Sixth Grade
North America: People, Places. and Issues
SS0603
Sixth Grade Social Studies
Unit 3: North America: People, Places, and Issues
Big Picture Graphic
Overarching Question:
What are some social, economic, political, and environmental issues affecting the people of
North America?
Previous Unit:
Geography of the Western
Hemisphere
This Unit:
North America: People, Places, and
Issues
Next Unit:
South America: People,
Places, and Issues
Questions to Focus Instruction and Assessment:
1. In what ways are the countries and cultures of North America alike and different?
2. How do modifications to the environments of North America affect economic and social
systems?
3. What global patterns exist between the past and the present in North America?
4. How does economic activity lead to the exchange of cultural and political ideas in North
America?
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Sixth Grade
North America: People, Places. and Issues
SS0603
Graphic Organizer
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North America: People, Places. and Issues
SS0603
Unit Abstract:
In this unit students explore the social, economic, political and environmental issues of North
America. The unit begins with a review of the concept of culture. In small groups they gather
information about the cultural components of North America, describing how these components
vary at the local level. After being introduced to the concept of cultural diffusion students identify
and explain examples of this process first in the United States and then throughout the region. In a
shift of focus, students briefly use their prior knowledge of Early American history to create a
timeline and review major historical eras. They connect back to the previous lesson by identifying
ways in which the interaction of cultures over time resulted in cultural diffusion showing change
and continuity. Focusing in on the Aztec and Maya the next lesson uses multiple resources
including artifacts, informational text, literature, and Internet research to compare and contrast the
economies, religions, calendar systems, and role and class structure.
Students then compare the economies of different North American countries including the U.S.,
Mexico, Cuba, and Jamaica. Using the two countries on the island of Hispaniola they compare the
economic and political structures with a focus on foreign tourism. In a final economics lesson, they
explore the trade patterns associated with NAFTA (North American Free Trade Agreement) and
make generalizations about economic interdependence. In a civics lesson students compare the
governments of Cuba, the United States and Canada and analyze their geopolitical relationships.
Students analyze the public issue of whether or not Puerto Rico should become a state and then
compose a persuasive essay taking a position on the issue and justifying their position with a
reasoned argument.
After examining a variety of environmental issues, students identify and describe issues related to
the Great Lakes, including invasive species, water diversion, and pollution. They also examine
Mexico City and explore the environmental impact of urbanization, movement, and settlement
patterns.
Students identify examples of conflict and cooperation in North America and categorize and make
generalizations about the types of and reasons for each of these. Building on the concept of
cooperation, students examine international and regional organizations to which the United States
belongs including the United Nations and the Organization of American States and describe why
governments belong to these organizations. To conclude the unit, students use what they have
learned to respond to the focus questions.
Focus Questions
1. In what ways are the countries and cultures of North America alike and different?
2. How do modifications to the environments of North America affect economic and social
systems?
3. What global patterns exist between the past and the present in North America?
4. How does economic activity lead to the exchange of cultural and political ideas in North
America?
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Sixth Grade
North America: People, Places. and Issues
SS0603
Content Expectations
6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and
explain human activities over time. See also 7 – H1.1.1.
6 – H1.1.2:
Compare and contrast several different calendar systems used in the past and
present and their cultural significance (e.g., Olmec and Mayan calendar systems,
Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary
secular – B.C.E./C.E. Note: in 7th grade Eastern Hemisphere the Chinese, Hebrew,
and Islamic/Hijri calendars are included).
6 – H1.2.3:
Identify the point of view (perspective of the author) and context when reading and
discussing primary and secondary sources. See also 7 – H1.2.3.
6 – H1.4.2:
Describe and use themes of history to study patterns of change and continuity. See
also 7 – H1.4.2.
6 – H1.4.3:
Use historical perspective to analyze global issues faced by human long ago and
today. See also 7 – H1.4.3.
6 – W3.1.3: Describe similarities and differences among Mayan and Aztec societies, including
economy, religion, and role and class structure.
6 – W3.1.4: Describe the regional struggles and changes in governmental systems among the
Mayan and Aztec Empires.
6 – G1.2.6:
Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region. See also 7 – G1.2.6.
6 – G1.3.1:
Use the fundamental themes of geography (location, place, human environment
interaction, movement, region) to describe regions or places on earth. See also 7 –
G1.3.1.
