​ 6​th​ grade SS Unit 5 Title Central America and the Caribbean Big Idea/Enduring Understanding Cultures change as new ideas are introduced. Suggested Dates 1.5 weeks Guiding Questions How do cultures spread to new geographic regions? How do geographic features influence the culture? What are the positive and negative impact of cultural diffusion? TEKS Readiness TEKS 3A 4D 6A 7A 15E 17AD Supporting TEKS 4AE 10A 16B 17BCE Process Skills 21B 22AC Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question Coming Soon The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these CISD 2015, Updated 8/11/16 and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student District Specificity/Examples Vocabulary Instructional Suggested Resources Expectations Strategies Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Focus : Understanding relationships among world cultures. (17) Culture. The student understands Students should understand how European Research in McGrawHill Text/Online Resources relationships that exist among world occupation by various European Countries groups: Belize, cultures. The student is expected to: Countries left its mark on the Caribbean Guatemala, Our World Today Regional Atlas pages cultures of various Caribbean nations Dominic Republic 480­481 (A) identify and describe how culture nations. and Haiti. Share traits such as trade, travel, and war Belize— informatin with Material World spread; Language English the class. Hungry Planet Currency Belize Dollar Guatemala​­ United Streaming Videos (Open United Language­ Spanish and Mayan Streaming in another window and log languages in­then click on the link below) Currency Quetzal ​Geography of Mexico and Central America Dominican Republic​ ­ Language Spanish Central America Today: Life in Central Currency Peso America Haiti Language French Latin American Art and Architecture Currency Gourde Students should understand how trade with other countries and travelers from other regions spreads culture. Currently many of these locations are trying to attract tourism. How does tourism change a culture? CISD 2015, Updated 8/11/16 (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development; (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: Communication­ Island nations are less isolated when improved communication allows easy outside communication Transportation Panama Canal Air travel Infrastructure Economic Development Oil production Tourism Evaluate the impact of improved communication technologies(Cell phones and satellite TV’s) Factors Cultural change (Imporved) Communicatio
n systems (Improved) transportation systems Economic development Think/pair/share work on chart with communication, improved transportation and economic development as headings ­improvements in 20th/21st century Communicatio
n Technology Chart ­column 1 cultural diffusion, column 2 identify positive effects , column 3 negative effects Define the impact of cultural diffusion on individuals Define the impact of cultural diffusion on world societies Globalizationn Choose several McGraw Hill countries, students research cultural aspects of the culture Postitive examples of cultural diffusion Negative effects of cultural diffusion Positive effects Negative effects Cultural diffusion Research McGraw Hill examples of Poitive and negative effects of cultural diffusion In relationship to Central America Define: Physical Chart the cycles (C) evaluate the impact of improved communication technology among cultures; (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; (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (E) identify examples of positive and negative effects of cultural diffusion. (6) Geography. The student understands that geographical CISD 2015, Updated 8/11/16 United Streaming Video patterns result from physical environmental processes. The student is expected to: (A) describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes ​on Earth's surface; Earthquakes­ ​discuss physical effects on Haiti after the 2010 earthquake process and relatiohsips Erosion of geographic Haiti’s Killer Quake: Why it Happened Ocean currents processes and Earthquake features. Geographic tools Geographic questions Use the Three Levels of Questioning Latitude Longitude Absolute location Prime Meridian Model using the McGraw Hill latitude and longitude to find a location Show examples Reoccurring TEKS (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 CISD 2015, Updated 8/11/16 Whrere is it located? ● What is the absolute location? ● What is the relative location? Why is it there? ● What physical features influenced its placement? ● What human features influenced its placement? What is significant about its location? How is its location related to the location of other people, places and environments? What nations make up this region? Students must be able to locate ● Panama ● Cuba ● Puerto Rico ● Guatemala ● Jamaica McGraw Hill absolute locations. The student is expected to: (A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location; ● Aruba And the cities listed in 4.D using longitude and latitude. Equator Central American features that students must know should include the following… (other landforms, bodies of water and urban centers may be included as necessary ) Landforms ● Sierra Maestra ● Sierra De Los Organos ● Islands Bodies of Water ● Panama Canal ● Pacific Ocean ● Caribbean Sea ● Atlantic Ocean ● Gulf of Mexico Urban Centers ● Panama City ● Havana Use sketch maps to creat mental and physical images of places. Landforms Bodies of water Climate Use physical and McGraw Hill political maps of the region to identify and locate major land/water forms, urban centers associated with that region Sketch maps Illustrate Create a sketch McGraw Hill map of each world region, including key 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: (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; (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: CISD 2015, Updated 8/11/16 (E) draw sketch maps that illustrate 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: ​Central America​ and ​the Caribbean ­ ​tropical vegetation, rainforest, limited farmland, limited fresh water resources, agrarian (A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; Influence of the ocean Tourism Geographic factors Economic Activity Given special purpose maps of a selected region, ask students to explain, orally or in writing, the economic activity of the region based on geographic factors (climate, arable land, natural resources) Have students, working in “expert” groups analyze the economic development of their region in a chart including such topics as: country name, climate, land use, farming, exports, manufactured products, and so on. (7) Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: Student should compare the ways people in various regions of Central America and various regions of the Caribbean have adapted to their environments. Adapt Physical enviornemnt Human­ enviornemnt interaction Brainstorm ways humans adapt to weather, to climate, terrian, housing, food choices CISD 2015, Updated 8/11/16 Use​ physical, political, and resource maps. Review​: The study of ​economic​ ​development​ involves the analysis of how people fulfill their basic human needs. At its most primary level, economics is the study of scarcity and how people and societies deal with scarcity. Scarcity​ is the concept of unlimited wants and limited resources McGraw Hill (A) identify and analyze ways people have adapted to the physical environment in various places and regions; (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; Students must do a graphic organizer to compare various Central American and Caribbean countries. T­Charts, Venn Diagrams, or Matrixes are all appropriate. Ethnic groups Charts, Venn Diagram to organize and analyze differences in societies McGraw Hill (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: (B) compare characteristics of institutions in various contemporary societies; Students should be comparing the economic systems, government systems, religions, of Central American and Caribbean Countries. Skills (21) Social studies skills. The student applies critical­thinking 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 CISD 2015, Updated 8/11/16 On going, embedded cause­and­effect relationships, comparing, contrasting, ​finding the main idea​, summarizing, making generalizations and predictions, and drawing inferences and conclusions (21) Social studies skills. The student applies critical­thinking 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: On going, embedded Activity Show me the Money In groups, students examine money from different countries to locate symbols and images. Then have students chart the information with headings such as; Country of Origin, Monetary Unit, Year, Watermarks or Authenticators, People, Buildings, Natural Features, Animals, Symbols. Have students share findings. Then ask students to design the front and back of a bill for a country. On going, embedded (C) organize and interpret information from ​outlines, reports, databases, and visuals, including graphs,​ ​charts,​ ​timelines, ​and maps; (21) Social studies skills. The student applies critical­thinking 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 cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making CISD 2015, Updated 8/11/16 generalizations and predictions, and drawing inferences and conclusions; CISD 2015, Updated 8/11/16