WESLACO INDEPENDENT SCHOOL DISTRICT
2011-2012 Year-at-a-Glance Chart for 6th grade/Social Studies
1st Six Weeks: August 22 – September 27
26 days, including benchmark date: 09/23/11
 Culture, Religion, History, Technology,
Geography, Government & Economy for each
continent
2nd Six Weeks: September 28 – November 4
27 days, including benchmark date: 11/4/11
 Culture, Religion, History, Technology,
Geography, Government & Economy for each
continent
3rd Six Weeks: November 7 – December 20
[29 days, including benchmark date: 12/16/11
 Culture, Religion, History, Technology,
Geography, Government & Economy for each
continent
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Intro to World Geography that includes
ancient civilizations.
North Africa and Southwest Asia - Egypt,
Libya, The Maghreb, Turkey, Israel, Syria,
Lebanon, Jordan, Saudi Arabia, Iraq, Iran,
and Afghanistan
Freedom Week (9/19-23/2011)
Asia – India, China, Japan, North and South
Korea, Pakistan, Bangladesh, Nepal, Bhutan,
Sri Lanka, Taiwan, Mongolia, Myanmar,
Thailand, Laos, Cambodia, Vietnam,
Indonesia, Malaysia, Singapore, Brunei, and
the Philippines
Early Europe – Ancient Greece, Rome, Middle
Ages, Renaissance, French Revolution ,
Industrial Revolution, WWI and Intro to the Rise
of Fascism
Our World Today – Textbook
Chapters 9 & 10.1
Our World Today – Textbook
Chapters 5,6,7,8
Our World Today –Textbook
Chapters 1,2,3,4
th
4 Six Weeks: January 9 – February 17
29 days, including benchmark date: 2/17/12
 Culture, Religion, History, Technology,
Geography, Government & Economy for each
continent
5th Six Weeks: February 20 – April 5
29 days, including benchmark date: 04/05/12
 Culture, Religion, History, Technology,
Geography, Government & Economy for each
continent
6th Six Weeks: April 10 – May 30
37 days, including benchmark date: 5/25/12
 Culture, Religion, History, Technology,
Geography, Government & Economy for each
continent
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Modern Europe – WWII, Cold War, end of
Soviet Union, United Kingdom, Ireland,
France, Benelux Countries, Germany,
Switzerland, Austria, Norway, Sweden,
Finland, Denmark, Iceland, Iberian
Peninsula, Poland, Baltic Republics,
Hungary, Czech Republic, Slovakia, the
Balkan Countries, Ukrainian, Belarus,
Moldova, Russia, the Caucasus, the Central
Asian Republics
Our World Today – Textbook
Chapters 10,1,,12,13,14
The Americas – Canada, the United States,
Mexico, Belize, Guatemala, Honduras, EL
Salvador, Nicaragua, Costa Rica, Panama,
Caribbean, Brazil, Argentina, Uruguay,
Paraguay, Venezuela, the Guiana, Columbia,
Peru, Ecuador, Bolivia, and Chile
Our World Today – Textbook
Chapters 18,19,20,21,22,23
Sub –Sahara Africa, Australia & Pacific Rim –
Kenya, Tanzania, Sudan, Ethiopia, Eritrea,
Djibouti, Somalia, Uganda, Rwanda, Burundi,
Central Africa, Nigeria, West African Countries,
South Africa, Zambia, Malawi, Zimbabwe,
Botswana, Angola, Namibia, Mozambique,
Madagascar, Small Island countries, Australia,
New Zealand, Melanesia, Micronesia, Polynesia,
and Antarctica
Our World Today – Textbook
Chapters 15,16,17,24,25
1
WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence 6th Grade/ World History
1st Six Weeks: [ 26 days]
Unit: Intro to World Geograhpy
Supporting Standard/CCRS:
History.(1B) analyze the historical background of various contemporary
societies to evaluate relationships between past conflicts and current conditions.
History.(2B) evaluate the social, political, economic, and cultural contributions
of individuals History. The student understands that historical events influence
contemporary events. The student is expected to:
Geography.(3A) pose and answer geographic questions, including: Where is it
located? Why is it there? What is significant about its location? How is its
location related to the location of other people, places, and environments?;
Geography. (3C) compare various world regions and countries using data from
geographic tools, including maps, graphs, charts, databases, and models; and
Geography.(4A) locate various contemporary societies on maps and globes
using latitude and longitude to determine absolute location
Geography. (4B) identify and explain the geographic factors responsible for
patterns of population in places and regions;
Geography. (4D) identify and locate major physical and human geographic
features such as landforms, water bodies, and urban centers of various places
and regions;
Geography. (4E) draw sketch maps that illustrate various places and regions;
and
Geography. (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.
Geography. The student understands how geographic factors influence the
economic development, political relationships, and policies of societies. The
student is expected to:
Geography. (5A) identify and explain the geographic factors responsible for the
location of economic activities in places and regions;
History. (1A) trace characteristics of various contemporary societies in regions
that resulted from historical events or factors such as invasion, conquests,
Benchmark date: September 23,2011
Reporting Category: History
Reporting Category: Geography
2
WESLACO INDEPENDENT SCHOOL DISTRICT
colonization, immigration, and trade; and
and groups from various societies, past and present.
Economics.(8A) describe ways in which the factors of production (natural
resources, labor, capital, and entrepreneurs) influence the economies of various
contemporary societies;
Economics. (10A) define and give examples of agricultural, wholesale, retail,
manufacturing (goods), and service industries;
Economics. (10C) identify and describe the effects of government regulation
and taxation on economic development and business planning.
Reporting Category: Economics
Government. (11A) identify and describe examples of limited and unlimited
governments such as constitutional (limited) and totalitarian (unlimited);
Government. (11B) compare the characteristics of limited and unlimited
governments;
Government. (12A) identify and give examples of governments with rule by
one, few, or many;
Reporting Category: Government
Citizenship. (13B) Explain how opportunities for citizens to participate in and
influence the political process vary among various contemporary societies; and
Citizenship. (13C) compare the role of citizens in the United States with the
role of citizens from various contemporary societies with representative and
non-representative governments.
Reporting Category: Citizenship
Culture. (15A) define culture and the common traits that unify a culture region;
Culture.(15B) identify and describe common traits that define cultures;
Culture.(15E) analyze the similarities and differences among various world
societies; and
Culture. (15F) identify and explain examples of conflict and cooperation
between and among cultures.
Culture. (16A) identify institutions basic to all societies, including government,
economic, educational, and religious institutions;
Culture. (16B) compare characteristics of institutions in various contemporary
societies;
Culture. (17A) identify and describe how culture traits such as trade, travel, and
war spread;
Culture. (17B) identify and describe factors that influence cultural change such
as improved communication, transportation, and economic development;
Reporting Category: Culture
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WESLACO INDEPENDENT SCHOOL DISTRICT
Culture. (17D) identify and define the impact of cultural diffusion on
individuals and world societies; and
Culture. (17E) identify examples of positive and negative effects of cultural
diffusion.
Culture.(18A) explain the relationships that exist between societies and their
architecture, art, music, and literature;
Culture. (18D) identify examples of art, music, and literature that have
transcended the boundaries of societies and convey universal themes such as
religion, justice, and the passage of time.
Culture. (19B) 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.
Science, Technology , and Society (20B) explain how resources, belief
systems, economic factors, and political decisions have affected the use of
technology;
Reporting Category: Science, Technology, Society
Social Studies Skills. (21A) differentiate between, locate, and use valid primary
and secondary sources such as computer software; interviews; biographies; oral,
print, and visual material; and artifacts to acquire information about various
world cultures;
Social Studies Skills. (21B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions;
Social Studies Skills. (21C) organize and interpret information from outlines,
reports, databases, and visuals, including graphs, charts, timelines, and maps;
Social Studies Skills. (21F) use appropriate mathematical skills to interpret
social studies information such as maps and graphs.
Social Studies Skills. ( (22A) use social studies terminology correctly;
Social Studies Skills. ( (22D) create written and visual material such as journal
entries, reports, graphic organizers, outlines, and bibliographies based on
research;
Social Studies Skills. ( (22E) use standard grammar, spelling, sentence
structure, and punctuation;
Reporting Category: Social Studies Skills
4
WESLACO INDEPENDENT SCHOOL DISTRICT
Clarification:
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Map skills
Latitude & longitude
Hemispheres
5 Themes of Geography
Identify and describe the different types of government and
economic systems
Explain the early advancements in Mesopotamia (farming, writing,
and government)
Discuss the Ancient Egyptians’ achievements
Explain similarities and differences among Judaism, Christianity,
and Islam
Discuss how past civilizations have contributed to our own culture
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Examine contemporary societies in the Middle East & North Africa
Freedom Week (September 19-22, 2011)
ELPS:
 Learning Strategies: c1A, c1B, c1C, c1H,
Learning Strategies
c1A: Use prior knowledge to learn new language
c1B: Monitor language with self-corrective techniques
 Listening: c2B, c2C, c2D, c2E, c2F, c2G,c2H, c2I
Listening
c2B: Recognize English sound system in new vocabulary
c2C: Learn new language heard in classroom interactions and instruction
 Speaking: c3A, c3B, c3C,c3E,c3F,c3G,c3H,c3I
Speaking
c3A: Practice using English sound system in new vocabulary
c3B: Use new vocabulary in stories, descriptions, and classroom
communication
 Reading: c4C,c4D,c4E,c4F,c4H,c4I,c4J
 Writing: c5A,c5B,c5C,c5D,c5F,c5G
Reading
c4C: Develop sight vocabulary and language structures
c4D: Use pre-reading supports
Writing
c5A: Learn relationships between sounds and letters when writing
c5B: Write using newly acquired vocabulary
5
WESLACO INDEPENDENT SCHOOL DISTRICT
North Africa and Southwest Asia
Week: 1
Topics/Content:
Name of Country/Topic
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1
Introduction to World
Geography
People far and Near
Understanding culture
Patterns in today’s World
Time Reports: Our
Shrinking World
Reading Thematic Maps
Vocabulary
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Ethnic groups
Custom
Minority group
Majority group
Social scientist
Culture
Ethnocentrism
Cultural borrowing
Cultural diffusion
Limited government
Democracy
Unlimited government
Dictatorship
Absolute monarchy
Constitutional monarchy
Migrate
Refugee
Rights
Responsibilities
Interdependence
Globalization
Resources
Our World Today: People, Places, and
Issues
 Chapter 1 pgs. 20-47
 Assessment and Activities pg.
48
 Time Reports: Our shrinking
World pgs. 39-45
 TAKS Practice: Social Studies
Skills: Reading Thematic Maps
pg. 46
Enrichment and Extension
 Enrichment Activity 1
 Cooperative Learning Activity 1
Maps and Geography Skills
 Chapter Map Activity 1
Review and reinforcement
 Vocabulary Activity 1
 Workbook Activity 1
Teacher Works CD
 Guided Reading 1-1, 1-2, 1-3
Technology
 Qwizdom
 United Streaming
6
WESLACO INDEPENDENT SCHOOL DISTRICT
North Africa and Southwest Asia
Week: 2
Topics/Content:
Name of Country/Topic
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2
Earth Patterns
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Thinking Like a
Geographer
Physical Geography
Location
Place
Region
Movement
Interaction
Using A Map Key
People and the
Environment
Eye on the Environment:
Endangered species
Vocabulary
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Geography
Landform
Environment
Region
Global Positioning
system (GPS)
Geographic Information
System (GIS)
Plate tectonics
Fault
Plain
Plateau
Canyon
Aquifer
Climate
Tropics
Greenhouse effect
Conservaion
Pesticide
Ecosystem
Crop rotation
Erosion
Deforestation
Acid rain
Resources
Our World Today: People, Places, and
Issues
 Chapter 2 pgs. 50-67
 Assessment and Activities pg.
68
 TAKS Practice: Social Studies
Skills: Using a Map Key pg. 62
Enrichment and Extension
 Enrichment Activity 2
 Cooperative Learning Activity 2
Maps and Geography Skills
 Chapter Map Activity 2
Review and reinforcement
 Vocabulary Activity 2
 Workbook Activity 2
Teacher Works CD
 Guided Reading 2-1, 2-2, 2-3
Technology
 Qwizdom
 United Streaming
7
WESLACO INDEPENDENT SCHOOL DISTRICT
North Africa and Southwest Asia
Week: 3
Topics/Content:
Name of Country/Topic
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3
North Africa and southwest Asia
– Early Cultures
Mesopotamia and
Ancient Egypt
Making Connections:
Ancient Pyramids
Religions of the Middle
East
Using Latitude and
Longitude
Vocabulary
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Civilization
Irrigation system
City-state
Theocracy
Cuneiform
Empire
Delta
Pharaoh
Polytheistic
Embalm
Pyramid
Hieroglyphics
Papyrus
Scribe
Monotheism
Diaspora
Scapegoat
Messiah
Disciple
Minister
Crusades
Five pillars of faith
Hajj
Resources
Our World Today: People, Places, and
Issues
 Chapter 3 pgs. 80-95
 Assessment and Activities pg.
96
 TAKS Practice: Social Studies
Skills: Using Latitude and
Longitude pg. 97
Enrichment and Extension
 Enrichment Activity 3
 Cooperative Learning Activity 3
Maps and Geography Skills
 Chapter Map Activity 3
Review and reinforcement
 Vocabulary Activity 3
 Workbook Activity 3
Teacher Works CD
 Guided Reading 3-1, 3-2, 3-3
Technology
 Qwizdom
 United Streaming
8
WESLACO INDEPENDENT SCHOOL DISTRICT
North Africa and Southwest Asia
Week: 4
Topics/Content:
Name of Country/Topic
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4
North Africa and Southwest
Asia Today
North Africa
Southwest Asia: Turkey
and Israel
Syria, Lebanon, Jordan,
and Arabia
Vocabulary
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Delta
Silt
Oasis
Aquifer
Dictator
Terrorism
Secular
Constitutional monarchy
Mosque
Kibbutz
Moshav
Bedouin
Wadi
Desalinization
Hajj
Resources
Our World Today: People, Places, and
Issues
 Chapter 4 pgs. 98-114
Enrichment and Extension
 Enrichment Activity 4
 Cooperative Learning Activity 4
Maps and Geography Skills
 Chapter Map Activity 4
Review and reinforcement
 Vocabulary Activity 1
 Workbook Activity 1
Teacher Works CD
 Guided Reading 4-1, 4-2,
Technology
 Qwizdom
 United Streaming
9
WESLACO INDEPENDENT SCHOOL DISTRICT
North Africa and Southwest Asia
Week: 5
Topics/Content:
Name of Country/Topic
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5
North Africa and Southwest
Asia Today
The Arab-Israeli Conflict
Time Reports: Iraq, Iran,
and Afghanistan
Using the Internet
Vocabulary
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Homeland
Palestinian
Clan
West bank
Al-Aqsa Intifadeh
Alluvial plain
Embargo
Shah
Islamic republic
Resources
Our World Today: People, Places, and
Issues
 Chapter 4 pgs. 115-127
 Assessment and Activities pg.
128
 Time Reports: Our shrinking
World pgs. 115-121
 TAKS Practice: Social Studies
Skills: Using the Internet pg.
126
Review and reinforcement
 Vocabulary Activity 4
 Workbook Activity 4
Teacher Works CD
 Guided Reading 4-3
Technology
 Qwizdom
 United Streaming
10
WESLACO INDEPENDENT SCHOOL DISTRICT
Week: 6
Topics/Content:
Name of Country/Topic
6
1st Six Weeks Review/Exam
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Culture
Religion
Technology
Geography
Location
Place
Region
Movement
Interaction
North Africa
Southwest Asia
Vocabulary
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Vocabulary weeks 1 - 5
Resources
Our World Today: People, Places, and
Issues
 Chapter 1-4 pgs. 20-128
 Teacher made: 1st Six Weeks
Review
 1st Six Weeks CBA Exam
Assessment and Evaluation
 Unit 1 Post-test
 Unit 2 Post-test
Technology
 Qwizdom
11
WESLACO INDEPENDENT SCHOOL DISTRICT
1st-6th Six Weeks: Ongoing Throughout the Year
6th Grade
Social Studies Skills
Student Expectations:
22(A) use social studies terminology correctly
22(B) incorporate main and supporting ideas in verbal and written communication based on research
22(C) express ideas orally based on research and experiences
22(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
22(E) use standard grammar, spelling, sentence structure, and punctuation
22(F) use proper citations to avoid plagiarism.
23(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution
23(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action
to implement a decision.
Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
12
WESLACO INDEPENDENT SCHOOL DISTRICT
2nd Six Weeks: [27 instructional days]
Readiness Standard/CCRS:
Asia
History. (1A) trace characteristics of various contemporary societies in regions
that resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade; and
History. (2A) identify and describe the influence of individual or group
achievements on various historical or contemporary societies such as the
classical Greeks on government and the American Revolution on the French
Revolution; and
History. (2B) evaluate the social, political, economic, and cultural contributions
of individuals and groups from various societies, past and present.
Geography. (3A) pose and answer geographic questions, including: Where is it
located? Why is it there? What is significant about its location? How is its
location related to the location of other people, places, and environments?
Benchmark date: November 4, 2011
Reporting Category: History
Geography. (3B) pose and answer questions about geographic distributions and Reporting Category: Geography
patterns for various world regions and countries shown on maps, graphs, charts,
models, and databases;
Geography. (3C) compare various world regions and countries using data from
geographic tools, including maps, graphs, charts, databases, and models; and
Geography. (3D) create thematic maps, graphs, charts, models, and databases
depicting aspects such as population, disease, and economic activities of various
world regions and countries.
Geography. (4A) locate various contemporary societies on maps and globes
using latitude and longitude to determine absolute location;
Geography. (4B) identify and explain the geographic factors responsible for
patterns of population in places and regions;
Geography. (4D) identify and locate major physical and human geographic
features such as landforms, water bodies, and urban centers of various places
and regions;
Geography. (4E) draw sketch maps that illustrate various places and regions;
and
Geography. (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
13
WESLACO INDEPENDENT SCHOOL DISTRICT
Geography. (5A) identify and explain the geographic factors responsible for the
location of economic activities in places and regions;
Geography. (5C) explain the impact of geographic factors on economic
development and the domestic and foreign policies of societies.
Geography. (6A) describe and explain the effects of physical environmental
processes such as erosion, ocean currents, and earthquakes on Earth's surface;
Geography. (6B) identify the location of renewable and nonrenewable natural
resources such as fresh water, fossil fuels, fertile soils, and timber; and
Geography. (6C) analyze the effects of the interaction of physical processes
and the environment on humans.
Geography. (7A) identify and analyze ways people have adapted to the
physical environment in various places and regions;
Geography. (7B) identify and analyze ways people have modified the physical
environment such as mining, irrigation, and transportation infrastructure; and
Geography. (7C) describe ways in which technology influences human
interactions with the environment such as humans building dams for flood
control
Economics. (8A) describe ways in which the factors of production (natural
resources, labor, capital, and entrepreneurs) influence the economies of various
contemporary societies;
Economics. (9A) compare ways in which various societies organize the
production and distribution of goods and services;
Economics. (9B) compare and contrast free enterprise, socialist, and
communist economies in various contemporary societies, including the benefits
of the U.S. free enterprise system;
Economics. (9C) understand the importance of morality and ethics in
maintaining a functional free enterprise system; and
Economics. (9D) examine the record of collective, non-free market economic
systems in contemporary world societies.
Economics. (10B) describe levels of economic development of various
societies using indicators such as life expectancy, gross domestic product
(GDP), GDP per capita, and literacy; and
Economics. (10C) identify and describe the effects of government regulation
and taxation on economic development and business planning.
Reporting Category: Economics
14
WESLACO INDEPENDENT SCHOOL DISTRICT
Government. (11A) identify and describe examples of limited and unlimited
governments such as constitutional (limited) and totalitarian (unlimited);
Government. (11B) compare the characteristics of limited and unlimited
governments;
Government.(11C) identify reasons for limiting the power of government; and
Government. (11D) review the record of human rights abuses of limited or
unlimited governments such as the oppression of Christians in Sudan.
Government.(12A) identify and give examples of governments with rule by
one, few, or many;
Government. (12B) compare ways in which various societies such as China,
Germany, India, and Russia organize government and how they function; and
Reporting Category: Government
Citizenship. (13B) explain how opportunities for citizens to participate in and
influence the political process vary among various contemporary societies; and
Citizenship. (13C) compare the role of citizens in the United States with the
role of citizens from various contemporary societies with representative and
non-representative governments.
Citizenship. (15C) define a multicultural society and consider both the positive
and negative qualities of multiculturalism;
Citizenship. (15E) analyze the similarities and differences among various world
societies; and
Citizenship. (15F) identify and explain examples of conflict and cooperation
between and among cultures.
Reporting Category: Citizenship
Culture. (16A) identify institutions basic to all societies, including government,
economic, educational, and religious institutions;
Culture. (16B) compare characteristics of institutions in various contemporary
societies; and
Culture. (17A) identify and describe how culture traits such as trade, travel, and
war spread;
Culture. (17B) identify and describe factors that influence cultural change such
as improved communication, transportation, and economic development;
Culture. (17C) evaluate the impact of improved communication technology
among cultures;
Culture. (17D) identify and define the impact of cultural diffusion on
individuals and world societies; and
Culture. (17E) identify examples of positive and negative effects of cultural
diffusion.
Reporting Category: Culture
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WESLACO INDEPENDENT SCHOOL DISTRICT
Culture. (18A) explain the relationships that exist between societies and their
architecture, art, music, and literature;
Culture. (18B) relate ways in which contemporary expressions of culture have
been influenced by the past
Culture. (18D) identify examples of art, music, and literature that have
transcended the boundaries of societies and convey universal themes such as
religion, justice, and the passage of time.
Culture. (19A) explain the relationship among religious ideas, philosophical
ideas, and cultures; and
Culture. (19B) 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.
Science, technology, and society. (20B) explain how resources, belief systems,
economic factors, and political decisions have affected the use of technology;
and
Social studies skills. (21A) differentiate between, locate, and use valid primary
and secondary sources such as computer software; interviews; biographies; oral,
print, and visual material; and artifacts to acquire information about various
world cultures;
Social studies skills. (21B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions;
Social studies skills. (21C) organize and interpret information from outlines,
reports, databases, and visuals, including graphs, charts, timelines, and maps;
Social studies skills. (21D) identify different points of view about an issue or
current topic;
Social studies skills. (21F) use appropriate mathematical skills to interpret
social studies information such as maps and graphs.
Social studies skills. (22A) use social studies terminology correctly;
Social studies skills. (22B) incorporate main and supporting ideas in verbal and
written communication based on research;
Social studies skills. (22C) express ideas orally based on research and
experiences;
Social studies skills. (22D) create written and visual material such as journal
entries, reports, graphic organizers, outlines, and bibliographies based on
Reporting Category: Science, Technology, Society
Reporting Category: Social Studies Skills
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WESLACO INDEPENDENT SCHOOL DISTRICT
research;
Social studies skills. (22E) use standard grammar, spelling, sentence
structure, and punctuation
Clarification:
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