6 – G2.2.1:
Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
6 – G2.2.3:
Analyze how culture and experience influence people’s perception of places and
regions (e.g., the Caribbean Region that presently displays enduring impacts of
different immigrant groups – Africans, South Asians, Europeans – and the differing
contemporary points of view about the region displayed by islanders and tourists).
See also 7 – G2.2.3.
6 – G4.1.1:
Identify and explain examples of cultural diffusion within the Americas (e.g.,
baseball, soccer, music, architecture, television, languages, health care, Internet,
consumer brands, currency, restaurants, international migration).
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Sixth Grade
North America: People, Places. and Issues
SS0603
6 – G4.3.2: Describe patterns of settlement by using historical and modern maps (e.g., coastal
and river cities and towns in the past and present, locations of megacities – modern
cities over 5 million, such as Mexico City, and patterns of agricultural settlements in
South and North America).
6 – G4.4.1:
Identify factors that contribute to conflict and cooperation between and among
cultural groups (control/use of natural resources, power, wealth, and cultural
diversity).
6 – G5.1.1:
Describe the environmental effects of human action on the atmosphere (air),
biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water)
(e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).
See also 7 – G5.1.1.
6 – C3.6.2:
Compare and contrast a military dictatorship such as Cuba, a presidential system of
representative democracy such as the United States, and a parliamentary system of
representative democracy such as Canada.
6 – C4.3.1:
Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2:
Explain the challenges to governments and the cooperation needed to address
international issues in the Western Hemisphere (e.g., migration and human rights).
6 – C4.3.3:
Give examples of how countries work together for mutual benefits through
international organizations (e.g. North American Free Trade Agreement (NAFTA),
Organization of American States (OAS), United Nations (UN)).
6 – E3.1.1:
Use charts and graphs to compare imports and exports of different countries in the
Western Hemisphere and propose generalizations about patterns of economic
interdependence.
6 – E3.3.1:
Explain and compare how economic systems (traditional, command, and market)
answer four basic questions: What should be produced? How will it be produced?
How will it be distributed? Who will receive the benefits of production? (e.g.,
compare United States and Cuba, or Venezuela and Jamaica.) See also 7 –
E3.3.1.
6 – P3.1.1:
Clearly state an issue as a question or public policy, trace the origins of an issue,
analyze various perspectives, and generate and evaluate alternative resolutions.
Deeply examine policy issues in group discussions and debates to make reasoned
and informed decisions. Write persuasive/ argumentative essays expressing and
justifying decisions on public policy issues. Plan and conduct activities intended to
advance views on matters of public policy, report the results, and evaluate
effectiveness.
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Sixth Grade
North America: People, Places. and Issues
•
•
•
•
•
•
•
SS0603
Identify public policy issues related to global topics and issues studied.
Clearly state the issue as a question of public policy orally or in written form.
Use inquiry methods to acquire content knowledge and appropriate data about
the issue.
Identify the causes and consequences and analyze the impact, both positive
and negative.
Share and discuss findings of research and issue analysis in group
discussions and debates.
Compose a persuasive essay justifying the position with a reasoned argument.
Develop an action plan to address or inform others about the issue at the local
to global scales.
Seventh Grade Content Expectation Also Addressed
7 – C4.3.3: Explain why governments belong to different types of international and regional
organizations (e.g., United Nations (UN), North Atlantic Treaty Organization
(NATO), Organization of the Petroleum Exporting Countries (OPEC), European
Union (EU), and African Union (AU), G-8 countries (leading economic/political)).
Key Concepts
conflict
cooperation
cultural diffusion
culture
economic activity
economy
government
history
human/environment interaction
interdependence
international/regional organization
public issue
trade
urbanization
Duration: 6 weeks
Lesson Sequence
Lesson 1:
Exploring Culture in North America
Lesson 2:
Introduction to Cultural Diffusion
Lesson 3:
An Overview of the History of North America
Lesson 4:
History: Focus on the Maya and Aztecs
Lesson 5:
Comparing Economies in North America
Lesson 6:
Focus on an Economic Activity: Tourism in the Caribbean
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Sixth Grade
North America: People, Places. and Issues
Lesson 7:
Lesson 8:
Lesson 9:
Lesson 10:
Lesson 11:
Lesson 12:
Lesson 13:
Lesson 14:
SS0603
Trade and Trade Issues
Comparing Governments in North America: The U.S., Canada and Cuba
Taking a Stand on a Public Issue: Statehood for Puerto Rico?
