CCSS Social Studies, Geography, Western Hemisphere
Objective
6-9.GWH.1.8.1 Describe major aspects of the
civilizations of the Western Hemisphere prior to
European contact, such as Mesoamerica.
1
CCSS
Sample Sheltered Instruction Objectives
Sub Objectives
• Describe civilizations of the Western Hemisphere Content Objective: Describe the civilizations of
prior to European contact in the:
the Western Hemisphere prior to European contact.
North America, South America, and Central
America.
Language Objective: Students will listen to a brief
lecture, read about each region, and discuss the
CCSS (R) - Analyze the relationship between a
customs, religion, economy, and politics of each
primary and secondary source on the same topic.
region
Task Analysis
Idaho Standard Task Analysis:
• List the characteristics of each civilization.
• Describe the cultural aspects of the early
civilizations.
• Create a model of an aspect of early American
civilization.
• Design a representation of vocabulary.
• Compare and contrast the pre-European
civilizations of the Western Hemisphere.
Essential Vocabulary
Prior: civilization
Explicit: Mesoamerica
Introductory: Olmec, Aztec, Inca, Maya, Toltec
Resources
Activities
The teacher should evaluate these online
resources to use throughout their course.
• Have each student add a characteristic of each
civilization to the chart on the board.
• Student will create a PowerPoint that describes
and illustrates each of the civilizations in South and
Central America.
• Student teams will select a civilization and create
a PowerPoint.
• Create a timeline of Mesoamerica from then to
now.
• Make a placemat for each of the civilizations in
Mesoamerica (or any other topic.)
• Have a station for each civilization and have the
students rotate around and complete an activity at
each station.
www.lizardpoint.com – maps and map quizzes
www.sheppardssoftware.com – map games and
other subjects
www.freerice.com – quiz on different subjects
www.googlesquared.com – creating of charts
www.channelone.com – student centered news
and events
www.worldmapper.org – maps that show
information progression over time
www.learner.org – resources and map quiz
www.brainpop.com – videos on all subjects –
only a few are free
www.theweek.com – current events
www.pppst.com – free PowerPoint
CCSS (R) Task Analysis:
www.flocab.com – vocabulary and music
• Examine a primary and secondary source of life
www.itouchmaps.com - maps
for the indigenous people prior to European
www.googleearth.com – virtual tours
contact.
www.pupilvision.earth.com – geography
presentation
• Show evidence that supports European impacts
• In advance, write the vocabulary words on slips of
Prior:
on indigenous cultures.
paper, have the students draw a slip and research
Explicit: indigenous, culture
• Identify health issues that impacted the cultures in Introductory: epidemic, mestizo, mulattoes, métis,
the term enough to explain or illustrate the term to
the Western Hemisphere.
the class.
Protestant, Catholic, plantation, wealth, empire,
• Explain how the distribution of wealth changes
• Guns, Germs, and Steel Video. (Jared Diamond)
smallpox
with European colonization.
(Online Resources)
• Compare and contrast science and technology
• Act out the interaction between the European and
between Europeans and the indigenous cultures in
the Western Cultures.
the Western Hemisphere.
• As a team students draw a vocabulary word out of
• Create a table showing the impact of
hat, the first person begins with the term, the next
Protestantism and Catholicism on the indigenous
person begins the definition and each successive
peoples.
student adds to the definition.
6-9.GWH.1.8.2 Examine the impact of Europeans • Examine the impact of Europeans on indigenous
on indigenous cultures in the Western Hemisphere. cultures in the Western Hemisphere on disease,
wealth, government, language, religion, science,
technology.
Content Objective: Explain the effects of the
Europeans on the indigenous cultures.
• What colonizing approaches were used in the
6-9.GWH.1.8.3 Compare various approaches to
European colonization in the Western Hemisphere. different latitudes?
Content Objective: Describe the forms of
colonization utilized in the Americas.
• List the different approaches used in colonization
in the Western Hemisphere.
• Explore the relationship between the type of
Language Objective: Students will create a chart colonization and the climate.
based on the reading of the textbook that compares • Compare and contrast different European
approaches to colonization in the Americas.
and contrasts the different approaches to
colonization.