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Explain how India’s agriculture and industry have evolved.
Describe India’s political and environmental challenges.
Discuss India’s history and culture
Compare the main physical and cultural features of the countries in the
region.
Compare the land, economies and cultures of India’s neighboring
countries.
Discuss the varied landforms and climates found in China
Contrast the economy of China in the past to the economy today.
Contrast urban and rural China.
Describe the geography and people of Taiwan and Mongolia.
Summarize what arts China is known for.
Explain how internet and western ideas are considered a threat to
China’s closed society.
Explain why many people moved to Taiwan.
Describe the people of Mongolia.
Discuss why the Silk Road was given it’s name and obstacles present
for travelers along the road.
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Locate the Korean Peninsula.
Explain why the two Koreas are divided.
Compare life, economies, and governments in North and South Korea.
Describe the people and geography of Myanmar and Thailand.
Explain how war has affected Laos and Cambodia.
Discuss Vietnam and its history.
Compare the people and economic activities of the island.
Name the groups that have influenced these countries.
Review Chapters 5-8
Demonstrate mastery of 2nd Six Weeks Objectives
Explain the significance of the location of Japan and the two Koreas.
Explain what economic activities are important in Japan.
Summarize how religion has shaped culture in Japan.
ELPS:
 Learning Strategies: c1A,c1B, c1C,c1D, c1E,c1F
Learning Strategies
c1A: Use prior knowledge to learn new language
c1B: Monitor language with self-corrective techniques
 Listening: c2A,c2B,c2C, c2D,c2E,c2I
Listening
c2A: Distinguish sound and intonation
c2B: Recognize English sound system in new vocabulary
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WESLACO INDEPENDENT SCHOOL DISTRICT
 Speaking: c3A,c3B, c3C,c3D, c3E,c3F,c3H,c3I
Speaking
c3A: Practice using English sound system in new vocabulary
c3B: Use new vocabulary in stories, descriptions, and classroom
communication
 Reading: c4A,c4B,c4C,c4D,c4E,c4F,c4G,c4I,c4J, c4K
Reading
c4A: Learn relationships of sounds and letters in English
c4B: Recognize directionality of English text
 Writing: c5A,c5B,c5C,c5D, c5E, c5F,c5G
Writing
c5A: Learn relationships between sounds and letters when writing
c5B: Write using newly acquired vocabulary
Week: 1
Topics/Content:
Vocabulary
Resources
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WESLACO INDEPENDENT SCHOOL DISTRICT
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Name of Country/Topic
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India
Shah Jahan of India
Pakistan
Bangladsh
Nepal
Bhuan
Sri Lanka
Maidives
Reading a Circle Graph
1
South Asia
Subcontinent
Monsoon
Green revolution
Jute
Cottage industry
Prime minister
Pesticide
Caste
Reincarnation
Cyclone
Dzong
Our World Today: People, Places, and
Issues
 Chapter 5 pgs. 142-157
 Assessment and Activities pg.
158
 TAKS Practice: Social Studies
Skills: Reading a Circle Graph
pg. 156
Enrichment and Extension
 Enrichment Activity 5
 Cooperative Learning Activity 5
Maps and Geography Skills
 Chapter Map Activity 5
Review and reinforcement
 Vocabulary Activity 5
 Workbook Activity 5
Teacher Works CD
 Guided Reading 5-1, 5-2
Technology
 Qwizdom
 United Streaming
Asia
Asia
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WESLACO INDEPENDENT SCHOOL DISTRICT
Week: 2
Topics/Content:
Vocabulary

