TEKS. Vertical Alignment Expectations. Sample Assessment Question

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1 6 th grade SS Readiness TEKS 3A* 4D 11A 12A 15E* Safety Net Standards Supporting TEKS 2A 4AEF 5A 11BCD 12BC TEKS Process Skills 21BD 22ADEF Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS See end of the unit summary in McGraw Hill and utilize Eduphora test bank. Sample Assessment Question 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 research-based 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 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.

2 Knowledge and Skills with Student Expectations District Specificity/Examples Vocabulary Instructional Strategies Focus: Unit 7: Europe, especially focuses on the systems. Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (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: Using latitude and longitude coordinates students should be able to locate France Germany United Kingdom Italy Spain Norway Sweden Greece Physical Features Westerlies Student pairs use a world map to trace Western Europe and to draw latitude and longitude lines over Western Europe Chomebook McGraw Hill Ed. Worldatlas.com Europe National Geographic Maps United Streaming Geography of the World: Europe: The People- The Introduction (F) identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People s Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. Describe the relative size and location of Europe Explain how the physical geography of Greece has shaped its life and history. ELPS Recurring Strategies: - Cornell Notes - Vocabulary Foldables - KWL - Graphic Organizers - Anticipation Geography of the World: Europe: Land and Resources

3 2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: (A) identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on and the American Revolution on the French Revolution; and Describe the culture of Ancient Greece and identify the significant accomplishments that influenced American Democracy. Describe ways in which the UK, Ireland, France, Germany, have influenced American history. Compare causes and results of revolutions in America and Europe Achievement Influence Use graphic organizer Then and Now T-Chart to help students connect past contributions of individuals and/or groups with current events/conditi ons in a given region United Streaming The Revolution Spreads Throughout Europe HistoryAlive: Contemporary World cultures: Europe Activity 2: Learning about the Roots of Democracy Have students collect pictures that illustrate the cultures and events described. Have groups discuss pictures and determine what it depicts and what time period it illustrates. (11) Government. The student understands the concepts of limited and unlimited s. The student is expected to: (A) identify and describe examples of limited and unlimited s such as constitutional (limited) and totalitarian (unlimited); Describe the characteristics of limited (democratic/constitutional) s. Describe the characteristics of unlimited (totalitarian/non-democratic) s. Limited/ constitutional Unlimited/ totalitarian Use a graphic organizer for examples of limited and unlimited Review the reason for : Government is established to maintain order among a group of people through a system of laws, rules and leaders. In the absence of organization there is chaos as each person makes his or her own rules. Review the concept of a of laws, not men: The people in a society live by an agreed plan of and set of laws. Sometimes this system of is decided by mutual consent and at other times it is imposed on the people by force. In systems of laws,

4 each person must answer to the law for his or her actions and accept the consequences of his or her mistakes. Review the concept of anarchy : Anarchy results when existing breaks down or where no organization exists. (11) Government. The student understands the concepts of limited and unlimited s. The student is expected to: (B) compare the characteristics of limited and unlimited s; List the characteristics of a limited. List the characteristics of unlimited Review the reason for : Government is established to maintain order among a group of people through a system of laws, rules and leaders. In the absence of organization there is chaos as each person makes his or her own rules. Review the concept of a of laws, not men: The people in a society live by an agreed plan of and set of laws. Sometimes this system of is decided by mutual consent and at other times it is imposed on the people by force. In systems of laws, each person must answer to the law for his or her actions and accept the consequences of his or her mistakes. Characteristii cs of limited Characteristi cs of unlimited Chart with Limited Government and Unlimited Government Divide students into groups to work on the characteristic s,and put them on the chart Using a current events article, ask students to find facts from the article to support the characteristics of limited or unlimited. Divide the class into groups. Assign each group one of the characteristics of limited. Ask each group to create a collage of words and pictures to illustrate the characteristic. Bind the pages into a book illustrating democratic.

