Sixth Grade
Geography of Europe and Russia
SS0605
Sixth Grade Social Studies
Unit 5: Geography of Europe and Russia
Big Picture Graphic
Overarching Question:
How can the fundamental themes of geography be used to describe Europe and Russia?
Previous Unit:
South America: People,
Places, and Issues
This Unit:
Geography of Europe and Russia
Next Unit:
Europe and Russia:
People, Places, and
Issues
Questions to Focus Instruction and Assessment:
1. What are the significant physical and human characteristics of Europe?
2. How have humans used, adapted to, and modified different environments in Europe?
3. What are some of the historical, cultural, political and economic connections between Europe
and the Western Hemisphere?
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October 19, 2009
Sixth Grade
Geography of Europe and Russia
SS0605
Graphic Organizer
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October 19, 2009
Sixth Grade
Geography of Europe and Russia
SS0605
Unit Abstract:
This unit begins with a lesson combining the themes of location and place in which students use a
wide variety of maps of Europe to analyze spatial patterns and answer geographic questions. The
students make inferences regarding different ways Europe can be divided into both physical and
cultural regions. Students then work in small groups to gather information about significant physical
features and make predictions about land use. Changing perspective, students observe and
analyze aerial and satellite images to describe the human characteristics of Europe. They
synthesize what they have learned through a lesson on human/environment interaction in which
they explore places where people have modified the environment. Students then use examples of
the historical, cultural, economic, and political connections between Europe and the Western
Hemisphere to explore similarities, interdependencies, and the concept of western civilization.
Focus Questions
1. What are the significant physical and human characteristics of Europe?
2. How have humans used, adapted to, and modified different environments in Europe?
3. What are some of the historical, cultural, political and economic connections between
Europe and the Western Hemisphere?
Content Expectations
6 – G1.2.4: Use observations from air photos, photographs (print and CD), films (VCR and
DVD) as the basis for answering geographic questions about the human and
physical characteristics of places and regions. See also 7 – G1.2.3.
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 – G1.3.2:
Explain the locations and distributions of physical and human characteristics of
Earth by using knowledge of spatial patterns. See also 7 – G1.3.2.
6 – G1.3.3:
Explain the different ways in which places are connected and how those
connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.
6 – G2.2.1:
Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
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)..
Seventh Grade Content Expectations Also Addressed
7 – G1.1.1: Explain and use a variety of maps, globes, and web based geography technology to
study the world, including global, interregional, regional, and local scales
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October 19, 2009
Sixth Grade
Geography of Europe and Russia
SS0605
7 – G1.2.1:
Locate the major landforms, rivers and climate regions of the Eastern Hemisphere.
7 – G2.1.1:
Describe the landform features and the climate of the region (within the Western or
Eastern Hemispheres) under study.
7 – G4.3.1:
Identify places in the Eastern Hemisphere that have been modified to be suitable for
settlement by describing the modifications that were necessary (e.g., Nile River
irrigation, reclamation of land along the North Sea, planting trees in areas that have
become desertified in Africa).
Key Concepts
climate
fundamental themes of geography
geographic tools and technologies
human characteristics
human/environment interaction
interdependence
physical characteristics
region
Duration: 2 weeks
Lesson Sequence
Lesson 1:
Exploring Maps of Europe and Russia
Lesson 2:
Landforms, Bodies of Water, Vegetation and Climate Regions of Europe of Russia
Lesson 3:
Human Characteristics of Europe and Russia
Lesson 4:
Human/Environment Interaction in Europe and Russia
Lesson 5:
Connections: Europe, Russia, and the Western Hemisphere
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Atlases and other sources of maps
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October 19, 2009
Sixth Grade
Geography of Europe and Russia
SS0605
Geography Journal
Large sheet of poster paper
Maps from previous lesson, atlases, books, etc.
Maps, local as well as ones of Europe and Russia
Markers and colored pencils
Poster paper, one large piece and many smaller ones for group work
8x11” paper for storyboards
Student Resource
Altapedia Online. 28 September 2009 <http://www.atlapedia.com/>.
American Red Cross. 28 September 2009 <http://www.redcross.org/>.
BP America. 28 September 2009
<http://www.bp.com/genericsection.do?categoryId=4701&contentId=7008074>.
BP Global. 28 September 2009
<http://www.bp.com/bodycopyarticle.do?categoryId=1&contentId=7052055>.