Environmental Issues in North America
Environmental Issues: Focus on the Great Lakes
Urbanization: Focus on Mexico City
Conflict and Cooperation in North America
International and Regional Organizations
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Student Resource
Aerial Photographs of Mexico City. 30 April 2008
<http://homepage.mac.com/helipilot/PhotoAlbum31.html>.
All About Mexico City. 16 March 2008 <http://www.allaboutmexicocity.com/>.
The Ancient Aztecs.15 March 2008 <http://library.thinkquest.org/27981/>.
Aztec Civilization. 15 March 2008 <http://www.crystalinks.com/aztecs.html>.
Canada and the North American Free Trade Agreement. 15 March 2008
<http://www.international.gc.ca/trade-agreements-accords-commerciaux/agr-acc/naftaalena/index.aspx>.
Caribbean Tourism Organization. 16 March 2008 <http://www.onecaribbean.org/home/>.
Clarke, Barry and Baquedana, Elizabeth. Aztec, Inca and Maya New York: DK Eyewitness Books,
2005.
Cooke, Tim. National Geographic Investigates: Ancient Aztec. Washington DC: National
Geographic Books for Children, 2007.
Countries. 15 March 2008 <http://www.state.gov/countries/>.
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Sixth Grade
North America: People, Places. and Issues
SS0603
Countries of the World. 15 March 2008 <http://www.infoplease.com/countries.html>.
Country Studies. 15 March 2008 <http://lcweb2.loc.gov/frd/cs/>.
Cuba: History and Government. 15 March 2008 <http://www.infoplease.com/ipa/A0107443.html>.
Foreign Trade Statistics. 15 March 2008 <http://www.census.gov/foreign-trade/www/>.
The Geography Guide. 1 March 2008 <http://www.infoplease.com/spot/99geography1.html>.
Geography Network. 1 March 2008 <http://www.geographynetwork.com/>.
Government of Canada Official Website. 15 March 2008 <http://www.canada.gc.ca/home.html>.
Great Lakes Concerns. 15 March 2008
<http://www.michiganinbrief.org/edition07/Chapter5/GreatLakes.htm>.
Great Lakes Issues. 15 March 2008 <http://sweetwatervisions.com/Pages/issues.html>.
Great Lakes Issues. 15 March 2008 <http://www.greatlakesdirectory.org/issues.htm>
Harris, Nathaniel. National Geographic Investigates: Ancient Maya: Archaeology Unlocks the
Secrets of the Maya’s Past. Washington DC: National Geographic Books for Children,
2008.
History of North America. 15 March 2008
<http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=aa78>.
Jovinelly, Joann. The Crafts and Culture of the Aztecs. New York: Rosen Publishing, 2002.
Klobuchar, Lisa. History and Activities of the Aztecs ( Hands-on Ancient History). New York:
Heinemann, 2006.
North American Free Trade Agreement (NAFTA). 15 March 2008
<http://www.fas.usda.gov/itp/Policy/NAFTA/nafta.asp>.
Organization of American States. 15 March 2008 <http://www.oas.org/>.
Peopling North America: Population Movements and Migration. 15 March 2008
<http://www.ucalgary.ca/applied_history/tutor/migrations/>.
Puerto Rico A Step Closer to Statehood or Independence. 15 March 2008
<http://geography.about.com/b/2007/05/31/puerto-rico-a-step-closer-to-statehood-orindependence.htm>.
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Sixth Grade
North America: People, Places. and Issues
SS0603
Puerto Rican Statehood: An Overview of Pros and Cons. 15 March 2008
<http://www.essortment.com/all/puertoricansta_rdla.htm>.
Sonneborn, Liz. The Ancient Aztecs (People of the Ancient World). New York: Franklin Watts
Publishing, 2005.
Trade Commission of Mexico. 15 March 2008 <http://www.mexico-trade.com/>.
Urbanization Facts and Figures. 16 March 2008
<http://www.unhabitat.org/downloads/docs/3160_99185_backgrounder5.doc>.
Urbanization in the World. 16 March 2008
<http://www.aquatic.unesco.lodz.pl/index.php?p=urbanisation>.
Welcome to the UN. 15 March 2008 <http://www.un.org/>.