5 Review the concept of anarchy : Anarchy results when existing breaks down or where no organization exists. Tell the students that the number of rights that are actually available to people indicates the level of democracy in the country. Some countries call themselves democratic because they allow voting, but the other characteristics of limited are not present in great measure. (11) Government. The student understands the concepts of limited and unlimited s. The student is expected to: (C) identify reasons for limiting the power of ; and (11) Government. The student understands the concepts of limited and unlimited s. The student is expected to: (D) review the record of human rights abuses of limited or unlimited Developing an understading of the concepts of limited and unlimited s. Allow students the opportunity to explore reasons why unlimited s violate the concept of individual rights and freedoms. Describe the human rights abuses in Bosnia, Kosovo Power Government Human rights Abuse Oppression Pair/share the difference in authoritarian (strict) parents and permissive parents. Class discussion of human rights abuse in Bosnia, Kosovo. Gather current news articles that illustrate various forms of. Have groups of students summarize one article. Place labels around the classroom that identify the various types of. Have a spokesperson for each group read their summary and ask students to move to the sign that correctly identifies the type of. McGraw Hill Human Rights Act 1998

6 s such as the oppression of Christians in Sudan. (12) Government. The student understands various ways in which people organize s. The student is expected to: (A) identify and give examples of s with rule by one, few, or many; Autocracy ( Autocrat ) - means rule by one person Monarchy ( Monarch ) - refers to a king or queen who rules through inherited power. Dynasty - refers to a long line of autocratic rulers who pass al power down from one generation to another. Dictatorship ( Dictator ) - an autocratic ruler who seizes power, often through military action. Emperor - an autocratic ruler who governs a large territory. Rule by a few is called an oligarchy. These oligarchs are selected based on a variety of methods but usually involve privilege or military power. Rule by many is most commonly shown in a democracy. Two forms of democracy: Direct Democracy which involves all of the citizens directly in the law-making process. Autocracy Monarchy Dictorship Emperor/ empire Dynasty Oligarchy Direct democracy Representativ e democracy Verbal-visual vocabulary, students define term, create a pictorial/ symbolic representation of the term synonyms of term in sentence, teach them the meaning/ implications for organization of each of the terms associated with rule by one, few, many Rule by one - Autocracy ( Autocrat ) Monarchy ( Monarch ) Norway, Jordan, Constitutional Monarchy in Spain and Great Britain Dynasty - House of Windsor in Britain, rulers of Monaco Dictatorship ( Dictator ) Fidel Castro, Saddam Hussein Emperor Hirohito (part of the ancient dynastic line of Japanese rulers) Oligarchy (rule by a few) Some examples of historic and contemporary oligarchies are: Early Communist oligarchies (Communist Party) in Russia and China - these gave way fairly quickly to autocracies. Rule by many - democracy. Some examples of the two types of democracy are: Direct Democracy :. Representative Democracy: The United States Great Britain

7 Representative Democracy (Republic) involves citizens voting for people who will represent them in a law-making assembly - indirect democracy. The student will conclude that s can be organized in three ways: rule by one rule by a few rule by many Review forms of and terms associated with each form. rule by one (Autocracy) rule by a few (Oligarchy) rule by many (Democracy) Suggest that two ways s come to power are: Consent - where the governed (citizens) agree or consent to the system of Rule by force - where the system of is imposed or forced on the citizen Give students one (or more) examples of historical or contemporary ruler or type and ask them to describe the type of rule or. Examples: 1. Fidel Castro is the dictator of Cuba. Describe his style of rule. (12) Government. The student understands various ways in which people organize s. The student is expected to: (B) compare ways in which various societies such as China, Germany, India, and Russia organize Germany organizes. Government structure Government function Class discussion of similarities and differences of of China, Germany, India, Russia HistoryAlive! Contemporary World Cultures, Europe Activity 1

8 and how they function; and (12) Government. The student understands various ways in which people organize s. The student is expected to: (C) identify historical origins of democratic forms of such as Ancient Greece. Greece Direct Democracy Ancient Greece: Direct Democracy in Athens in which citizens could vote (one person, one vote) on laws and rules to govern society. They did not vote on their rulers. Citizenship Rights and Responsibilities were granted to those born to citizenship and those naturalized into citizenship. The rights of citizens included voting, jury service, and ownership of property. Written codes of laws - begun by Solon in Athens in B. C. Democracy was extended under Pericles in the 400 s B.C. Orgin Democratic forms of Class discussion of Ancient Greece and the United States. Use Venn chart Ancient Rome: The Roman Republic was founded in 509 B.C. as a representative democracy. In this representative democracy, wealthy male citizens voted on representatives to attend senate meetings and vote on laws that affected the entire Republic. The senators elected two consuls to head the and manage the army. This system lasted for almost 500 years in the Mediterranean country. There were three branches of in the Roman Republic: the Senate, the Citizen Assembly and Tribunes (a voice for the common people - plebeians) and the Consuls or executive branch of. Each branch of had certain checks and balances on the other branches. Laws were written on Twelve Tables of Law and posted in the Forum for all to see and read.