The Coca-Cola Company. 28 September 2009 <http://www.thecoca-colacompany.com/>.
Europa: Gateway to the European Union. 28 September 2009 <http://europa.eu/index_en.htm>.
European Climate. World Book Encyclopedia. 28 September 2009
<http://www.worldbook.com/wb/Students?content_spotlight/climates/european_climate>.
Five Themes of Geography Links. 28 September 2009
<http://geography.mrdonn.org/5themes.html>.
Geography Network. 28 September 2009 <http://www.geographynetwork.com/>.
Google Earth. 28 September 2009 <http://earth.google.com/>.
Honoring the Trans-Siberian Railroad. Travel History.org. 28 September 2009
<http://www.travelhistory.org/siberia/index.html>.
The International Crime Court. 28 September 2009 <http://www.un.org/News/facts/iccfact.htm>.
International Organizations. 28 September 2009
<http://faculty.philau.edu/RussowL/organiza.html>.
National Geographic Map Machine. 28 September 2009
<http://plasma.nationalgeographic.com/mapmachine/>.
NATO. 28 September 2009 <http://www.nato.int/cps/en/natolive/index.htm>.
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Sixth Grade
Geography of Europe and Russia
SS0605
Russia’s Trans-Siberian Railway. Geographia.com. 28 September 2009
<http://www.geographia.com/russia/trasib01.htm>.
Scouts. 28 September 2009 <http://www.scout.org/>.
Terrafly. 28 September 2009 <http://www.terrafly.com/>.
Terraserver. 28 September 2009 <http://www.terraserver.com/>.
The Trans-Siberian Railroad: Links and Background Info. Travel History.Org. 28 September 2009
<http://www.travelhistory.org/siberia/currentnews/links+info.html>.
United Nations Cartographic Section. 28 September 2009
<http://www.un.org/Depts/Cartographic/english/htmain.htm>.
The World Factbook. CIA. 28 September 2009 <https://www.cia.gov/library/publications/the-worldfactbook/index.html>.
*World Geography. 28 September 2009 <http://www.infoplease.com/ipa/A0873835.html>.
World Trade Organization. 28 September 2009 <http://www.wto.org/>.
Teacher Resource
Europe Maps. Perry-Castañeda Library Map Collection. 28 September 2009
<http://www.lib.utexas.edu/maps/europe/europe_pol98.jpg>.
GeoImages Project. 28 September 2009 <http://geoimages.berkeley.edu/>.
Geographic Information Systems. 28 September 2009 <http://erg.usgs.gov/isb/pubs/gis_poster/>.
Goralewski, Sharon. Supplemental Materials (Unit 5).Teacher-made material. Michigan Citizenship
Collaborative, 2009.
International Documents Collection. Northwestern University Library. 28 September 2009
<http://www.library.northwestern.edu/govinfo/resource/internat/igo.html>.
International Organizations and Foreign Government Agencies. FDA. 28 September 2009
<http://www.fda.gov/InternationalPrograms/Agreements/ucm131179.htm>.
Introduction to GIS. 28 September 2009
<http://www.geom.unimelb.edu.au/gisweb/GISModule/GISModule.htm>.
National Geographic. 28 September 2009 <http://www.nationalgeographic.com/>.
National Geographic Educational Network. 28 September 2009 <http://www.ngsednet.org/>.
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Sixth Grade
Geography of Europe and Russia
SS0605
Outline Maps. 28 September 2009 <http://www.eduplace.com/ss/maps/>.
*Resources for Geography Teachers. 28 September 2009
<http://www.cnr.vt.edu/geography/vga/resource.html>.
Richmond, Simon. Lonely Planet Trans-Siberian Railway: A Classic Overland Route. Oakland, CA:
Lonely Planet, 2002.
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Sixth Grade
Geography of Europe and Russia
SS0605
Instructional Organization
Lesson 1:
Exploring Maps of Europe and Russia
Content Expectations:
6 – G1.3.2: Explain the locations and distributions of physical and human characteristics of
Earth by using knowledge of spatial patterns. See also 7 – G1.3.2.
7 – G1.1.1:
Explain and use a variety of maps, globes, and web based geography technology to
study the world, including global, interregional, regional, and local scales.
