changed in recent years?
Why do some Brazilians support increasing social programs while others oppose them.
FRAME THE LESSON
TEACHER:
CLASS: 6th Social Studies LESSON DATE: October 27 - 28, 2015
2nd 6 weeks, week 4
.
Topic 3, Lesson 1-9: Practice & Assessment
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Refer to the expanded TEKS list to ensure you are covering tested material:
Resources/Materials:
1A
1B
2B
3A
3C
3D
4D
4E
5A
6B
7A
8A
9B
10B
12A
12B
15A
15D
15E
15F
16B
17D
19B
21B
21C
21F
22C
Objective/Key Understanding:
In this Topic Inquiry, students learn about three South American countries: Caribbean South America, The Andes and the Pampas &
Brazil. To prepare for the assessment, have students work through the following:
:
M T W TH F
Stop & Check for Understanding—High Level Questions

TEKS Assessment questions, pgs. 174-177.

TEKS Practice, pages 178-179.

Assign Benchmark Tests after you complete the relevant topics to monitor student progress toward mastering the course content
and as preparation for the End-of-Course Test.
o
Benchmark Test 1: Covers Topics 1-3
o
Benchmark Test 2: Covers Topics 4-5
o
Benchmark Test 3: Covers Topics 6-7
o
Benchmark Test 4: Covers Topics 8-11
Pearson Contemporary
World Cultures TE, pgs.
174 - 179.
Pearson Contemporary
World Cultures Digital
Resources:
FRAME THE LESSON
CLASS: 6th Social Studies
TEACHER:
DATE: October 29-30, 2015
M T W TH F
Teaching Points & Activities:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
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.
Topic 4, Lesson 1: Geography of Western Europe
NOTE: October 30 is an approved Food Day
Stop & Check for Understanding—High Level Questions
Resources/Materials:
Identify the location of Norway in relation to Sweden and the United Kingdom.
Pearson Contemporary
World Cultures TE, pgs. 184190.
Hoe does Western Europe’s dense population affect where and how people
live?
Pearson Contemporary
World Cultures Digital
Resources:

Objective/Key Understanding

Describe the physical features,
climate, and ecosystems of Western
Europe, and identify the locations of
its largest countries.
Small Group Purposeful Talk Question Stems:

How are Spain, Italy, and Greece similar?



What effect are the melting of glaciers in the Arctic Ocean and drier
conditions in the Mediterranean likely to have on Western Europe?


:


Analyze Western Europe’s cultural
diversity, patterns of settlement, and
environmental problems.
Editable
Presentation
Start-Up Activity
Interactive Reading
Notepad
Language Lesson:
Spanish from Spain
Digital Activity:
Geography
Digital Lesson Quiz
Vocabulary:
Peninsula
plain
taiga
pollution
North European Plain
Central Uplands
glacier
loess
tundra
Eurasia
Ural Mountains
Scandinavian Peninsula
Alps
fertile
dialect
World Connection)
Many American countries have
businesses in Europe. Have you
ever heard of a euro?
Closing Product/ Question/ Informal
Assessment:
Why do so many people live close to
Europe’s major rivers?
Rigor & Relevance: (Real
Critical Writing Prompt:
Compare in terms of location, what do Italy and Spain have in common?
Engage


Explore
Have students choose three countries from Western Europe, and answer these questions about them: What is one thing you
already know about this country?
What is one question you have about this country’s geography, climate, or people?
Divide the class in to groups. Each group is to read a section and be prepared to discuss and share findings with the class.


Western Europe’s Physical Features, Climate, and Ecosystems
Diversity and Urban Life in Western Europe
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Western Europe’s Physical Features, Climate, and Ecosystems
 Western Europe’s main landforms are plains, uplands, and mountains. The Scandinavian Peninsula lies between the Arctic Ocean, the North Sea, and the
Baltic Sea and includes Norway, Sweden, and Finland
 West of Scandinavia and located on islands in the North Sea are English Channel from the United Kingdom.
 Germany’s location is east of France and west of Poland. South is the Mediterranean region where Spain, Italy, and Greece are found.
Diversity and Urban Life in Western Europe
 Because of Western Europe’s different cultures, the region has diversity in its languages, religions, and customs.
 Europe is called the “urban continent” because most people live in urban areas.
 Most countries in Europe have relatively large numbers of people compared to the amount of space, so they live in densely settled communities. Many
people rely on public transportation to get to their jobs or schools.
Elaborate
~Guided Reading and Discussion:
Western Europe’s Physical Features, Climate, and Ecosystems
 Climate & Ecosystems
 Environmental Challenges
Diversity and Urban Life in Western Europe
 Languages
 Religions
 Where People Live and Work
 The Urban Continent
Evaluate
Consider using the Digital Lesson Quiz for this lesson; students will be offered automatic remediation or enrichment based on their score. The following questions
may also be used to assess learning.
1.
2.
3.
4.
Hoe do physical features affect settlement patterns in Western Europe?
Why do most countries in Western Europe restrict the growth of cities and suburbs?
Contrast taiga vegetation with that of the Mediterranean region.
What effects has acid rain had in Europe.