Prior:
Explicit: colonization
Introductory: colony, plantation, hacienda,
collective farming, mission, slave, ejidos
• Make a chart showing the different colonization
techniques.
• As a team create a narrative personal account
from three perspectives of life in the 15th century,
from the conquistador, mestizo and an indigenous
native.
• Write a journal from the perspective of a
conquistador.
• Illustrate a climate map showing types of
colonization used in the different latitudes.
6-9.GWH.1.8.4 Explain how and why events may • Spanish Arrival (Ponce de Leon, Cortez, Pizarro,
be interpreted differently according to the points of etc.), French Arrival, Dutch Arrival, British, etc.
view of participants and observers.
CCSS (R) - Read and comprehend historical text
independently and proficiently.
Content Objective: Explain the impact of
exploration through the view of different
participants.
• List the historical influences wrought by the
arrival of European explorers.
• Chart the movement of Europeans to the Western
Hemisphere.
Language Objective: Create a student timeline by • Create a timeline to place events in chronological
giving each student a historical event and having the order.
• Analyze the approach to colonization taken by
student research the event and then place
each European culture.
him/herself in the correct chronological place.
___________________________________
CCSS Task Analysis:
• Read and paraphrase a section of text.
Prior:
Explicit: perspective
Introductory: exploration, Northwest Passage,
conquistador, progenitor primogeniture
• Draw a visual representation of the transfer of
goods and services between the Old and New
World.
• In a spreadsheet create a timeline placing the
arrival of Europeans to the Western World.
Provide illustrations from the internet or magazine.
• Draw a graphic organizer to help students trace
major events in the New World.
Content Objective: Name the different types of
Prior: Globe, map, continents, ocean, islands,
Language Objective: Students will view a clip of
the Disney film Pocahontas and read a factual
account of the settlement of Jamestown and write
an essay comparing and contrasting the views.
No objectives in Geography–Western Hemisphere.
6-9.GWH.2.1.1 Explain and use the components of CCSS (R) - Determine the meaning of words and
Created June 2011, Southeast Idaho
Idaho Standard Task Analysis:
http://ofcn.org/cyber.serv/academy/ace/soc/c • Create a jeopardy category for maps.
CCSS Social Studies, Geography, Western Hemisphere
Objective
maps, compare different map projections, and
explain the appropriate uses for each. (469.01b)
6-9.GWH.2.1.2 Apply latitude and longitude to
locate places on Earth and describe the uses of
technology, such as Global Positioning Systems
(GPS) and Geographic Information Systems (GIS).
CCSS
Sub Objectives
phrases as they are used in a text, including
vocabulary specific to domains related to
history/social studies.
• Apply latitude and longitude to locate places on
Earth.
• Describe the uses of geographic technology such
as GPS and GIS.
CCSS (R) - Integrate visual information (e.g. in
charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
2
Sample Sheltered Instruction Objectives
maps.
Language Objective: Using guided text students
will produce their own map, including scale, key,
compass rose, etc.
Content Objective: Apply latitude and longitude
to locate places on a map.
Language Objective: Students will use various
types of maps and find locations, place names, and
physical features using the grid system.
CCSS (W) - Use technology, including the
Internet, to produce and publish writing and present
the relationships between information and ideas
clearly and efficiently.
6-9.GWH.2.1.3 Use mental maps to answer
geographic questions . (469.01b)
• Use mental maps to answer geographic questions. Content Objective: Describe the physical
characteristics of a specific region.
6-9.GWH.2.1.4 Analyze visual and mathematical
data presented in charts, tables, graphs, maps, and
other graphic organizers to assist in interpreting a
historical event. (473.01a)
CCSS (R) - Integrate visual information (e.g. in
Content Objective: Analyze geographical data.
charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
Language Objective: Students will, using various
data sets provided, interpret historical events of
people in a particular region. (googlesquare.com)
6-9.GWH.2.2.1 Explain how Earth/sun
relationships, ocean currents, and winds influence
climate differences on Earth. (469.03f)
Created June 2011, Southeast Idaho
Task Analysis
• Name different types of maps.
• List the parts of the map.
• Identify different types of map projections.
• Explain the appropriate use for each map
projection.
• Identify items on the map using the legend.