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


Name of Country/Topic



China’s land and
Economy
The three gorges dam
China’s People and
Culture
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2
China
Dike
Fault
Communist state
Free enterprise system
Invest
Consumer goods
“One-country, twosystems”
Dynasty
Human rights
Exile
Calligraphy
Pagada
Resources
Our World Today: People, Places, and
Issues
 Chapter 6 pgs. 160-172
Enrichment and Extension
 Enrichment Activity 6
 Cooperative Learning Activity 6
Maps and Geography Skills
 Chapter Map Activity 6
Teacher Works CD
 Guided Reading 6-1, 6-2
Technology
 Qwizdom
 United Streaming
Asia
20
WESLACO INDEPENDENT SCHOOL DISTRICT
Week: 3
Topics/Content:
Vocabulary
Name of Country/Topic
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3
China’s Neighbors
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Time Report: Will Good
Times Set China Free?
Taiwan
Mongolia
Distinguishing Fact from
Opinion
Geography & History:
The silk Road
Location
Place
Region
Movement
Interaction
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Cult
Police state
Free enterprise
Dissent
One-party rule
Cybercafés
Democracy
High-technology
Industry
Steppe
Nomad
Empire
Yurt
Resources
Our World Today: People, Places, and
Issues
 Chapter 6 pgs. 173-189
 Assessment and Activities pg.
186
 TAKS Practice: Critical
Thinking Skill: Distinguishing
Fact from Opinion pg. 184
Review and reinforcement
 Vocabulary Activity 6
 Workbook Activity 6
Teacher Works CD
 Guided Reading 6-3
Technology
 Qwizdom
 United Streaming
Asia
21
WESLACO INDEPENDENT SCHOOL DISTRICT
Week: 4
Topics/Content:
Vocabulary
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Name of Country/Topic
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Japan
Haiku
North Korea
Making comparisons
4
Japan and the Koreas
Tsunami
Archipelago
Intensive cultivation
Clan
Shogun
Samurai
Constitutional monarchy
Megalopolis
Dynasty
Monsoon
Famine
Resources
Our World Today: People, Places, and
Issues
 Chapter 7 pgs. 190-205
 Assessment and Activities pg.
206
 TAKS Practice: Critical
Thinking Skills: Making
Comparisons pg. 204
Enrichment and Extension
 Enrichment Activity 7
 Cooperative Learning Activity 7
Maps and Geography Skills
 Chapter Map Activity 7
Review and reinforcement
 Vocabulary Activity 7
 Workbook Activity 7
Teacher Works CD
 Guided Reading 7-1, 7-2
Technology
 Qwizdom
 United Streaming
Asia
22
WESLACO INDEPENDENT SCHOOL DISTRICT
Week: 5
Topics/Content:
Vocabulary
Name of Country/Topic
5
Southeast Asia
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Mainland Southeast Asia
Myanmar
Thailand
Laos
Cambodia
Vietnam
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Island Southeast Asia
Indonesia
Malaysia
Singapore
Brunei
The Philippines

Reading a Contour map

Making connections:
Shadow Puppets
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Monsoon
Precious gems
Deforestation
Socialism
Civil war
Delta
Contour map
Plate
Strait
Free port
Terrace fiel
Resources
Our World Today: People, Places, and
Issues
 Chapter 8 pgs. 208-221
 Assessment and Activities pg.
222
 TAKS Practice: Social Studies
Skills: Reading Contour Map
pg. 215
Enrichment and Extension
 Enrichment Activity 18
 Cooperative Learning Activity 8
Maps and Geography Skills
 Chapter Map Activity 8
Review and reinforcement
 Vocabulary Activity 8
 Workbook Activity 8
Teacher Works CD
 Guided Reading 8-1, 8-2
Technology
 Qwizdom
 United Streaming
Asia
23
WESLACO INDEPENDENT SCHOOL DISTRICT
Week: 6
Topics/Content:
Vocabulary

