INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days State Resources: IFD Legend Bold, italic black: Knowledge and Skill Statement (TEKS) Bold black: Student Expectation (TEKS) Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity) Italics blue: provides unit level clarification Strike-through : Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST Grade 06 Social Studies Unit 01 Exemplar Lesson 01: Culture of the United States Grade 06 Social Studies Unit 01 Exemplar Lesson 02: Canada Grade 06 Social Studies Unit 01 Exemplar Lesson 03: Mexico Grade 06 Social Studies Unit 01 Exemplar Lesson 04: Characteristics of a Region Grade 06 Social Studies Unit 01 Rubric 01 Grade 06 Social Studies Unit 01 Rubric 02 Grade 06 Social Studies Unit 01 Rubric 03 Grade 06 Social Studies Unit 01 Rubric 04 Social Studies Grade 06 Unit 01: North America RATIONALE: This unit bundles social studies standards that introduce and build foundational understandings of major concepts that will be addressed throughout the year related to culture and contemporary cultures around the world. This unit introduces the concept of culture through a study of the United States, so that students can begin with the familiar, and then move on to Canada and Mexico to introduce the comparative cultural elements that will be explored throughout the year: key historical events, geographic features, economic systems, government and citizenship, and characteristics that fall under the umbrella of “culture” (language, belief systems, food, art, music, etc.). The unit introduces the year’s overarching idea that contemporary societies, although similar in many ways, reflect global diversity. Students will be introduced to the concept that diversity can be found at every level: local, national, and regional. Students will build on this essential concept with each unit, learning about the complexity of the world in which we live while recognizing the characteristics and practices that tie us together. Last Updated 06/01/2012 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 25
25
Embed
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies · Grade 06 Social Studies Unit 01 Exemplar Lesson 01: Culture of the United States Grade 06 Social Studies Unit 01 Exemplar Lesson
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
State Resources:
IFD Legend
Bold, italic black: Knowledge and Skill Statement (TEKS)
Bold black: Student Expectation (TEKS)
Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)
Italics blue: provides unit level clarification
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST
Grade 06 Social Studies Unit 01 Exemplar Lesson 01:
Culture of the United States
Grade 06 Social Studies Unit 01 Exemplar Lesson 02:
Canada
Grade 06 Social Studies Unit 01 Exemplar Lesson 03:
Mexico
Grade 06 Social Studies Unit 01 Exemplar Lesson 04:
Characteristics of a Region
Grade 06 Social Studies Unit 01 Rubric 01
Grade 06 Social Studies Unit 01 Rubric 02
Grade 06 Social Studies Unit 01 Rubric 03
Grade 06 Social Studies Unit 01 Rubric 04
Social Studies Grade 06 Unit 01: North America
RATIONALE:
This unit bundles social studies standards that introduce and build foundational understandings of major concepts that will be addressed throughout the year related to culture and
contemporary cultures around the world. This unit introduces the concept of culture through a study of the United States, so that students can begin with the familiar, and then move on to
Canada and Mexico to introduce the comparative cultural elements that will be explored throughout the year: key historical events, geographic features, economic systems, government
and citizenship, and characteristics that fall under the umbrella of “culture” (language, belief systems, food, art, music, etc.). The unit introduces the year’s overarching idea that
contemporary societies, although similar in many ways, reflect global diversity. Students will be introduced to the concept that diversity can be found at every level: local, national, and
regional. Students will build on this essential concept with each unit, learning about the complexity of the world in which we live while recognizing the characteristics and practices that tie
us together.
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 25
Prior to this unit, students have been introduced to basic map skills and many geographic and cultural concepts at the elementary level. This unit, however, assumes little prior
knowledge about what constitutes culture, and therefore serves as a key introduction to the key concepts for the year. The United States is presented as students’ first example of culture
and diversity. Canada is then presented as a counterpoint to the U.S., so that students can compare and contrast the two. Mexico then brings in the first close study of government and
economics and their role in culture; although rich in resources and sharing a colonial past with its northern neighbors, Mexico looks very different than the U.S. and Canada. Finally,
students learn about the concept of region and how North America is a region; region is a concept that is central to how this course is organized and taught.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
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.
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 06 Social Studies Unit 01 PI 01
Create a web that illustrates elements of culture. Explain
in a paragraph, using the U.S. as an example, how people
do exhibit the mainstream culture and reflect diverse
culture groups within the country. Include the following
words in your paragraph: society, diversity, demographics,
national identity.
Standard(s): 6.2B , 6.15B , 6.22D
ELPS ELPS.c.1C , ELPS.c.5F
Culture
National identity
Demographics
Cultures share common elements and reflect the diversity
of individuals and groups within the culture.
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 25
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
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 anotherCultural trait – any characteristic of human activity acquired in social life and transmitted by communicationDiversity – a point of differenceMulticulturalism – the preservation of different cultures or cultural identities within a unified society, as a state or nationRegion – 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
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 25
A culture’s art form is often an expression ofcontemporary issues – murals an expression of desireto promote a specific history and identity to Mexican
people
6.21 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:
6.21B analyze information by sequencing, categorizing, identifying cause-and- Analyze
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 20 of 25
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.TEKS#
SE#
6.22E use standard grammar, spelling, sentence structure, and punctuation
6.22F use proper citations to avoid plagiarism.
6.23 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:
6.23A 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
6.23B 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
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.