• Utilize scale to find the distance between two
points on a map.
CCSS (R) Task Analysis:
• Link the vocabulary words with their definitions
(e.g. I Have, Who Has vocab game).
• Draw a visual representation of the word.
• Locate a series of places on a map using lat. and
long.
• Identify uses for GPS and GIS.
• Describe the relationship between time zones and
distance.
__________________________________
CCSS (R) (W) Task Analysis:
• Create a PowerPoint using written language,
charts, graphs, photographs, etc., on selected
topics.
Essential Vocabulary
Resources
Activities
equator, hemispheres
Explicit: scale, compass rose, cardinal directions,
latitude, longitude, prime meridian, legend, political
maps, physical maps
Introductory: grid, parallels, degrees, minutes,
meridians, map projections, International Date Line,
thematic maps
ecsst/cecsst122.html
http://ofcn.org/cyber.serv/academy/ace/soc/c
ecsst/cecsst128.html
http://www.nationalgeographic.com/xpedition
s/lessons/01/g912/projections.html
• Making a Cartogram
• Five themes of Geography
• Exploring Map Projections (meets all tasks in this
standard)
Prior:
http://www.geocaching.com
Explicit: latitude, longitude, relative location,
absolute location
Introductory: Universal Trans Mercator (UTM),
time zone, Geographic Information System, Global
Positioning System.
• Draw a map from memory of a specific region.
Prior:
• Describe the physical characteristics of a specific Explicit: region
region.
Introductory:
• When given map information evaluate the climate
Language Objective: Students will watch a
physical feature video of a region/place while filling of the region.
• Place yourself in another country and draw a map
in a corresponding worksheet.
from the perspective of that country.
• Interpret data found in a chart, table, graph etc.
• Chart data.
• Using a spreadsheet program graph population or
weather data and analyze the data.
• Using Google Maps compare and contrast your
community to community X.
• List five things that affect climate.
• Chart ocean currents.
• Diagram the earth/sun relationship.
• Build and use a sundial.
Language Objective: Students will create a visual • Predict climate using ocean currents and
prevailing winds and physical features.
showing ocean and wind current movement and
possible effects of a particular current based on a
current event, e.g. Japan tsunami, US tornadoes,
etc.
Content Objective: Explain how Earth/sun
relationships, ocean currents, and winds influence
climate differences on Earth.
Prior:
Explicit:
Introductory: pie chart, flow chart, bar graph, line
graph, pictograph, climagraph, timeline diagram,
table, elevation profile
Prior:
Explicit: orbit, revolution, rotation, climate,
weather
Introductory: equinox, solstice, axis, monsoon,
green house effect, Gulf Stream/North Atlantic
Drift, prevailing winds, rain shadow, water cycle,
Equator, Tropic of Cancer, Tropic of Capricorn,
Arctic Circle, Antarctic Circle
• Geocaching – online GPS game.
• Dava Sobel, Longitude, with Video.
• From Chicago’s Central Hub follow the flight
plans to 10 different locations in the world and
determine the time difference.
• After discussing pros and cons of consistent time
zones, in a short essay, explain the benefit of having
consistent time zones.
• Students randomly draw a set of coordinates and
create a PowerPoint about the absolute location.
• Students will color a map, cut the countries out
and reassemble the continent. Information about the
country can be included on the back of each piece.
• Place names of countries in a hat, have a student
draw out two names. Student (or group) will
describe the countries, oceans, etc. that they would
travel through to reach the second country.
• Draw a map of the world, continent, and state in
the parking lot and have the students label locations
on the map.
• Create a flow chart on any topic showing a cause
and effect relationship or steps in process.
• In a spreadsheet graph population.
• In a spreadsheet graph high and low temperature
and precipitation in a specific region or city.
http://www.uwsp.edu/geo/faculty/ritter/geog • On a worksheet have students fill in information
101/textbook/energy/earth_sun_relations_seas related to the Solstice and Equinox.
ons.html (Seasons video and diagrams,
vocabulary)
CCSS Social Studies, Geography, Western Hemisphere
Objective
3
CCSS
Sub Objectives
Sample Sheltered Instruction Objectives
Task Analysis
• Map climate regions.
• Compare and contrast different climate regions.