Teacher Resource
Economic Impacts of Tourism. 16 March 2008
<http://www.msu.edu/course/prr/840/econimpact/pdf/ecimpvol1.pdf>.
The National Council for Geographic Education. 27 March 2008
<http://www.ncge.org/geography/2005bill/>.
The Impact of Urbanization in Mexico City. 16 March 2008
<http://www.mattmayer.com/essays/urbmex.htm>.
Is Tourism an Economic Activity to Pursue? 16 March 2008
<http://www.communitydevelopment.uiuc.edu/tourism/n_resources.html>.
National Geographic website. 27 March 2008 <http://www.nationalgeographic.com/>.
National Geographic Educational Network. 27 March 2008 <http://www.ngsednet.org/>.
New York and Mexico City: Urban Expansion in the Americas. 16 March 2008
<http://www.cohelet.org/Documents/Ecumenopolis%20corregido.PDF>.
Resources for Geography Teachers. 27 March 2008
<http://www.cnr.vt.edu/geography/vga/resource.html>.
Resources on the Puerto Rico Statehood Question. 15 March 2008
<http://www.englishfirst.org/puerto/puerto.htm>.
Revisiting the Americas: Teaching and Learning the Geography of the Western Hemisphere. 27
March 2008
<http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/f
c/49.pdf>.
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North America: People, Places. and Issues
SS0603
Tourism in the Caribbean: Trends, Development, Prospects. 30 April 2008
<http://books.google.com/books?hl=en&id=C_zY1yNDpEC&dq=tourism+in+the+caribbean&printsec=frontcover&source=web&ots=GA6
u20TAka&sig=CVUM_Omzq9QRoFosJfjOQk1ZPuw>.
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North America: People, Places. and Issues
SS0603
Instructional Organization
Lesson 1:
Exploring Cultures of North America
Content Expectations:
6 – G2.2.1: Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
Key Concepts: culture
Lesson 2:
Introduction to Cultural Diffusion
Content Expectations:
6 – G4.1.1: Identify and explain examples of cultural diffusion within the Americas (e.g.,
baseball, soccer, music, architecture, television, languages, health care, Internet,
consumer brands, currency, restaurants, international migration).
Key Concepts: cultural diffusion, culture
Lesson 3:
An Overview of the History of North America
Content Expectations:
6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and
explain human activities over time. See also 7 – H1.1.1.
6 – H1.4.2:
Describe and use themes of history to study patterns of change and continuity. See
also 7 – H1.4.2.
Key Concepts: history
Lesson 4:
History: Focus on the Maya and Aztecs
Content Expectations:
6 – H1.1.2: Compare and contrast several different calendar systems used in the past and
present and their cultural significance (e.g., Olmec and Mayan calendar systems,
Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary
secular – B.C.E./C.E. Note: in 7th grade Eastern Hemisphere the Chinese, Hebrew,
and Islamic/Hijri calendars are included).
6 – H1.2.3:
Identify the point of view (perspective of the author) and context when reading and
discussing primary and secondary sources. See also 7 – H1.2.3.
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Sixth Grade
North America: People, Places. and Issues
SS0603
6 – W3.1.3: Describe similarities and differences among Mayan and Aztec societies, including
economy, religion, and role and class structure.
6 – W3.1.4: Describe the regional struggles and changes in governmental systems among the
Mayan and Aztec Empires.
Key Concepts: culture, government, history
Lesson 5:
Comparing Economies in North America
Content Expectations:
6 – E3.3.1: Explain and compare how economic systems (traditional, command, and market)
answer four basic questions: What should be produced? How will it be produced?
How will it be distributed? Who will receive the benefits of production? (e.g.,
compare United States and Cuba, or Venezuela and Jamaica.) See also 7 –
E3.3.1.
Key Concepts: economy
Lesson 6:
Focus on an Economic Activity: Tourism in the Caribbean
Content Expectations:
6 – G2.2.3: Analyze how culture and experience influence people’s perception of places and
regions (e.g., the Caribbean Region that presently displays enduring impacts of
different immigrant groups – Africans, South Asians, Europeans – and the differing
contemporary points of view about the region displayed by islanders and tourists).
See also 7 – G2.2.3.
6 – E3.3.1:
Explain and compare how economic systems (traditional, command, and market)
answer four basic questions: What should be produced? How will it be produced?