Name of Country/Topic
2nd
6
Six Weeks Review/Exam
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1st-6th Six Weeks: Ongoing Throughout the Year
India
Pakistan
Bangladesh
Nepal
Bhutan
Sri Lanka
China
Taiwan
Mongolia
Japan
North Korea
South Korea
Myanmar
Thailand
Laos
Cambodia
Vietnam
Indonesia
Malaysia
Singapore
Brunei
The Philippines
Vocabulary Unit from
weeks 1 - 5
Resources
Our World Today: People, Places, and
Issues
 Chapter 5-8, pgs 142-222
 Teacher Made: 2nd Six Weeks
Review
 2nd Six Weeks CBA Exam
Assessment and Evaluation
 Unit 3 Post-test
Technology
 Qwizdom
6th Grade
Social Studies Skills
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WESLACO INDEPENDENT SCHOOL DISTRICT
Student Expectations:
22(A) use social studies terminology correctly
22(B) incorporate main and supporting ideas in verbal and written communication based on research
22(C) express ideas orally based on research and experiences
22(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
22(E) use standard grammar, spelling, sentence structure, and punctuation
22(F) use proper citations to avoid plagiarism.
23(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution
23(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action
to implement a decision.
Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
25
WESLACO INDEPENDENT SCHOOL DISTRICT
3rd Six Weeks: [29 instructional days]
Readiness Standard/CCRS:
Early Europe
Benchmark date: December 16,2011
History. (1A) trace characteristics of various contemporary societies in regions
that resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade; and
History. (1B) analyze the historical background of various contemporary
societies to evaluate relationships between past conflicts and current conditions.
History. (2A) identify and describe the influence of individual or group
achievements on various historical or contemporary societies such as the
classical Greeks on government and the American Revolution on the French
Revolution; and
History. (2B) evaluate the social, political, economic, and cultural contributions
of individuals and groups from various societies, past and present.
Reporting Category: History
Geography. (3A) pose and answer geographic questions, including: Where is it
located? Why is it there? What is significant about its location? How is its
location related to the location of other people, places, and environments?;
Geography. (3B) pose and answer questions about geographic distributions and
patterns for various world regions and countries shown on maps, graphs, charts,
models, and databases;
Geography. (3C) compare various world regions and countries using data from
geographic tools, including maps, graphs, charts, databases, and models; and
Geography. (3D) create thematic maps, graphs, charts, models, and databases
depicting aspects such as population, disease, and economic activities of various
world regions and countries.
Geography. (4A) locate various contemporary societies on maps and globes
using latitude and longitude to determine absolute location;
Geography. (4B) identify and explain the geographic factors responsible for
patterns of population in places and regions;
Geography. (4C) explain ways in which human migration influences the
character of places and regions;
Geography. (4D) identify and locate major physical and human geographic
features such as landforms, water bodies, and urban centers of various places
and regions;
Geography. (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,
Reporting Category: Geography
26
WESLACO INDEPENDENT SCHOOL DISTRICT
the People's Republic of China, the Republic of China (Taiwan), Japan, North
and South Korea, Indonesia, and Australia.
Geography. (5B) identify geographic factors such as location, physical features,
transportation corridors and barriers, and distribution of natural resources that
influence a society's ability to control territory; and
Geography. (5C) explain the impact of geographic factors on economic
development and the domestic and foreign policies of societies.
Geography. (6A) describe and explain the effects of physical environmental
processes such as erosion, ocean currents, and earthquakes on Earth's surface;
Geography. (6B) identify the location of renewable and nonrenewable natural
resources such as fresh water, fossil fuels, fertile soils, and timber; and
Geography. (7A) identify and analyze ways people have adapted to the
physical environment in various places and regions;
Geography. (7B) identify and analyze ways people have modified the physical
environment such as mining, irrigation, and transportation infrastructure; and
Geography. (7C) describe ways in which technology influences human
interactions with the environment such as humans building dams for flood
control.
Economics. (8A) describe ways in which the factors of production (natural
resources, labor, capital, and entrepreneurs) influence the economies of various
contemporary societies;
Economics. (8B) identify problems and issues that may arise when one or more
of the factors of production is in relatively short supply; and
Economics. (8C) explain the impact of relative scarcity of resources on
international trade and economic interdependence among and within societies.
Economics. (9A) compare ways in which various societies organize the
production and distribution of goods and services;
Government.(11A) identify and describe examples of limited and unlimited
governments such as constitutional (limited) and totalitarian (unlimited);
Government. (11B) compare the characteristics of limited and unlimited
governments;
Government. (11C) identify reasons for limiting the power of government; and
Government. (12A) identify and give examples of governments with rule by
one, few, or many;
Government. (12B) compare ways in which various societies such as China,
Germany, India, and Russia organize government and how they function; and
Reporting Category: Economics
Reporting Category: Government
27
WESLACO INDEPENDENT SCHOOL DISTRICT
Government. (12C) identify historical origins of democratic forms of
government such as Ancient Greece.
Citizenship.(14B) explain relationships among rights, responsibilities, and
duties in societies with representative governments.
Culture. (15E) analyze the similarities and differences among various world
societies; and
Culture. (15F) identify and explain examples of conflict and cooperation
between and among cultures.
Culture. (16A) identify institutions basic to all societies, including government,
economic, educational, and religious institutions;
Culture. (16B) compare characteristics of institutions in various contemporary
societies; and
Culture. (16C) analyze the efforts and activities institutions use to sustain
themselves over time such as the development of an informed citizenry through
education and the use of monumental architecture by religious institutions.
Culture. (17A) identify and describe how culture traits such as trade, travel, and
war spread;
Culture. (17B) identify and describe factors that influence cultural change such
as improved communication, transportation, and economic development;
Culture. (17C) evaluate the impact of improved communication technology
among cultures;
Culture. (17D) identify and define the impact of cultural diffusion on
individuals and world societies; and
Culture. (17E) identify examples of positive and negative effects of cultural
diffusion.
Culture. (18A) explain the relationships that exist between societies and their
architecture, art, music, and literature;
Culture. (18B) relate ways in which contemporary expressions of culture have
been influenced by the past;
Culture. (18D) identify examples of art, music, and literature that have
transcended the boundaries of societies and convey universal themes such as
religion, justice, and the passage of time.
Reporting Category: Citizenship
Reporting Category: Culture
28
WESLACO INDEPENDENT SCHOOL DISTRICT
Science, technology and society. (20A) give examples of scientific discoveries
and technological innovations, including the roles of scientists and inventors,
that have transcended the boundaries of societies and have shaped the world;
Reporting Category: Science, Technology, Society
Social studies skills(21A) differentiate between, locate, and use valid primary
and secondary sources such as computer software; interviews; biographies; oral,
print, and visual material; and artifacts to acquire information about various
world cultures;
Social studies skills (21B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions;
Social studies skills (21C) organize and interpret information from outlines,
reports, databases, and visuals, including graphs, charts, timelines, and maps;
Social studies skills (21D) identify different points of view about an issue or
current topic;
Social studies skills (21F) use appropriate mathematical skills to interpret
social studies information such as maps and graphs.
Social studies skills (22A) use social studies terminology correctly;
Social studies skills (22B) incorporate main and supporting ideas in verbal and
written communication based on research;
Social studies skills (22C) express ideas orally based on research and
experiences;
Social studies skills (22D) create written and visual material such as journal
entries, reports, graphic organizers, outlines, and bibliographies based on
research;
Social studies skills (22E) use standard grammar, spelling, sentence structure,
and punctuation;
Reporting Category: Social Studies Skills
Clarification:



Identify significant accomplishments of the Greeks
Compare the governments and cultures of ancient Greece and
Rome
Explain the importance of Christianity as political influence
in Medieval Europe





Explain the causes and effects of World War I
Describe Medieval social and political systems
Explain advances in arts, science, and nationhood achieved
during the Renaissance
Discuss the Industrial Revolution and the social changes it
create
Explain how industrialization created new rivalries between
European countries
29
WESLACO INDEPENDENT SCHOOL DISTRICT
ELPS:
 Learning Strategies: c1A,c1B, c1C,c1D, c1E, c1F, c1G,c1H
 Listening: c2A, c2B,c2C,c2D, c2E,c2F,c2G,c2H,c2I
 Speaking: c3A,c3B, c3D,c3F,c3J
 Reading: c4A,c4B,c4C,c4D,c4E,c4F,c4G,c4H,c4I,c4J,c4K
 Writing: c5A,c5B,c5C,c5D,c5E,c5F,c5G
Learning Strategies
c1A: Use prior knowledge to learn new language
c1B: Monitor language with self-corrective techniques
Listening
c2A: Distinguish sound and intonation
c2B: Recognize English sound system in new vocabulary
Speaking
c3A: Practice using English sound system in new vocabulary
c3B: Use new vocabulary in stories, descriptions, and classroom
communication
Reading
c4A: Learn relationships of sounds and letters in English
c4B: Recognize directionality of English text
Writing
c5A: Learn relationships between sounds and letters when writing
c5B: Write using newly acquired vocabulary
30
WESLACO INDEPENDENT SCHOOL DISTRICT
Early Europe
Week: 1
Topics/Content:
Name of Country/Topic




1
Classical Europe
Greece
Rome
Republic to Empire
Using B.C and A.D.
Vocabulary








Classical
Polis
Democracy
Philosophy
Republic
Consul
Senate
Emperor
Resources
Our World Today: People, Places, and
Issues
 Chapter 9 pgs. 234-240
 TAKS Practice: Social Studies
Skills: Using B.C. and A.D.
pg. 240
Enrichment and Extension
 Enrichment Activity 9
 Cooperative Learning Activity 9
Maps and Geography Skills
 Chapter Map Activity 9
Teacher Works CD
 Guided Reading 9-1
Technology
 Qwizdom
 United Streaming
31
WESLACO INDEPENDENT SCHOOL DISTRICT
Early Europe
Week: 2
Topics/Content:
Name of Country/Topic







2
Classical Europe
Medieval Europe
Christianity
Holy Roman Empire
The Renaissance
Protestant reformation
Age of Exploration
Revolution
Vocabulary

















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


Bishop
Pope
Missionary
Monastery
Convent
Common law
Feudalism
Vassal
Manor
Tenant
Serf
Guild
Apprentice
Charter
Indulgences
Protestant
Reform
Columbian
Exchange
Revolution
Divine right of kings
Parliament
Constitution
Resources
Our World Today: People, Places, and
Issues
 Chapter 9 pgs. 241-151
 Assessment and Activities pg.
252
Review and reinforcement
 Vocabulary Activity 9
 Workbook Activity 9
Teacher Works CD
 Guided Reading 9-2, 9-3
Technology
 Qwizdom
 United Streaming
32
WESLACO INDEPENDENT SCHOOL DISTRICT
Early Europe
Week: 3
Topics/Content:
Name of Country/Topic


3
Modern Europe
Modern Europe
World War I
Vocabulary










Productivity
Human resources
Textiles
Cottage industry
Union
Strike
Imperialism
Alliance
Communism
Genocide
Resources
Our World Today: People, Places, and
Issues
 Chapter 10 pgs. 254-258
Enrichment and Extension
 Enrichment Activity 10
 Cooperative Learning Activity
10
Teacher Works CD
 Guided Reading 10-1
Technology
 Qwizdom
 United Streaming
33
WESLACO INDEPENDENT SCHOOL DISTRICT
Early Europe
Week: 4
Topics/Content:
Name of Country/Topic
4
1st Semester Review/Exam