9 Veto (Latin for I refuse ) was an option for both Consuls and Senators. Jury Trials were modeled on the Greek system and conducted in Ancient Rome. The student will conclude that: Democratic thoughts and concepts originated in Ancient Greece were refined and revised by the Ancient Romans and further refined and influenced by European political philosophers (Locke, Rousseau) and English common law. Give students examples of democratic thought and ask them to identify examples from their own experience which stem from this concept. Have them record their thoughts in chart form. Example: ORIGINAL IDEA ORIGIN IN TODAY S WORLD Direct Democracy Greece Club meetings Citizenship Rights Greece Bill of Rights Rome Give students a copy of the U. S. Constitution and ask them to identify the origin of ideas in the Constitution

10 that were contributed by ancient cultures. 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? Where 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? Geographic tools Geographic questions Students pose questions and answer those questions using the Three levels of Questioning Explain how physical Geography affects life in the Nordic countries. Compare the Geography and people of Spain and Portugal. (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 Students must be able to locate United Kingdom France Germany Italy Spain Norway Sweden Latitude Longitude Absolute location Prime Meridian Equator Help students practice skill of moving a set number of degrees either north or south of the equator. Students in McGraw Hill Use free download of Google Earth

11 absolute locations. The student is expected to: (A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location; (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 And the cities listed in 4.D using longitude and latitude. For Europe students should identify and locate Landforms Alps Pyrenees Mountains Water bodies Atlantic Mediterranean Sea Danube River Thames river Rhine River Seine River Urban centers Paris London Berlin Rome Athens Madrid Students practice relative and absolute location. Landforms Bodies of water Climate Sketch maps Illustrate groups have them find: United Kingdom, France, Germany, Italy, Spain, Norway,Swe d. Use physical and political maps of the region to identigy and locate major land/water forms and urban centers that are associated with the region. Students draw sketch maps to Have students imagine they are on a vacation in Europe. Have them write a letter home describing the things they have seen. McGraw Hill

12 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: create mental and physical images of places (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: (A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; Europe (Western Europe, Eastern Europe and the Balkan States) - good water sources, transportation, power sources, mountainous areas used for tourism, Describe the population density of Europe. Geographic factors Economic activity S tudents using a chart or concept web, record geographic factors of European countries 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 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

13 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: Compare the food clothing and shelter of people living in Spain, England, Sweden, and Albania Identify the major physical features of Europe. Adapt Physical enviornment Humanenviornment interaction Studetns brqinstorm on the ways they adapt to their enviornment 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 countries. T-Charts, Venn Diagrams, or Matrixes are all appropriate. Use Mexico and Brazil to analyze the differences in the societies of these 2 countries Syncretism Maquiladoras Favelas Venn Chart to analyze the similarities and differences between Mexico and Brazil Have students create graphs depicting economic ranks (then compare it to other regions.

14 (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, systems, religions, of European Countries. Basic institutions (economic, social, political) Compare two or more regions for: economics, education, religion, language, customs, traditions, celebrations/r ituals, Create a Venn Diagram comparing the major religions in Europe, Christianity, Judaism and Islam. Explain how Europe Skills 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: Ongoing, embedded Activities Have students research NATO. Divide class into groups, each representing a member of NATO. Each group needs to come up with 3 reasons why their country should belong to NATO. Have groups share and look for similarities and differences among countries. (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, Cause and Effect How has airplane technology affect military strategy in Europe? Have students read a recent news article about Europe. Write a paragraph that

15 making generalizations and predictions, and drawing inferences and conclusions; summarizes key points. Cite the reference. (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: (D) identify different points of view about an issue or current topic; (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research; Ongoing, embedded Ongoing, embedded Many European countries are very concerned about Acid Rain. Have students research the problems of Acid Rain in Europe as well as internationally. Then have students describe possible solutions in a Journal entry. More information at tx.owt.glencoe.com

16 Vocabulary Absolute location Relative Location Culture Democracy Republic Empire Imperialism Monarchy Reformation Parliament Communism Ethnic Group Immigration Currency Tourism Developing Nation Limited Government Unlimited Government renaissance