Campus: Huddleston Intermediate
Author(s): Iain Jarvis / Miriam Mercer
Date Created / Revised: 8/2/13
Six Weeks Period: 1st
Grade Level & Course: 6th Grade, Social Studies (World Cultures)
Timeline: 2 days
Unit Title: 01 - North America
Characteristics of a Region
Stated Objectives:
TEK # and SE
Lesson # 04
6.3 Geography. The student uses geographic tools to answer geographic questions. The student
is expected to:
6.3C Compare various world regions and countries using data from geographic tools, including
maps, graphs, charts, databases, and models.
6.4 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:
6.4D Identify and locate major physical and human geographic features such as landforms,
water bodies, and urban centers of various places and regions.
6.4E Draw sketch maps that illustrate various places and regions.
6.4F 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.
6.5 Geography. The student understands how geographic factors influence the economic
development, political relationships, and policies of societies. The student is expected to:
6.5A Identify and explain the geographic factors responsible for the location of economic
activities in places and regions.
6.5B 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.
6.16 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:
6.16B Compare characteristics of institutions in various contemporary societies.
Social Studies Skills TEKS
6.22 Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
6.22D Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies based on research.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
• Cultures share common elements and reflect the diversity of individuals and groups
within the culture.
• Although friction and conflict often result from multiple points of view within a society,
groups choose to maintain their relationships unity for the common good.
• Interaction between a country’s government, its economic system, and the factors of
production often determines the level of economic development in a country.
• Historical, geographic, cultural, and/or economic factors define regions.
Misconceptions
• Students often hold stereotypes that influence their understanding of Canada, the U.S,
and Mexico.
• Many students may think that Canada is “just like the U.S.”
• Students often see Mexico as monolithic and lacking in diversity.
• Students may think of culture as something other people have, but don’t recognize the
aspects of their own lives that constitute culture.
Key Vocabulary
• Culture – a particular form or stage of civilization, as that of a certain nation or period: Greek
culture; the behaviors and beliefs characteristic of a particular social, ethnic, or age group: the
youth culture
• Anthropology – the sum total of ways of living built up by a group of human beings and
transmitted from one generation to another
• Cultural trait – any characteristic of human activity acquired in social life and transmitted by
communication
• Diversity – a point of difference
• Multiculturalism – the preservation of different cultures or cultural identities within a
unified society, as a state or nation
• Region – an extensive, continuous part of a surface, space, or body: a region of the Earth; a
part of the Earth's surface (land or sea) of considerable and usually indefinite extent: a tropical
region; a district without respect to boundaries or extent: a charming region in Connecticut; a
large indefinite area or range of something specified
• Sphere – a region of authority
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
1.Introduce students to the many different ways data (population,
birthrate, etc.) about a country can be presented.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
2.Say: The data you are about to view is based on the three
countries we have studied.
3.Show students the three slides from the Teacher Resource:
PowerPoint: Characteristics of a Region. The three slides include
three population pyramids, one for the U.S., one for Canada and
one for Mexico. Ask the following questions:

•What type of data is being presented? Population
•What year does the data represent? 2012
•Why are there two different colors? Male and Female genders
•What do the numbers in the middle represent? Age
4.Students view each of the population pyramids and write
similarities and differences between the three countries.
Ask:
•Based on the population maps you have viewed, what
predictions can you make about each country’s economy? (Hint:
age groups)
5.Say:
•Today’s lesson will focus on North America. We will examine the
major factors of this region.
Day 1 – Explore /
Explain
1.Place students in groups of three. Each student reads about
one of the three countries: U.S., Mexico and Canada and
completes a graphic organizer. See the Instructional Note.

2.Explain to students that they are gathering information about
three countries divided by political boundaries but that all three
countries form a region, North America.
3.Students proceed by gathering information from their textbooks
and websites such as:
https://www.cia.gov/library/publications/the-world-factbook/
4.Once students have gathered information and completed their
graphic organizer, each student explains the factors of their
region to the other two members of the group.
5.Groups proceed with comparing all three countries and listing
the historical, geographic, cultural and economic commonalities
that form the North American region.
6.Examples:
•Historical: all three countries were explored, conquered and
colonized by European countries.
•Geographic: all three countries are attached and share bodies of
water such as the Atlantic and Pacific Oceans.
•Culture: religion, public education
•Economy: trade, free-market economy
Day 2 – Elaborate
1.Sketch a map of the Western Hemisphere and label the major

population density
map of North
America
geographic features of the region.
•Atlantic Ocean
•Pacific Ocean
•Mississippi River
•Gulf of Mexico
•Rocky Mountains
•Yucatan Peninsula
2.View a population density map of North America .
3.Facilitate a discussion where students elaborate on why certain
areas are highly populated while others are not.
Day 2 - Evaluate
Grade 06 Social Studies Unit 01 PI 04

Outline map of North
America
Complete a map to show the major geographic features of the
North American region. Write an explanation telling why North
America is considered a region. Include: (1) geography, (2) at
least one shared historical factor (invasion, conquests,
colonization, immigration, trade), (3) two cultural traits, and (4) at
least one economic component (trade, labor, migration, etc.) that
influence the region.
Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A , 6.5B , 6.16B ,
6.22D
ELPS ELPS.c.1C , ELPS.c.1E
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.