Culture
Religion
Technology






Geography
Location’
Place
Region
Movement
Interaction




North Africa
Asia
Early Europe
Modern Europe
Vocabulary

Vocabulary from 1st
Semester
Resources
Our World Today: People, Places, and
Issues
 Chapter 1-10.1, pgs. 20-258
 Teacher Made: 1st Semester
Review
 1st semester CBA Exam
Assessment and Evaluations
 Unit 4 Post-test (edited for
Chapters 9 – 10.1)
Technology
 Qwizdom
34
WESLACO INDEPENDENT SCHOOL DISTRICT
1st-6th Six Weeks: Ongoing Throughout the Year
6th Grade
Social Studies Skills
Student Expectations:
22(A) use social studies terminology correctly
22(B) incorporate main and supporting ideas in verbal and written communication based on research
22(C) express ideas orally based on research and experiences
22(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
22(E) use standard grammar, spelling, sentence structure, and punctuation
22(F) use proper citations to avoid plagiarism.
23(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution
23(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action
to implement a decision.
Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
35
WESLACO INDEPENDENT SCHOOL DISTRICT
4th
Six Weeks: [ 29 days]
Supporting Standard and CCRS:
Unit: Modern Europe
6 (b) (1) History. The student understands that historical events influence
contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions
that resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade;
(3) Geography: The student uses geographic tools to answer geographic
questions. The student is expected to:
(A) pose and answer geographic questions, including: Where is it
located? Why is it there? What is significant about its location? How is its
location related to the location of other people, places, and environments?
(4) Geography. The student understands the factors that influence
the locations and characteristics of locations of various contemporary
societies on maps and globes and uses latitude and longitude to determine
absolute locations. The Student is expected to:
(D) identify and locate major physical and human geographic features
such as landforms, water bodies, and urban centers of various places and
regions.
(E) draw sketch maps that illustrate various places and regions.
Benchmark date: February 17, 2012
Reporting Category: History
Reporting Category: Geography
(9) Economics. The student understands the various ways in which people
organize economic systems. The student is expected to:
(A) compare ways in which various societies organize the production
and distribution of goods and services.
Reporting Category: Economies
(15) Culture. The student understands the similarities and differences
within and among cultures in various world societies. The student is
expected to:
(A) define culture and the common traits that unify a culture region.
(E) Analyze the similarities and differences among various world
societies;
(F) Identify and explain examples of conflict and cooperation between
and among cultures.
(22) Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to:
Reporting Category: Culture
Reporting Category: Social Studies Skills
36
WESLACO INDEPENDENT SCHOOL DISTRICT
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written
communication based on research;
(C) express ideas orally based on research and experiences.
(D) create written and visual material such as journal entries, reports,
graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and
punctuation;
(23) Social Studies Skills. The student uses problem-solving and
decision-making skills, working independently and with others, in a variety
of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and
take action to implement a decision.
Clarification:
List statement(s) here that clarify what should be taught to fully
teach the Student Expectation listed above.
 Explain how World War II changed the balance of power in the
world.
 Explain the circumstances that created the Cold War.
 Discuss the events that led to the end of the Cold War.
 Discuss the outcome of the breakup of the Soviet Union.
 Explain how Europe has become more united.
 Explain the problems facing Europe today.
 Discuss the economies and governments of the United Kingdom
and Ireland.
 Explain the history and culture of the United Kingdom and
Ireland.
 Discuss the economy and people of France.
 Compare the geography and economies of Switzerland and
Austria.
 Describe the landscapes and climates of the Nordic countries.
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Compare the economies and the peoples of the Balkan Countries.
Explain why Yogoslavia broke up into separate countries.
Describe the landforms of Ukraine, Belarus, and Moldova.
Compare the economies, history and culture of Ukraine, Belarus,
and Moldova.
Describe the landforms and climates found in Russia.
Compare Russia’s economic regions.
Discuss the different ethnic groups of Russia.
Explain the main features of Russian culture.
Explain how Russia’s newly independent neighbors have recently
changed.
Discuss how the people of these countries earn a living.
Explain how independence from the Soviet Union has affected
these countries.
Describe life in Russia under the czars.
Discuss life in Russia under Communist rule.
Compare Russia under the czars and the Communists.
Explain why the Soviet Union collapsed.
37
WESLACO INDEPENDENT SCHOOL DISTRICT
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Compare the economies and people of this region.
Compare the geography and people of Spain and Portugal.
Summarize the history and cultural contributions of Italy.
Explain how physical geography has shaped life and history in
Greece.
 Describe the customs and beliefs of the polish people.
 Explain how the economies of the Baltic republics have changed
in recent years.
 Compare the people and economic activities of Hungary, the
Czech Republic, and Slovakia.
ELPS: Insert logical/related ELPS standard(s) here

Learning Strategies: c1A, c1B,c1C, c1D, c1E, c1F, c1G, c1H

Listening: c2A, c2B, c2C, c2D, c2E, c2F, c2G, c2H, c2I
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Speaking: c3A, c3B, c3C, c3D, c3E, c3F, c3G, c3H, c3I, c3J
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Reading: c4A, c4B, c4C, c4D, c4E, c4F, c4G, c4H, c4I, c4J,
c4K
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Writing: c5A, c5B, c5C, c5D, c5E, c5F, c5G

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Discuss the economic challenges that Russia faces today.
Explain the political changes that Russia is undergoing.
Describe life in Russia today.
Learning Strategies:
c1A: Use prior knowledge to learn new language
c1B: Monitor language with self-corrective techniques
Listening Strategies:
c2A: Distinguish sound and intonation
c2B: Recognize English sound system in new vocabulary
Speaking Strategies:
c3A: Practice using English sound system in new vocabulary
c3B: Use new vocabulary in stories, descriptions, and classroom
communication
Reading Strategies:
c4A: Learn relationships of sounds and letters in English
c4B: Recognize directionality of English text
Writing Strategies:
c5A: Learn relationships between sounds and letters when writing
c5B: Write using newly acquired vocabulary
38
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe
Week: 1
Topics/Content:
Name of Country/Topic
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1
Modern Europe
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World War II
The Holocaust
Making Connections: the
Holocaust
The Cold War
Truman Doctrine
Soviet Union
Warsaw Pact
Berlin
Berlin Wall
Sputnik I
European Union
NATO
Vocabulary
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Holocaust
Genocide
Cold War
Nuclear weapon
Deterrence
Satellite nation
Blockade
Airlift
Glasnost
Perestroika
Capitalism
European Union
Euro
Resources
Our World Today: People, Places, and
Issues
 Chapter 10 pgs. 258-271
 Assessment and Activities pg.
272
 TAKS Practice: Social Studies
Skills: Reading a Population
Maps pg. 266
Enrichment and Extension
 Enrichment Activity 10
 Cooperative Learning Activity
10
Maps and Geography Skills
 Chapter Map Activity 10
Review and reinforcement
 Vocabulary Activity 10
 Workbook Activity 10
Teacher Works CD
 Guided Reading 10-1, 10-2,
10-3
Technology
 Qwizdom
 United Streaming
39
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe
Week: 2
Topics/Content:
Name of Country/Topic
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2
Western Europe today
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United Kingdom
Industrial Revolution
Scotland
Wales
Republic of Ireland
Making connections:
Stonehenge
France
Belgium
The Netherlands
Luxembourg
Germany
Switzerland
Austria
Norway
Sweden
Finland
Denmark
Iceland
Spain
Portugal
Italy
Greece
Vocabulary
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Peat
Bog
Parliamentary
Democracy
Constitutional Monarchy
Navigable
Polder
Republic
Multinational Company
Multlingual
Autobahn
Federal republic
Reunification
Neutrality
Continental Divide
Fjord
Geyser
Welfare State
Heavy Industry
Geothermal Energy
Sauna
Dry farming
Sirocco
Parliamentary republic
Coalition Government
Resources
Our World Today: People, Places, and
Issues
 Chapter 11 pgs. 276-301
 Assessment and Activities pg.
302
 TAKS Practice: Study and
Writing Skills: Using Library
Resources pg. 287
Enrichment and Extension
 Enrichment Activity 11
 Cooperative Learning Activity
11
Maps and Geography Skills
 Chapter Map Activity 11
Review and reinforcement
 Vocabulary Activity 11
 Workbook Activity 11
Teacher Works CD
 Guided Reading 11-1, 11-2,
11-3, 11-4, 11-5
Technology
 Qwizdom
 United Streaming
40
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe
Week: 3
Topics/Content:
Name of Country/Topic
3
Eastern Europe today
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Poland
Estonia
Latvia
Lithuania
Hungary
Czech Republic
Slovakia
Balkan Countries
Romania
Carpathian Mountains
Bulgaria
Yugoslav
Albania
Making Connections:
Ukrainian Easter Eggs
Ukraine
Belarus
Moldova
Time Reports: European
Union
Vocabulary
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Holocaust
Acid rain
Pope
Landlocked
Bauxite
Spa
Consumer goods
Ethnic cleansing
Refugee
Mosque
Steppe
potash
Resources
Our World Today: People, Places, and
Issues
 Chapter 12 pgs. 304-329
 Assessment and Activities pg.
330
 TAKS Practice: Study and
Writing Skills: Taking Notes
pg. 328
Enrichment and Extension
 Enrichment Activity 12
 Cooperative Learning Activity
12
Maps and Geography Skills
 Chapter Map Activity 12
Review and reinforcement
 Vocabulary Activity 12
 Workbook Activity 12
Teacher Works CD
 Guided Reading 12-1, 12-2,
12-3
Technology
 Qwizdom
 United Streaming
41
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe
Week: 4
Topics/Content:
Name of Country/Topic
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4
Russia and its Neighbors
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Russia
Siberia
Making Connections:
Count Leo Tolstoy
Armenia
Georgia
Azerbaijan
Kazakhstan
Kyrgystan
Tajikistan
Turkmenistan
Uzbekistan
Vocabulary
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Eurasia
Urban
Suburb
Consumer goods
Rural
Tundra
Taiga
Steppe
Communism
Heavy industry
Light industry
Slav
Majority culture
Minority culture
Ethnic conflict
Nomad
Oasis
Elevation
Resources
Our World Today: People, Places, and
Issues
 Chapter 13 pgs. 340-361
 Assessment and Activities pg.
362
 TAKS Practice: Technology
Skills: Evaluating a Web Site
pg. 349
Enrichment and Extension
 Enrichment Activity 13
 Cooperative Learning Activity
13
Maps and Geography Skills
 Chapter Map Activity 13
Review and reinforcement
 Vocabulary Activity 13
 Workbook Activity 13
Teacher Works CD
 Guided Reading 13-1, 13-2,
13-3
Technology
 Qwizdom
 United Streaming
42
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe
Week: 5
Topics/Content:
Name of Country/Topic
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5
Russia Past and Present
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Russian Revolution
Cold War
Making Connections:
Cooperative Space
Ventures
Communism
Free Enterprise
Time Reports: The New
Russia
Democracy
Geography & History:
Russia’s, Strategy: freeze
Your foes
Location
Place
Region
Movement
Interaction
Vocabulary
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Czar
Serf
Industrialize
Communist
State
Cold War
Glasnost
Free Market Economy
Nuclear Energy
Federal Republic
Enterprises
Public Servants
Resources
Our World Today: People, Places, and
Issues
 Chapter 14 pgs. 364-385
 Assessment and Activities pg.
386
 TAKS Practice: Critical
Thinking Skills: Understanding
cause and Effect pg. 384
Enrichment and Extension
 Enrichment Activity 14
 Cooperative Learning Activity
14
Maps and Geography Skills
 Chapter Map Activity 14
Review and reinforcement
 Vocabulary Activity 14
 Workbook Activity 14
Teacher Works CD
 Guided Reading 14-1, 14-2,
14-3
Technology
 Qwizdom
 United Streaming
43
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe
Week: 6
Topics/Content:
Name of Country/Topic
6
4th Six Weeks review/Exam
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World War II
United Kingdom
England
Scotland
Wales
Ireland
France
Belgium
The Netherlands
Luxembourg
Germany
Switzerland
Austria
Norway
Sweden
Finland
Denmark
Iceland
Spain
Portugal
Italy
Greece
Poland
Estonia
Latvia
Lithuania
Hungary
Czech republic
Slovakia
Romania
Bulgaria
Yugoslav
Albania
Ukraine
Belarus
Moldova
Russia
Belarus
Vocabulary