6-9.GWH.2.2.2 Locate, map, and describe the
climate regions of the Western Hemisphere and
their impact on human activities and living
conditions.
Content Objective: Map the Climate Regions.
6-9.GWH.2.2.3 Identify major biomes and explain
ways in which the natural environment of places in
the Western Hemisphere relates to their climate.
(469.03a)
Content Objective: Define the land biomes of the • Map the biomes
• Create a chart showing world climate, plant and
Western Hemisphere.
animal regions
Language Objective: The students will organize a • Explain how biomes affect culture.
four square diagram of a selected biome. This will
include an illustration, definition, and question
about that particular biome.
Language Objective: The students will develop a
climate map of the Western Hemisphere using color
coding.
6-9.GWH.2.2.4 Analyze and give examples of the
consequences of human impact on the physical
environment and evaluate ways in which technology
influences human capacity to modify the physical
environment. (469.05a)
Resources
Activities
Physical Geography a Landscape Appreciation,
8th Edition by Tom McKnight, Pearson/Prentice
Hall, Use a Matrix and given information
determine climate regions
http://www.npr.org/news/specials/climate/in
teractive/
http://video.nationalgeographic.com/video/pla
yer/environment/global-warmingenvironment/way-forward-climate.html
www.howstuffworks.com
• Physical Geography a Landscape Appreciation, 8th
Edition by Tom McKnight, Pearson/Prentice Hall,
Use a Matrix and given information determine
climate regions.
Prior:
Explicit: biome
Introductory:
Prior:
Explicit: physical environment, technology
Introductory: pollution, deforestation,
reforestation, acid rain, smog, recycling,
urbanization, desalination, greenhouse effect
6-9.GWH.2.3.1 Identify the names and locations of CCSS (W) - With some guidance and support
countries and major cities in the Western
from peers and adults, develop and strengthen
Hemisphere.
writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on
how well purpose and audience have been
addressed.
Content Objective: Identify the names of
countries, capitals, and major cities of the Eastern
Hemisphere.
Language Objective: Students will answer oral
questions dealing with countries and capitals.
6-9.GWH.2.3.2 Describe major physical
characteristics of regions in the Western
Hemisphere.
CCSS (W) - Produce clear and coherent writing in Content Objective: Identify major landforms and
which the development, organization, and style are water bodies of the Western Hemisphere.
appropriate to task, purpose, and audience.
Language Objectives: Students will answer oral
questions dealing with water bodies and landforms.
6-9.GWH.2.3.3 Identify patterns of population
distribution and growth in the Western Hemisphere
and explain changes in these patterns, which have
occurred over time. (469.04b)
CCSS (W) - Conduct a short research project to
answer a question (including a self-generated
question), drawing on several sources and
generating additional related, focused questions that
allow for multiple avenues of exploration.
Content Objective: Use visual data to compare
different aspects of population:
6-9.GWH.2.4.1 Describe major cultural
characteristics of regions in the Western
Hemisphere.
• Describe characteristics of culture.
Content Objective: Relate cultures to what
students already know.
CCSS (R) - Distinguish among fact, opinion, and
reasoned judgment in a text.
CCSS (W) - Draw evidence from informational
texts to support analysis reflection, and research.
Created June 2011, Southeast Idaho
Essential Vocabulary
Prior:
Explicit: climate, weather
Introductory: low latitude, middle latitude, high
latitude, humid tropical, Tropical Savanna, desert,
steppe, Mediterranean, humid subtropical, Marine
West Coast, humid continental, Subarctic, tundra,
ice cap, highland
Language Objective: Students will use data to
graph and compare urban and rural population
percentages of selected countries.
Language Objective: After a brief teacherdirected discussion students will choose a cultural
topic and research the topic within a cultural
region. Share information in class. *See Activity
http://www.npr.org/news/specials/climate/in • Draw a map and identify major countries and
cities in the Western Hemisphere.
teractive/
• Research and list countries that have been
renamed or have redefined their boundaries in the
www.freerice.com
last ten years.
www.sheppardsoftwar.com
• Justify the ten characteristics needed to be
www.lizardpoint.com
considered a country.
www.brainpop.com
www.geographygames.com
www.worldmapper.org (cartograms)
• Draw a map and identify major countries and
cities in the Western Hemisphere.