How will it be distributed? Who will receive the benefits of production? (e.g.,
compare United States and Cuba, or Venezuela and Jamaica.) See also 7 –
E3.3.1.
Key Concepts: economic activity, economy
Lesson 7:
Trade and Trade Issues
Content Expectations:
6 – E3.1.1: Use charts and graphs to compare imports and exports of different countries in the
Western Hemisphere and propose generalizations about patterns of economic
interdependence.
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Sixth Grade
North America: People, Places. and Issues
SS0603
Key Concepts: interdependence, trade
Lesson 8:
Comparing Governments in North America: The U.S., Canada and Cuba
Content Expectations:
6 – C3.6.2: Compare and contrast a military dictatorship such as Cuba, a presidential system of
representative democracy such as the United States, and a parliamentary system of
representative democracy such as Canada.
6 – C4.3.1:
Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
Key Concepts: government
Lesson 9: Taking a Stand on a Public Issue: Statehood for Puerto Rico?
Content Expectations:
6 – H1.4.3: Use historical perspective to analyze global issues faced by human long ago and
today. See also 7 – H1.4.3.
6 – P3.1.1:
Clearly state an issue as a question or public policy, trace the origins of an issue,
analyze various perspectives, and generate and evaluate alternative resolutions.
Deeply examine policy issues in group discussions and debates to make reasoned
and informed decisions. Write persuasive/ argumentative essays expressing and
justifying decisions on public policy issues. Plan and conduct activities intended to
advance views on matters of public policy, report the results, and evaluate
effectiveness.
• Identify public policy issues related to global topics and issues studied.
• Clearly state the issue as a question of public policy orally or in written form.
• Use inquiry methods to acquire content knowledge and appropriate data about
the issue.
• Identify the causes and consequences and analyze the impact, both positive
and negative.
• Share and discuss findings of research and issue analysis in group
discussions and debates.
• Compose a persuasive essay justifying the position with a reasoned argument.
• Develop an action plan to address or inform others about the issue at the local
to global scales.
Key Concepts: public issue
Lesson 10: Environmental Issues in North America
Content Expectations:
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Sixth Grade
North America: People, Places. and Issues
SS0603
6 – G1.2.6:
Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region. See also 7 – G1.2.6.
6 – G5.1.1:
Describe the environmental effects of human action on the atmosphere (air),
biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water)
(e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).
See also 7 – G5.1.1.
Key Concepts: human/environment interaction
Lesson 11: Environmental Issues: Focus on the Great Lakes
Content Expectations:
6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region. See also 7 – G1.2.6.
6 – G5.1.1:
Describe the environmental effects of human action on the atmosphere (air),
biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water)
(e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).
See also 7 – G5.1.1.
Key Concepts: human/environment interaction
Lesson 12: Urbanization: Focus on Mexico City
Content Expectations:
6 – G1.3.1: Use the fundamental themes of geography (location, place, human environment
interaction, movement, region) to describe regions or places on earth. See also 7 –
G 1.3.1.
6 – G4.3.2:
Describe patterns of settlement by using historical and modern maps (e.g., coastal
and river cities and towns in the past and present, locations of megacities – modern
cities over 5 million, such as Mexico City, and patterns of agricultural settlements in
South and North America).
Key Concepts: human/environment interaction, urbanization
Lesson 13: Conflict and Cooperation in North America
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Sixth Grade
North America: People, Places. and Issues
SS0603
Content Expectations:
6 – G4.4.1: Identify factors that contribute to conflict and cooperation between and among
cultural groups (control/use of natural resources, power, wealth, and cultural
diversity).
6 – C4.3.1:
Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2:
Explain the challenges to governments and the cooperation needed to address
international issues in the Western Hemisphere (e.g., migration and human rights).
Key Concepts: conflict, cooperation
Lesson 14: International and Regional Organizations
Content Expectations:
6 – C4.3.3: Give examples of how countries work together for mutual benefits through
international organizations (e.g. North American Free Trade Agreement (NAFTA),
Organization of American States (OAS), United Nations (UN)).
7 – C4.3.3:
Explain why governments belong to different types of international and regional
organizations (e.g., United Nations (UN), North Atlantic Treaty Organization
(NATO), Organization of the Petroleum Exporting Countries (OPEC), European
Union (EU), and African Union (AU), G-8 countries (leading economic/political)).
Key Concepts: international/regional organizations
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