Vocabulary from weeks
1-5
Resources
Our World Today: People, Places, and
Issues
 Chapter 10-14 pgs. 142-222
 Teacher Made: 4th six Weeks
Review
 4th Six Weeks CBA Exam
Assessment and Evaluation
 Unit 4 Post-test
 Unit 5 post-test
Technology
 Qwizdom
44
WESLACO INDEPENDENT SCHOOL DISTRICT
st
th
1 -6 Six Weeks: Ongoing Throughout the Year
6th Grade
Social Studies Skills
Student Expectations:
22(A) use social studies terminology correctly
22(B) incorporate main and supporting ideas in verbal and written communication based on research
22(C) express ideas orally based on research and experiences
22(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
22(E) use standard grammar, spelling, sentence structure, and punctuation
22(F) use proper citations to avoid plagiarism.
23(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution
23(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take
action
to implement a decision.
Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
45
WESLACO INDEPENDENT SCHOOL DISTRICT
5th
Six Weeks: [ 29 days]
Unit: The Americas
Benchmark date: April 5, 2012
Supporting Standard and CCRS:
6 (b) (1) History. The student understands that historical events influence
contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions
that resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade;
(2) History. The student understands the influences of individuals
and groups from various cultures on various historical and contemporary
societies. The student is expected to:
(B) evaluate the social, political, economic, and cultural contributions
of individuals and groups from various societies, past and present.
Reporting Category: History
(3) Geography: The student uses geographic tools to answer geographic
questions. The student is expected to:
(A) pose and answer geographic questions, including: Where is it
located? Why is it there? What is significant about its location? How is its
location related to the location of other people, places, and environments?
(C) compare various world regions and countries using data from
geographic tools, including maps, graphs, charts databases, and models;
(4) Geography. The student understands the factors that influence
the locations and characteristics of locations of various contemporary
societies on maps and globes and uses latitude and longitude to determine
absolute locations. The Student is expected to:
(A) locate various contemporary societies on maps and globes using
latitude and longitude to determine absolute location;
(B) identify and explain the geographic factors responsible for
patterns of population in places and regions;
(C) explain ways in which human migration influences the character
of places and regions:
(D) identify and locate major physical and human geographic features
such as landforms, water bodies, and urban centers of various places and
regions.
(E) draw sketch maps that illustrate various places and regions.
(F) 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,
Reporting Category: Geography
46
WESLACO INDEPENDENT SCHOOL DISTRICT
India, Pakistan, the People’s Republic of China, the Republic of China
(Taiwan), Japan, North and South Korea, Indonesia, and Australia.
(5) Geography. The student understands how geographic factors
influence the economic development, political relationships, and policies of
societies. The student is expected to:
(A) identify and explain the geographic factors responsible for the
location of economic activities in places and regions.
(B) identify geographic factors such as location, physical features,
transportation corridors and barriers, and distribution of natural
resources that influence a society’s ability to control territory;
(8) Economics. The student understands the factors of production in a
society’s economy. The student is expected;
(A) describe ways in which the factors of production (natural
resources, labor, capital, and entrepreneurs) influences the economies of
various contemporary societies.
(9) Economics. The student understands the various ways in which
people organize economic systems. The student is expected to:
(B) compare and contrast free enterprise, socialist, and communist
economies in various contemporary societies, including the benefits of the
U.S. free enterprise system.
(10) Economics. The student understands categories of economic
activities and the data used measure a society’s economic level. The
student is expected to:
(A) define and give examples of agricultural, wholesale, retail,
manufacturing (goods), and service industries.
Reporting Category: Economies
(12) Government. The student understands various ways in which people
organize governments. The student is expected to:
(B) compare ways in which various societies such as China, Germany,
India, and Russia organize government and how they function;
Reporting Category: Government
(13) Citizenship. The student understands that the nature of citizenship
varies among societies. The student is expected to;
(A) describe roles and responsibilities of citizens in various
contemporary societies, including the United States;
(C) compare the role of citizens in the United States with the role of
citizens from various contemporary societies with representative and non-
Reporting Category: Citizenship
47
WESLACO INDEPENDENT SCHOOL DISTRICT
representative governments.
Reporting Category: Culture
(15) Culture. The student understands the similarities and differences
within and among cultures in various world societies. The student is
expected to:
(E) Analyze the similarities and differences among various world
societies;
(F) Identify and explain examples of conflict and cooperation between
and among cultures.
(16) Culture. The student understands that all societies have basic
institutions in common even though the characteristics of these institutions
may differ. The student is expected to:
(A) identify institutions basic to all societies, including government,
economic, educational, and religious institutions.
(17) Culture. The student understands relationships that exist among
world cultures. The student is expected to;
(D) identify and define the impact of cultural diffusion on individuals
and world societies;
Clarification:
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Explain how Canada’s landforms and climate have affected
where Canadians live.
Compare Canada’s economy to that of the United States.
Compare the different economies of Canada’s provinces.
Describe Canada’s form of government.
Explain what groups make up the Canadian people.
Explain Canada’s economic resources, activities, and challenges.
Compare the Canadian peoples and their cultures.
Identify the landforms that are found in the United States.
Contrast the climates of different areas of the United States.
Explain why the United States has the world’s leading economy.
Identify how people in the United States earn their livings.
Discuss the challenges facing the United States in the 21st century.
Describe how the United States changed throughout its history.
Explain what form of government the United States has.
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Explain what challenges face Mexico.
Outline the history and government of Mexico.
Identify where Central America is and what nations make up this
area.
Describe the landforms and climate found in Central America.
Explain the economy of Central America.
Discuss the people and history of Central America’s countries.
Identify and compare the islands of the West Indies.
Describe the landforms and climates of the West Indies.
Explain the economic activities of the islands.
Compare the cultures and history of the islands.
Describe Brazil’s landforms and climates.
Identify the natural resources Brazil’s economy depends on.
Discuss the people and culture of Brazil.
Compare the landscapes and climates of Venezuela and
Argentina.
Describe the economies of Brazil’s northern and southern
48
WESLACO INDEPENDENT SCHOOL DISTRICT
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Discuss what has influenced American culture.
Describe the landforms found in Mexico.
Describe how Mexico’s climates vary with altitude.
Compare the three economic zones of Mexico.
Describe the groups that influenced Mexico’s history.
Discuss how Spaniards changed life in Mexico.
Outline changes that took place in Mexico in the 1800’s and
1900’s.
Describe life in the cities and villages of Mexico.
Identify elements of Mexican culture.
Discuss Mexico’s government.
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neighbors.
Discuss the histories of the Guianas and Argentina.
Compare and contrast the physical, economic, and cultural
characteristics of Brazil’s neighbors.
Locate Columbia on a map or globe and describe its landforms.
Discuss Columbia’s economy and the challenges it faces.
Describe Colombia’s history and people.
Describe the landforms and climates of Peru and Ecuador.
Compare how the people of Peru and Ecuador earn a living.
Discuss what the people of Peru and Ecuador are like.
Identify where Bolivia and Chile are located.
Describe the landforms and climates found in Bolivia and Chile.
Compare the economies and people of Bolivia and Chile.
ELPS:

Learning Strategies: c1A, c1B,c1C, c1D, c1E, c1F, c1G, c1H
Learning Strategies:
c1A: Use prior knowledge to learn new language
c1B: Monitor language with self-corrective techniques

Listening: c2A, c2B, c2C, c2D, c2E, c2F, c2G, c2H, c2I
Listening Strategies:
c2A: Distinguish sound and intonation
c2B: Recognize English sound system in new vocabulary

Speaking: c3A, c3B, c3C, c3D, c3E, c3F, c3G, c3H, c3I, c3J

Reading: c4A, c4B, c4C, c4D, c4E, c4F, c4G, c4H, c4I, c4J,
c4K

Writing: c5A, c5B, c5C, c5D, c5E, c5F, c5G
Speaking Strategies:
c3A: Practice using English sound system in new vocabulary
c3B: Use new vocabulary in stories, descriptions, and classroom
communication
Reading Strategies:
c4A: Learn relationships of sounds and letters in English
c4B: Recognize directionality of English text
Writing Strategies:
c5A: Learn relationships between sounds and letters when writing
49
WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 1
Topics/Content:
Name of Country/Topic
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


1
Canada
Canada
Provinces
Time Zones
Making Connections:
Matthew Coon Come:
Man with a Mission
Vocabulary
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Province
Nunavut
Indigenous
Glacier
Tundra
Service industry
Overfishing
Colony
Dominion
Parliamentary
Democracy
Prime Minister
Bilingual
Autonomy
Resources
Our World Today: People, Places, and
Issues
 Chapter 18 pgs. 484-497
 Assessment and Activities pg.
498
 TAKS Practice: Social Studies
Skill: Reading a Time Zones
Map pg. 490
Enrichment and Extension
 Enrichment Activity 18
 Cooperative Learning Activity
18
Map and Geography Skills
 Chapter Map Activity 18
Review and Reinforcement
 Vocabulary Activity 18
 Workbook Activity 18
Teacher Works CD
 Guided Reading 18-1, 18-2,
Technology
 Qwizdom
 United Streaming
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WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 2
Topics/Content:
Name of Country/Topic

2
The United States
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United States of
American
Costal Plains
Appalachian Mountains
Interior Plains
Mountains and Plateaus
The Pacific Coast
Alaska
Hawaii
Free Enterprise system
Time Reports: A New
Kind of War
Homeland Security
Making Connections:
Americans All
Eye on the Environment:
Too Much Trash
Vocabulary
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Contiguous
Megalopolis
Coral Reef
Free enterprise system
Fossil fuel
Landfill
Recycling
Free Trade
Representative
Democracy
Federal Republic
Amend
Ethnic Group
Rural
Urban
Suburb
Resources
Our World Today: People, Places, and
Issues
 Chapter 19 pgs. 500-527
 Assessment and Activities pg.
528
 TAKS Practice: Critical
Thinking Skills: Mental
Mapping pg. 518
Enrichment and Extension
 Enrichment Activity 19
 Cooperative Learning Activity
19
Map and Geography Skills
 Chapter Map Activity 19
Review and reinforcement
 Vocabulary Activity 19
 Workbook Activity 19
Teacher Works CD
 Guided Reading 19-1, 19-2,
19-3
Technology
 Qwizdom
 United Streaming
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WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 3
Topics/Content:
Name of Country/Topic