___________________________________
CCSS (W) Task Analysis:
• Create a travel brochure on a selected location.
Prior:
Explicit: relative location
Introductory: country, state, urban, rural,
metropolitan
• Describe the physical features of a region using a
topographical map.
• Create a model of the Western Hemisphere.
___________________________________
CCSS (W) Task Analysis:
• Create a newspaper with articles on the physical
features of a location.
• Using various maps determine demographics of a
particular area.
• Map population
• Chart population
___________________________________
CCSS (W) Task Analysis:
• Trace family history and migration that has
brought student to Idaho.
Prior:
Explicit:
Introductory: topographical map, mesa, plateau,
gulf, bay, isthmus, delta, bay, oasis, desert,
sinkhole, peninsula, strait, wetlands, archipelago
• Video dictionary, (create in PowerPoint,)
• Trace the Snake: Arrange desks in the shape of a
snake, each desk is a 45 second station, stations are
learning centers for vocabulary or information
related to the topic.
Prior:
Explicit: population, population density,
population distribution
Introductory: cartography, cartogram,
demographer
• Piece of the Pie: world distribution of population,
wealth, resources.
• Determine population growth in a variety of
countries. Does the country have negative or
positive population growth?
• Create a cartogram (thematic map that transforms
space such that the political unit with the greatest
value for some type of data is represented by the
largest relative area.)
• Describe characteristics of culture.
• List cultural characteristics in each region.
• Create a culture.
__________________________________
CCSS (R) (W) Task Analysis:
• Students will read a selection and circle facts and
underline opinions and justify their reasonings.
Prior:
Explicit: culture
Introductory: sub culture, culture region, ethnic
groups, culture traits, multicultural, race,
acculturation, symbol, domestication, cultural
diffusion, subsistence agriculture, commercial
agriculture
http://video.nationalgeographic.com/video/pla *Students should choose a focus area: food,
language, dress, music, religion, sports,
yer/environment/global-warmingarchitecture, arts, etc.
environment/way-forward-climate.html
CCSS Social Studies, Geography, Western Hemisphere
Objective
6-9.GWH.2.4.2 Compare and contrast cultural
patterns in the Western Hemisphere, such as
language, religion, and ethnicity. (469.04c)
CCSS
Sub Objectives
CCSS (W) - Write informative/explanatory texts
using the steps outlined in the Writing Standards for
Literacy in Social Studies #2.
4
Sample Sheltered Instruction Objectives
Task Analysis
• Compare and contrast cultural patterns in the
Western Hemisphere, such as language, religion,
and ethnicity.
__________________________________
CCSS (W) Task Analysis:
• Write an informative paper on one of the major
religions of the Western Hemisphere.
Essential Vocabulary
Prior:
Explicit: ethnicity, ethnic group
Introductory: cultural patterns, Protestant
Reformation, Roman Catholic Church, language
families
Resources
www.howstuffworks.com
Activities
• Using a newspaper or news magazine identify
cultural patterns that affect the news.
• Using a word processing computer create a
magazine about your assigned country, include
pictures, advertisements and travel information.
Include information that represents that countries
culture.
6-9.GWH.2.4.3 Analyze the locations of the major
manufacturing and agricultural regions of the
Western Hemisphere.
• Analyze the locations of the major manufacturing Prior:
and agricultural regions of the Western
Explicit: manufacturing, agriculture
Hemisphere.
Introductory:
6-9.GWH.2.5.1 Analyze the distribution of natural
resources in the Western Hemisphere.
• Analyze the distribution of natural resources in the Prior:
Western Hemisphere.
Explicit: natural resources, nonrenewable
resources, renewable resources
Introductory: origin, fossil fuel, deforestation,
desertification
http://www.nationalgeographic.com/xpedition • Trace the origin of a product from beginning to
end.
s/lessons/17/g68/history.html
• List ways humans impact the physical
environment.
• Compare and contrast human impact between
developed and developing world countries.
http://afe.easia.columbia.edu/geography/elem
ent_e/ee14.html#1
6-9.GWH.2.5.2 Give examples of how both natural
and technological hazards have impacted the
physical environment and human populations in
specific areas of the Western Hemisphere.