Key Concepts: geographic tools and technologies, region
Abstract: This lesson begins with a review of the themes of location and place. After defining the
terms and citing examples within their own community, the students use a wide variety of maps of
Europe to gather information. They analyze spatial patterns they have observed from the maps,
and identify the major physical and political features of Western Europe. Using an outline map with
political boundaries, they mark off lines of latitude and longitude. Further relying on the information
from the maps, the students make inferences regarding different ways Europe can be divided into
both physical and cultural regions. Students then label countries using a current political map in an
atlas, text, or an electronic source as a guide. After they identify cities using global coordinates,
students place those locations on the map. They add physical features (e.g., bodies of water,
mountains) and label them. This information will be further explored in lesson 2 of this unit.
Lesson 2:
Russia
Landforms, Bodies of Water, Vegetation and Climate Regions of Europe and
Content Expectations:
6 – G1.2.4: Use observations from air photos, photographs (print and CD), films (VCR and
DVD) as the basis for answering geographic questions about the human and
physical characteristics of places and regions. See also 7 – G1.2.3.
7 – G1.2.1:
Locate the major landforms, rivers and climate regions of the Eastern Hemisphere.
7 – G2.1.1:
Describe the landform features and the climate of the region (within the Western or
Eastern Hemispheres) under study.
Key Concepts: fundamental themes of geography, physical characteristics
Abstract: This lesson begins with a review of physical characteristics of Europe. Students refer to
the maps they explored in Lesson 1 of this unit for examples. They develop a list of geographic
questions that can be used to explore these features, answering these questions in a class
discussion. They work in small groups to gather further information about the significant physical
features of Europe and Russia, creating a small poster of the information. They make predictions
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Sixth Grade
Geography of Europe and Russia
SS0605
about land use depending on the geographic characteristics of the area. Using a climate map of
the region, the students study the various regions shown, adding to the land use predictions.
Lesson 3:
Human Characteristics of Europe and Russia
Content Expectations:
6 – G1.2.4: Use observations from air photos, photographs (print and CD), films (VCR and
DVD) as the basis for answering geographic questions about the human and
physical characteristics of places and regions. See also 7 – G1.2.3.
6 – G2.2.1:
Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
Key Concepts: human characteristics
Abstract: In this lesson the students explore the human characteristics of Europe and Russia.
They review the definition of human or cultural characteristics. They observe and analyze aerial
and satellite images to describe the human characteristics of Europe.
Lesson 4:
Human/Environment Interaction in Europe and Russia
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 –
G1.3.1.
7 – G4.3.1:
Identify places in the Eastern Hemisphere that have been modified to be suitable for
settlement by describing the modifications that were necessary (e.g., Nile River
irrigation, reclamation of land along the North Sea, planting trees in areas that have
become desertified in Africa).
Key Concepts: fundamental themes of geography, human/environment interaction
Abstract: The students synthesize what they have learned thus far through a lesson on
human/environment interaction. They explore places where people have modified the environment,
specifically the route of the Trans-Siberian Railroad. This railroad is the longest continuous rail line
in the world. Construction began in the 1880s and was completed in 1916. After citing examples of
human/environment interaction in their own community, the students look at special purpose maps
of Russia. They discuss landforms, natural resources, and products. They study the geographic
landscape of the country and ways that products could be distributed in such a vast country. They
review definitions of production and distribution, connecting these ideas to command and market
economies. Using an outline of Russia, the students create a map that shows major distribution
routes and discuss the importance of these routes. The lesson concludes with an evaluation of the
negative and positive aspects of human/environment interaction in this particular instance.
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October 19, 2009
Sixth Grade
Geography of Europe and Russia
Lesson 5:
SS0605
Connections: Europe, Russia and the Western Hemisphere
Content Expectations:
6 – G1.3.3: Explain the different ways in which places are connected and how those
connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.
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: interdependence
Abstract: Students use examples of the historical, cultural, economic, and political connections
between Europe and the Western Hemisphere to explore similarities, interdependencies, and the
concept of western civilization. This leads to a discussion of cultural diffusion in which the students
use the restaurants in their town as examples. They speculate how many of these foods became
popular in their community and then relate the concept of diffusion to other aspects of life including
government and culture. After reviewing the meaning of interdependence, they work in small
cooperative groups to research international organizations. They create a storyboard on an
organization and share this information with the class. Finally, they end this unit by pondering and
discussing the statement, “We study geography to interpret the present and plan for the future.”
They comment on it in writing on their “Exit Slip.”
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