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
3
Mexico

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Mexico
Baja California
Sierra Madre
Plateau of Mexico
NAFTA
Making Connections:
Good Neighbors
The Olmecs
The Maya
The Aztec
Independence and
Revolution
Vocabulary
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Land Bridge
Peninsula
Latitude
Altitude
Hurricane
Vaquero
Maquiladora
Subsistence Farm
Plantation
Industrialize
Service Industry
NAFTA
Jade
Obsidian
Maize
Hieroglyphics
Mural
Colony
Hacienda
Plaza Adobe
Federal Republic
Migrant Worker
National Debt
Smog
Resources
Our World Today: People, Places, and
Issues
 Chapter 20 pgs. 532-551
 Assessment and Activities pg.
552
 TAKS Practice: Social Studies
Skills: Reading a Physical Map
pg. 545
Enrichment and Extension
 Enrichment Activity 20
 Cooperative Learning Activity
20
Map and Geography Skills
 Chapter Map Activity 20
Review and reinforcement
 Vocabulary Activity 20
 Workbook Activity 20
Teacher Works CD
 Guided Reading 20-1, 20-2,
20-3
Technology
 Qwizdom
 United Streaming
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WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 4
Topics/Content:
Name of Country/Topic
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4
Central America and
The West Indies
Central America
The Rain Forests
The Panama Canal
Making Connections:
The Panama Canal Locks
The West Indies
Cuba
Haiti
Dominican republic
Puerto Rico
Vocabulary
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Isthmus
Hurricane
Plantation
Subsistence Farm
Canopy
Eco-tourist
Literacy Rate
Republic
Parliamentary
Democracy
Commercial Crop
Bauxite
Cooperative
Communist State
Embargo
Free Trade Zone
Commonwealth
Resources
Our World Today: People, Places, and
Issues
 Chapter 21 pgs. 554-497
 Assessment and Activities pg.
498
 TAKS Practice: Social Studies
Skills: Interpreting an Elevation
Profile pg. 468
Enrichment and Extension
 Enrichment Activity 21
 Cooperative Learning Activity
21
Map and Geography Skills
 Chapter Map Activity 21
Review and reinforcement
 Vocabulary Activity 21
 Workbook Activity 21
Teacher Works CD
 Guided Reading 21-1, 21-2,
21-3
Technology
 Qwizdom
 United Streaming
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WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 5
Topics/Content:
Name of Country/Topic
5
Brazil and its Neighbors
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Brazil
Amazon River
Amazon Basin
Argentina
Uruguay
Paraguay Venezuela
Guyana
Suriname
French Guiana
Making Connections:
Poetry on the Pampas
Eye on the Environment:
Vanishing Rain Forests
Vocabulary
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Basin
Selva
Escarpment
Favela
Deforestation
Republic
Pampas
Estancia
Gaucho
Hydroelectric
Power
Llanos
Altitude
Caudillo
Resources
Our World Today: People, Places, and
Issues
 Chapter 22 pgs. 580-597
 Assessment and Activities pg.
598
 TAKS Practice: Critical
Thinking Skills: Sequencing
and Categorizing information
pg. 588
Enrichment and Extension
 Enrichment Activity 22
 Cooperative Learning Activity
22
Map and Geography Skills
 Chapter Map Activity 22
Review and reinforcement
 Vocabulary Activity 22
 Workbook Activity 22
Teacher Works CD
 Guided Reading 22-1, 22-2,
Technology
 Qwizdom
 United Streaming
54
WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 6
Topics/Content:
Name of Country/Topic
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6
The Andean Countries
Columbia
Time Reports: Waging
War on Drugs
Ecuador
Peru
Making Connections:
The Galapagos Islands
Bolivia
Chile
Vocabulary
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Cordillera
Llanos
Cash Crop
Metizo
Republic
Campesino
Nagigable
Foothills
Subsistence Farm
Empire
Landlocked
Altiplano
Sodium Nitrate
Smugglers
Paramilitaries
Resources
Our World Today: People, Places, and
Issues
 Chapter 23 pgs. 602-625
 Assessment and Activities pg.
626
 TAKS Practice: Technology
Skills: Using a Database pg.
608
Enrichment and Extension
 Enrichment Activity 23
 Cooperative Learning Activity
23
Map and Geography Skills
 Chapter Map Activity 23
Review and reinforcement
 Vocabulary Activity 23
 Workbook Activity 23
Teacher Works CD
 Guided Reading 23-1, 23-2
Technology
 Qwizdom
 United Streaming
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WESLACO INDEPENDENT SCHOOL DISTRICT
The Americas
Week: 7
Topics/Content:
Name of Country/Topic
7
5th Six Weeks Review/Exam
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Canada
The United States
Mexico
Belize
Guatemala
Honduras
El Salvador
Nicaragua
Costa Rica
Panama
West Indies
Brazil
Argentina
Uruguay
Paraguay
Venezuela
The Guianas
Columbia
Peru
Ecuador
Bolivia
Chili
Vocabulary

Vocabulary from weeks
1-5
Resources
Our World Today: People, Places, and
Issues
 Chapters 18-23, pgs. 484-627
Assessment and Evaluation
 Unit 7 Post-test
 Unit 8 Post-test
Technology
 Qwizdom
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WESLACO INDEPENDENT SCHOOL DISTRICT
1st-6th Six Weeks: Ongoing Throughout the Year
6th Grade
Social Studies Skills
Student Expectations:
22(A) use social studies terminology correctly
22(B) incorporate main and supporting ideas in verbal and written communication based on research
22(C) express ideas orally based on research and experiences
22(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
22(E) use standard grammar, spelling, sentence structure, and punctuation
22(F) use proper citations to avoid plagiarism.
23(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose
and
implement a solution, and evaluate the effectiveness of the solution
23(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take
action
to implement a decision.
Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
57
WESLACO INDEPENDENT SCHOOL DISTRICT
6th Six
Weeks: [ 37 days]
Unit: Sub – Sahara Africa, Australia &
Pacific Rim
Benchmark date: May 25, 2012
Readiness Standards/CCRS:
(3) Geography. The student uses geographic tools to answer geographic
questions. The student is expected to:
(A) pose and answer geographic questions, including: Where is it
located? Why is it there? What is significant about its location? How is its
location related to the location of other people, places, and environments?
(B) pose and answer questions about geographic distributions and
patterns for various world regions and countries shown on maps, graphs, charts,
models, and databases;
(C) compare various world regions and countries using data from
geographic tools, including maps, graphs, charts, databases, and models
(4) Geography. The student understands the factors that influence the locations
and characteristics of locations of various contemporary societies on maps and
globes and uses latitude and longitude to determine absolute locations. The
student is expected to:
(B) identify and explain the geographic factors responsible for patterns
of population in places and regions;
(C) explain ways in which human migration influences the character of
places and regions;
(F) 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.
(5) Geography. The student understands how geographic factors influence the
economic development, political relationships, and policies of societies. The
student is expected to:
(A) identify and explain the geographic factors responsible for the
location of economic activities in places and regions;
(B) identify geographic factors such as location, physical features,
transportation corridors and barriers, and distribution of natural resources that
influence a society's ability to control territory
(6) Geography. The student understands that geographical patterns result from
physical environmental processes. The student is expected to:
(A) describe and explain the effects of physical environmental
Reporting Category: Geography
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WESLACO INDEPENDENT SCHOOL DISTRICT
processes such as erosion, ocean currents, and earthquakes on Earth's surface;
(B) identify the location of renewable and nonrenewable natural
resources such as fresh water, fossil fuels, fertile soils, and timber; and
(C) analyze the effects of the interaction of physical processes and the
environment on humans.
(3) Geography. The student uses geographic tools to answer geographic
questions. The student is expected to:
(D) create thematic maps, graphs, charts, models, and databases
depicting aspects such as population, disease, and economic activities of various
world regions and countries.
(4)Geography. The student understands the factors that influence the locations
and characteristics of locations of various contemporary societies on maps and
globes and uses latitude and longitude to determine absolute locations. The
student is expected to:
(A) locate various contemporary societies on maps and globes using
latitude and longitude to determine absolute location;
(D) identify and locate major physical and human geographic features
such as landforms, water bodies, and urban centers of various places and
regions;
(5) Geography. The student understands how geographic factors influence the
economic development, political relationships, and policies of societies. The
student is expected to:
(A) identify and explain the geographic factors responsible for the
location of economic activities in places and regions
(6) Geography. The student understands that geographical patterns result from
physical environmental processes. The student is expected to:
(B) identify the location of renewable and nonrenewable natural
resources such as fresh water, fossil fuels, fertile soils, and timber
(8) Economics. The student understands the factors of production in a society's
economy. The student is expected to:
(A) describe ways in which the factors of production (natural resources,
labor, capital, and entrepreneurs) influence the economies of various
contemporary societies
(C) explain the impact of relative scarcity of resources on international
trade and economic interdependence among and within societies.
(9) Economics. The student understands the various ways in which people
organize economic systems. The student is expected to:
Reporting Category: Economics
59
WESLACO INDEPENDENT SCHOOL DISTRICT
(A) compare ways in which various societies organize the production and
distribution of goods and services
(10) Economics. The student understands categories of economic activities and
the data used to measure a society's economic level. The student is expected to:
(A) define and give examples of agricultural, wholesale, retail,
manufacturing (goods), and service industries
(21) Social studies skills. The student applies critical-thinking skills to organize
and use information acquired through established research methodologies from
a variety of valid sources, including electronic technology. The student is
expected to:
(B) analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing inferences
and conclusions
(23) Social studies skills. The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings.
The student is expected to:
(A) use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution;
and
(B) use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and take
action to implement a decision.
(22) Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written
communication based on research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports,
graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and punctuation
(23) Social studies skills. The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings.
The student is expected to:
(A) use a problem-solving process to identify a problem, gather
Reporting Category: Social Studies Skills
60
WESLACO INDEPENDENT SCHOOL DISTRICT
information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution;
and
(B) use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and take
action to implement a decision.
(22) Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written
communication based on research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports,
graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and
punctuation
(1) History. The student understands that historical events influence
contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions
that resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies
to evaluate relationships between past conflicts and current conditions.
(2) History. The student understands the influences of individuals and groups
from various cultures on various historical and contemporary societies. The
student is expected to:
(B) evaluate the social, political, economic, and cultural contributions
of individuals and groups from various societies, past and present.
(15) Culture. The student understands the similarities and differences within
and among cultures in various world societies. The student is expected to:
(A) define culture and the common traits that unify a culture region;
(B) identify and describe common traits that define cultures;
(C) define a multicultural society and consider both the positive and
negative qualities of multiculturalism;
(E) analyze the similarities and differences among various world
Reporting Category: History
Reporting Category: Culture
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WESLACO INDEPENDENT SCHOOL DISTRICT
societies
(17) Culture. The student understands relationships that exist among world
cultures. The student is expected to:
(A) identify and describe how culture traits such as trade, travel, and
war spread;
(B) identify and describe factors that influence cultural change such as
improved communication, transportation, and economic development;
(C) evaluate the impact of improved communication technology among
cultures;
(D) identify and define the impact of cultural diffusion on individuals
and world societies; and
(E) identify examples of positive and negative effects of cultural
diffusion.
(15) Culture. The student understands the similarities and differences within
and among cultures in various world societies. The student is expected to:
(C) define a multicultural society and consider both the positive and
negative qualities of multiculturalism
(16) Culture. The student understands that all societies have basic institutions
in common even though the characteristics of these institutions may differ. The
student is expected to:
(A) identify institutions basic to all societies, including government,
economic, educational, and religious institutions;
(15) Culture. The student understands the similarities and differences within
and among cultures in various world societies. The student is expected to:
(B) identify and describe common traits that define cultures;
(20) Science, technology, and society. The student understands the influences
of science and technology on contemporary societies. The student is expected
to:
(A) give examples of scientific discoveries and technological
innovations, including the roles of scientists and inventors, that have
transcended the boundaries of societies and have shaped the world;
(B) explain how resources, belief systems, economic factors, and
political decisions have affected the use of technology; and
(C) make predictions about future social, political, economic, cultural,
and environmental impacts that may result from future scientific discoveries and
technological innovations.
Reporting Category: Science, technology, and society
62
WESLACO INDEPENDENT SCHOOL DISTRICT
Reporting Category: Government
(12) Government. The student understands various ways in which people
organize governments. The student is expected to:
(A) identify and give examples of governments with rule by one, few,
or many
Clarification:

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

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
Identify the landforms found in Kenya and Tanzania.
Identify Zambia’s most important resources.
Identify the regions of Oceania.
Describe the activities most important to these countries’
economies.
Describe the major challenges facing each of these countries.
Describe the landforms found in the countries of Central Africa.
Describe the land and climates found in Nigeria.
Describe the Sahel’s location and its history.
Describe the landforms and resources of the Republic of South
Africa.
Describe the economy and history of Malawi.
Describe the people and culture of Australia.
Describe how the people of Oceania earn a living.
Describe the economies and peoples of Oceania.
Describe what kinds of live are found in Antarctica.
Discuss the people and recent changes in the Republic of South
Africa.
Discuss how climate affects Botswana’s people.
Discuss why Madagascar has such unusual plants and animals.
Discuss the geography and economy of Australia.
Discuss how the people of Australia earn a living.
Discuss the scientific importance of Antarctica.