(469.05c)
• Consequences of human impact on the physical
environment.
• Technology influences human capacity to modify
the physical environment.
Prior:
Explicit: developed country, developing country,
third world country
Introductory: pollution, terraces
6-9.GWH.2.5.3 Give examples of how land forms
and water, climate, and natural vegetation have
influenced historical trends and developments in the
Western Hemisphere. (469.06c)
• List examples of how landforms and water bodies, Prior: land form,
climate, and natural vegetation have influenced
Explicit: vegetation
historical trends and developments in the Western Introductory:
Hemisphere.
• Create a timeline showing how history is impacted
by landforms and water bodies, climate, and natural
vegetation.
6-9.GWH.2.5.4 Identify contrasting perspectives of CCSS (R) - Identify aspects of a text that reveal an
environmental issues that affect the Western
author's point of view or purpose (e.g. loaded
Hemisphere.
language, inclusion or avoidance of a particular
topic.)
• List different perspectives on selected
environmental issues.
• Map areas that have been impacted by
deforestation/desertification.
• Debate the cost/ benefits of environmental issues.
__________________________________
CCSS (R) (W) Task Analysis:
• Read current event articles relating to
environmental issues, paraphrase the information,
and identify the point of view of the author.
Prior:
Explicit:
Introductory: deforestation, desertification, soil
depletion
• List human-induced changes in the physical
environment.
• Explain how human-induced changes in physical
environment impact other areas.
Prior:
Explicit: human environment interaction
Introductory: megalopolis, acid rain, air and water
pollution, deforestation.
Idaho Standard Task Analysis:
• Define basic economic terms.
Prior:
http://ofcn.org/cyber.serv/academy/ace/soc/c • Using your closet to determine World Trade.
Explicit: scarcity,
ecsst/cecsst131.html
Introductory: consumer, trade, supply and demand
CCSS (W) - Gather relevant information from
multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy
of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism
and following a standard format for citation.
6-9.GWH.2.5.5 Explain how human-induced
changes in the physical environment in one place
can cause changes in another place, such as acid
rain, air and water pollution, deforestation.
(469.05b)
Standard 3: Economics
6-9.GWH.3.1.1 Define scarcity and its impact on
decision making such as trade and settlement.
Created June 2011, Southeast Idaho
• Research and decide if acid rain would be
beneficial in Southern Idaho.
CCSS Social Studies, Geography, Western Hemisphere
Objective
CCSS
Sub Objectives
CCSS (R) - Identify key steps in a text's
description of a process related to history/social
studies (e.g. how a bill becomes a law, how interest
rates are raised or lowered.)
5
Sample Sheltered Instruction Objectives
Task Analysis
Resources
Essential Vocabulary
• List economic systems.
• Define economic systems.
• List the different economic systems in the Western
Hemisphere.
• Compare and contrast how the different economic
systems answer the basic economic question.
• Map natural resources.
__________________________________
CCSS (R) Task Analysis:
• Describe the steps a country takes to move from
an agricultural economy to an industrial economy
(e.g. Brazil).
Prior:
Explicit: economy, command economy, market
economy
Introductory: mixed economy, exports, imports,
Gross Domestic Product (GDP), Gross National
Product (GNP), interdependence
6-9.GWH.3.2.2 Compare the standard of living of
various countries of the Western Hemisphere today
using Gross Domestic Product (GDP) per capita as
an indicator.
• Compare the standard of living of various
countries of the Western Hemisphere today using
Gross Domestic Product (GDP) per capita as an
indicator.
Prior:
Explicit: GDP
Introductory: per capita
6-9.GWH.3.2.3 Analyze current economic issues in
the countries of the Western Hemisphere using a
variety of information resources.
• Analyze current economic issues in the countries
of the Western Hemisphere using a variety of
information resources.
Prior:
Explicit:
Introductory: poverty, race, gender, equality
6-9.GWH.3.2.4 Identify economic connections
between a local community and the countries of the
Western Hemisphere.
• Identify economic connections between a local
community and the countries of the Western
Hemisphere.
Prior:
Explicit:
Introductory: import, export, interdependence
Idaho Standard Task Analysis:
• Identify the major forms of government in the
Western Hemisphere.
• Compare and contrast major forms of government
in the Western Hemisphere with the United States.
Prior:
Explicit: democracy, communism,
Introductory: socialism, dictatorship,
parliamentary democracy, constitutional monarchy,
commonwealth, republic, federalism
6-9.GWH.3.2.1 Describe how different economic
systems in the Western Hemisphere answer the
basic economic questions on what to produce, how
to produce, and for whom to produce.
• Using news sources identify current economic
issues in the Western Hemisphere.
No objectives in Geography–Western Hemisphere.
No objectives in Geography–Western Hemisphere.
Standard 4: Civics and Government
No objectives in Geography–Western Hemisphere.
No objectives in Geography–Western Hemisphere.
No objectives in Geography–Western Hemisphere.
No objectives in Geography–Western Hemisphere.
6-9.GWH.4.5.1 Identify the major forms of
government in the Western Hemisphere and
compare them with the United States.
CCSS (W) - Write routinely over extended time
frames and shorter time frames for a range of
discipline specific tasks, purposes, and audiences.
CCSS (W) Task Analysis:
• Journal over time as a citizen of different types of
governments.
Standard 5: Global Perspectives
6-9.GWH.5.1.1 Discuss how social institutions,
Created June 2011, Southeast Idaho
CCSS (R) - Describe how a text presents
Idaho Standard Task Analysis:
Prior:
Activities
• Research ways donations from one country can
impact industry in another.
• The Foundations of Wealth, from video series In
the Classroom.
www.ushmm.org
CCSS Social Studies, Geography, Western Hemisphere
Objective
including family, religion, and education, influence
behavior in different societies in the Western
Hemisphere.
CCSS
Sub Objectives
information (sequentially, comparatively, casually.)
CCSS (R) - Analyze the relationship between a
primary and secondary source on the same topic.
6
Sample Sheltered Instruction Objectives
Task Analysis
• List social institutions.
• Discuss how social institutions influence behavior
in different societies in the Western Hemisphere.
• Compare and contrast the social institutions of
different societies in the Western Hemisphere.
• Defend the transfer of social institutions from the
Eastern Hemisphere to the Western Hemisphere.
Essential Vocabulary
Explicit:
Introductory: social institutions (i.e.,: religious
organizations, clubs, political parties, family
organization, education), perspective, Holocaust
CCSS (R) Task Analysis:
• Examine a primary and secondary source of life in
Europe during the Holocaust.
• Create a timeline of events from the readings.
• Upon reading a passage of a text, determine how
the information is presented (e.g. world religions
and comparatively.)
• List examples of how language, literature and the Prior:
arts shape the development and transmission of
Explicit:
culture in the Western Hemisphere.
Introductory: diffusion, acculturation
• Diagram the transfer of language from the Eastern
Hemisphere to the Western Hemisphere.
• Assess the transmission of culture from the
Eastern Hemisphere to the Western Hemisphere.
6-9.GWH.5.1.2 Give examples of how language,
literature, and the arts shaped the development and
transmission of culture in the Western Hemisphere.
CCSS (R) - Determine the central ideas or
information of a primary or secondary source:
provide an accurate summary of the source distinct
from prior knowledge or opinions.
• Define ethnocentrism.
• List examples of how this attitude can lead to
cultural misunderstandings.
__________________________________
CCSS (R) Task Analysis
• Create an ABC book on a culture using primary
and secondary sources.
Prior:
Explicit: ethnocentrism, nationalism
Introductory:
6-9.GWH.5.1.4 Discuss present conflicts between CCSS (R) - Cite specific textual evidence to
cultural groups and nation-states in the Western
support analysis of primary and secondary sources.
Hemisphere.
• List historical conflicts brought on by cultural
misunderstandings.
• Evaluate how cultural misunderstandings impact
human relations resulting in conflict.
Prior:
Explicit: cultural groups
Introductory: genocide
6-9.GWH.5.1.3 Define ethnocentrism and give
examples of how this attitude can lead to cultural
misunderstandings.
CCSS (R) Task Analysis
• Create a Venn diagram on a conflict comparing
and contrasting the differing views.
Created June 2011, Southeast Idaho
Resources
Activities