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







Compare the histories and people of Kenya and Tanzania.
Compare the landforms and climates of the countries in this
region.
Compare the economies and people of the countries in the region.
Compare Nigeria’s ethnic groups.
Compare the coastal countries, their history, and peoples.
Compare the landforms and economies of Angola and Namibia.
Compare the geography, economies, and cultures of the countries
of southern Africa that border the Atlantic and Indian Oceans.
Explain the factors preventing the Democratic Republic of the
Congo from reaching its economic potential.
Explain the similarities and differences among the countries of
East Africa.
Explain Nigeria’s economy.
Explain how people in the Sahel countries live.
Explain how West Africa’s economies relate to the natural
resources in the region.
Explain the impact of historical influences on West Africa.
Explain the challenges to Zimbabwe’s economy.
Explain what has caused deforestation in Mozambique and
Madagascar.
Explain how the geography of New Zealand affects its people and
its relations with other countries.
Explain how history has influenced the people of Australia.
Explain how the three regions of Oceania differ.
Review Chapters 10-25
Demonstrate mastery of 2nd semester objectives.
63
WESLACO INDEPENDENT SCHOOL DISTRICT
ELPS: Insert logical/related ELPS standard(s) here

Learning Strategies: c1A, c1B,c1C, c1D, c1E, c1F, c1G, c1H
Learning Strategies:
c1A: Use prior knowledge to learn new language
c1B: Monitor language with self-corrective techniques

Listening: c2A, c2B, c2C, c2D, c2E, c2F, c2G, c2H, c2I

Speaking: c3A, c3B, c3C, c3D, c3E, c3F, c3G, c3H, c3I, c3J
Listening Strategies:
c2A: Distinguish sound and intonation
c2B: Recognize English sound system in new vocabulary
Speaking Strategies:
c3A: Practice using English sound system in new vocabulary
c3B: Use new vocabulary in stories, descriptions, and classroom communication

Reading: c4A, c4B, c4C, c4D, c4E, c4F, c4G, c4H, c4I, c4J,
c4K
Reading Strategies:
c4A: Learn relationships of sounds and letters in English
c4B: Recognize directionality of English text
Writing Strategies:

c5A: Learn relationships between sounds and letters when writing
Writing: c5A, c5B, c5C, c5D, c5E, c5F, c5G
64
WESLACO INDEPENDENT SCHOOL DISTRICT
Sub-Sahara Africa, Australia, & Pacific Rim
Week: 1
Topics/Content:
Name of Country/Topic
1
East and Central Africa
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














Kenya
Tanzania
Horn of Africa
Sudan
Ethiopia
Eritrea
Djibouti
Somalia
Uganda
Rwanda
Burundi
Democratic Republic of the
Congo
Cameroon
Central African Republic
Congo
Gabon
Equatorial Guinea
Sao Tome
Principe
Congo River
Making Connections:
Battling Sleeping Sickness
Vocabulary

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















Coral Reef
Poaching
Free Enterprise System
Cassava
Sisal
Habitat
Eco-tourist
Drought
Plate
Clan
Endangered Species
Genocide
Refugee
Savanna
Canopy
Hydroelectric Power
Tsetse Fly
Deforestation
Resources
Our World Today: People, Places, and
Issues
 Chapter 15 pgs. 402-429
 Assessment and Activities pg.
430
 TAKS Practice: Critical
Thinking Skill: Making
Predictions pg. 409
Enrichment and Extension
 Enrichment Activity 15
 Cooperative Learning Activity
15
Map and Geography Skills
 Chapter Map Activity 15
Review and Reinforcement
 Vocabulary Activity 15
 Workbook Activity 15
Teacher Works CD
 Guided Reading 15-1, 15-2, 153
Technology
 Qwizdom
 United Streaming
65
WESLACO INDEPENDENT SCHOOL DISTRICT
Sub-Sahara Africa, Australia & Pacific Rim
Week: 2
Topics/Content:
Name of Country/Topic
2
West Africa
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
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


Nigeria
Niger River
Mauritania
Mali
Burkina Faso
Niger
Chad
Sahel
Cape Verde
Togo
Benin
Vocabulary

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








Mangrove
Savanna
Harmattan
Subsistence Farm
Cacao
Compound
Civil War
Overgraze
Drought
Desertification
Bauxite
Phosphate
Resources
Our World Today: People, Places, and
Issues
 Chapter 16 pgs. 432-447
 Assessment and Activities pg.
448
 TAKS Practice: Critical
Thinking Skill: Drawing
Inferences and Conclusions pg.
439
Enrichment and Extension
 Enrichment Activity 16
 Cooperative Learning Activity
16
Map and Geography Skills
 Chapter Map Activity 16
Review and Reinforcement
 Vocabulary Activity 16
 Workbook Activity 16
Teacher Works CD
 Guided Reading 16-1, 16-2
Technology
 Qwizdom
 United Streaming
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WESLACO INDEPENDENT SCHOOL DISTRICT
Sub-Sahara Africa, Australia & Pacific Rim
Week: 3
Topics/Content:
Name of Country/Topic
3
South Africa and its Neighbors
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Republic of South Africa
Namib Desert
Cape Of Good Hope
Lesotho
Swaziland
Zambia
Malawi
Zimbabwe
Botswana
Making Connections:
Mining and Cutting
Diamonds
Angola
Namibia
Mozambique
Madagascar
Comoros
Seychelles
Mauritius
Vocabulary
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Industrialized Country
Boer
Apartheid
Township
Enclave
Exclave
Slash-and-Burn Farming
Deforestation
Cyclone
Resources
Our World Today: People, Places, and
Issues
 Chapter 17 pgs. 452-469
 Assessment and Activities pg.
470
 TAKS Practice: Critical
Thinking Skill: Multimedia
Presentations pg. 463
Enrichment and Extension
 Enrichment Activity 17
 Cooperative Learning Activity
17
Map and Geography Skills
 Chapter Map Activity 17
Review and Reinforcement
 Vocabulary Activity 17
 Workbook Activity 17
Teacher Works CD
 Guided Reading 17-1, 17-2,
17-3
Technology
 Qwizdom
 United Streaming
67
WESLACO INDEPENDENT SCHOOL DISTRICT
Sub-Sahara Africa, Australia & Pacific Rim
Week: 4
Topics/Content:
Name of Country/Topic
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4
Australia and New Zealand
Australia
The Great Barrier Reef
The Great Artesian Basin
Making Connections:
Australia’s Amazing
Animals
New Zealand
Southern Alps
Time Reports: Closing
the Gap
Vocabulary
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Coral Reef
Poaching
Free Enterprise System
Cassava
Sisal
Habitat
Eco-Tourist
Drought
Plate
Clan
Endangered Species
Genocide
Refugee
Savanna
Canopy
Hydroelectric Power
Tsetse Fly
Deforestation
Resources
Our World Today: People, Places, and
Issues
 Chapter 24 pgs. 636-655
 Assessment and Activities pg.
456
 TAKS Practice: Study and
Writing Skill: Outlining pg.
654
Enrichment and Extension
 Enrichment Activity 24
 Cooperative Learning Activity
24
Map and Geography Skills
 Chapter Map Activity 24
Review and Reinforcement
 Vocabulary Activity 24
 Workbook Activity 24
Teacher Works CD
 Guided Reading 24-1, 24-2
Technology
 Qwizdom
 United Streaming
68
WESLACO INDEPENDENT SCHOOL DISTRICT
Sub-Sahara Africa, Australia & Pacific Rim
Week: 5
Topics/Content:
Name of Country/Topic
5
Oceania and Antarctica
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Oceania
Melanesia
Papua New guinea
Solomon Islands
Fiji Islands
Vanuatu
New Caledonia
Micronesia
Polynesia
Antarctica
Making Connections:
Antarctica’s Environment
Stations
Vocabulary
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Cacao
Copra
Pidgin Language
High Island
Low Island
Stoll
Phosphate
Trust Territory
Crevasse
Ice Shelf
Iceberg
Krill
Ozone
Resources
Our World Today: People, Places, and
Issues
 Chapter 25 pgs. 658-671
 Assessment and Activities pg.
672
 TAKS Practice: Study and
Writing Skill: Writing a Report
pg. 665
Enrichment and Extension
 Enrichment Activity 25
 Cooperative Learning Activity
25
Map and Geography Skills
 Chapter Map Activity 25
Review and Reinforcement
 Vocabulary Activity 25
 Workbook Activity 25
Teacher Works CD
 Guided Reading 25-1, 25-2
Technology
 Qwizdom
 United Streaming
69
WESLACO INDEPENDENT SCHOOL DISTRICT
Modern Europe, the Americas, Sub-Sahara Africa, Australia & Pacific Rim
Week: 6
Topics/Content:
Name of Country/Topic
6
nd
2 Semester Review/Exam
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WWII
Cold War
End of Soviet Union
United Kingdom
Ireland
France
Benelux Countries
Germany
Switzerland
Austria
Norway
Sweden
Finland
Denmark
Vocabulary

Vocabulary from 2nd
Semester
Resources
Our World Today: People, Places, and
Issues
 Chapter 10-25, pgs 259-674
 Teacher Made: 2nd Semester
Review
 2nd Semester CBA Exam
Assessment and Evaluations
 Unit 4 Post-tests
 (Chapter 10,11,12)
 Unit 5 Post-tests
 Unit 6 Post-tests
 Unit 7 Post-tests
 Unit 8 Post-tests
 Unit 9 Post-tests
Iceland
Iberian Peninsula
Poland
Map and Geography Skills
 Chapter Map Activity 15
Balticd republics
Hungary
Czech Republic
Technology
 Qwizdom
Slovakia
The Balkan Countries
Ukrainian
Belarus
Moldova
Russia
The Causasus
The Central Asian Republics
Canada
70
WESLACO INDEPENDENT SCHOOL DISTRICT
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The United States
Mexico
Central America
Oceania
Africa
Australia
Pacific Rim
71
WESLACO INDEPENDENT SCHOOL DISTRICT
st
th
1 -6 Six Weeks: Ongoing Throughout the Year
6th Grade
Social Studies Skills
Student Expectations:
22(A) use social studies terminology correctly
22(B) incorporate main and supporting ideas in verbal and written communication based on research
22(C) express ideas orally based on research and experiences
22(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
22(E) use standard grammar, spelling, sentence structure, and punctuation
22(F) use proper citations to avoid plagiarism.
23(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution
23(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action
to implement a decision.
Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
72