Winston-Salem/ Forsyth County Schools€¦ · Web viewRus (Vikings) Kiev (Kievan Russia) Mongols....

Winston-Salem/ Forsyth County Schools

Winston-Salem/ Forsyth County Schools

Recommended 6th Grade Pacing Guide

South American & European Studies

Developed 2008

*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

Introduction

Several teachers from WSFCS met and developed pacing guides in 2008 for South American & European Studies, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best way possible to succeed in a global society.

How can the Pacing Guides be used?

· To guide instructional pacing so that key areas receive proper attention by including helpful information such as…

· Suggested number of days per unit

· Thematic concepts in each unit

· Key Terms/People/Places/Events – factual material to recognize and recall

· Vocabulary to help build a child’s academic abilities through word walls and word maps

· Target Goals for students to accomplish by the end of units

· Global connections that can be extensions of the NC Standard Course of Study

· The NC Standard Course of Study for easy reference

· To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year con best be served by shared pacing between our schools.

· To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, )

· Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies

· Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a living document and must continue to be perfected as years go by.

Table of Contents

Pages…

4-5. Overview of Pacing Guide/Curriculum Document Features

6-30. WSFCS Pacing Guide/Curriculum Document for South American & European Studies: Quarters 1-4

· pg. 7-8: Pacing Guide

· pg. 9: Core Curriculum-a top 100 list of Key Terms/People/Places/Events

· pgs. 10-30: Curriculum Support Document for South America & Europe

Appendix:

· NC DPI’’s Bloom-Marzano’s Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)

· An Item Shells Approach to formulating questions for each cognitive level

We extend deep gratitude and appreciation to all the 6th grade teachers who,

through the years, helped this pacing guide evolve.

Your experience, time, and commitment

have been valuable throughout the process.

2008-2009 WS/FCS Recommended 6th Grade Pacing Guide

(based on 126-160 instructional days)

Unit

1st Q

2nd Q

3rd Q

4th Q

Current Adoption-Gibbs Smith

Introduction to 6th grade-opening of school

√-5 days

[Chps]

Overview of geographical & other social studies skills

In Focus: CG 1 & 5

√-14-15 days

See page ix for page listings

*students apply the 5 themes of geography with South America*

South America: the land & its people

In Focus: CGs 2 & 3

√- 14-20 days

27-28

5-12 days in 1st quarter allotted for any of the following:

reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

South America society: then and now

In Focus: CGs 6 & 10

√-8-10 days

29-30

Overview of Europe


√-7-10 days

1-2

Classical Europe & Medieval Europe

In Focus: CGs 4 & 8

√-8-10 days

3

Modern Europe: Renaissance-today

In Focus: CGs 7 & 8

· √-12-16 days

· 8-10 days

4-5

5-14 days in 2nd quarter allotted for any of the following:


UNIT OF STUDY/THEME:

South America: the land & its people / In Focus: CGs 2 & 3

Suggested

# of Days

14-20

Unit Essential Question

“Why has the environment been so important for the development of South America?

Examples of Lesson Essential Questions

SCOS Objectives

Concepts &

Key Terms/People/Places/

Events

Vocabulary Builder

Examples of Target Goals & Global Connections

Human/Geographic Relationships:

· How have the 4 regions shaped the history of South American cultures?

· What different roles have the Amazons played throughout history?

· What natural resources have been profitable?

Interaction

· How do different cultures interact in the different parts of South America?

· How similar are the influences of Africans, Europeans, and Native Americans in South

Textbook correlates to: CGs 2, 3, 4, 5, 7, & 8

In Focus: CGs 2 & 3 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American & European regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources & climate in selected regions of South America & Europe & evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, & environmental challenges that influence human migration & assess their significance in the

Concepts:

· systems

· racial mixing

· urbanization

· slums (“favelas”)

· challenges- environmental civilization

· industries

Terms/People/Places/Events:

· tropics (Tropic of Capricorn)

· equator

· Plata River System

· Andes Mountains

· Tierra del Fuego

· Amazon basin

· Quechua

· pampas

· gauchos

· Patagonia

· latex (rubber trees)

Vocabulary:

· region

· tributaries

· indigenous

· Andean

· mestizos

· plantation (system)

· terraced fields

· environmental

· ethanol

· distillery

· plaza

· deforestation

· life expectancy

· poverty

· renewable and non-renewable resources

· coffee beans (cash crops)

Students should be able to…

· Identify some sub-groups in South American societies

· Understand how all peoples of South America adjusted to their environment

· Analyze the costs & benefits of industrialization in South America

Global Connections:

· Examples of South American companies and products found in NC.

Comparing environmental issues in South America to US

WS/FCS Recommended 6th Grade Pacing Guide

(based on 126-160 instructional days)

Unit

1st Q

2nd Q

3rd Q

4th Q

Current Adoption-Gibbs Smith

Introduction to 6th grade-opening of school

√-5 days

[Chps]

Overview of geographical & other social studies skills

In Focus: CG 1 & 5

√-14-15 days

See page ix for page listings

*students apply the 5 themes of geography with South America*

South America: the land & its people

In Focus: CGs 2 & 3

√- 14-20 days

27-28

5-12 days in 1st quarter allotted for any of the following:


South America society: then and now


√-8-10 days

29-30

Overview of Europe


√-7-10 days

1-2

Classical Europe & Medieval Europe

In Focus: CGs 4 & 8

√-8-10 days

3

Modern Europe: Renaissance-today

In Focus: CGs 7 & 8

√-12-16 days

· 8-10 days

4-5

5-14 days in 2nd quarter allotted for any of the following:


(Modern Europe: Renaissance con’t)

· 4-6 days

4-5

Region: British Isles & Scandinavia


√-13-16 days

6-9

Region: Western Europe

In Focus: CGs 5 & 9

√-15-18 days

10-13

5-13 days in 3rd quarter allotted for any of the following:


Region: Mediterranean Europe

In Focus: CGs 4, 6, & 12

√-14-17 days

14-17

Region: Russia


√-13-15 days

22-25

Region: Eastern Europe


& Central Asia-if possible (preview of 7th grade)

In Focus: CG 1 & 7

√-5-8 days

18-21

22

(go back to lesson 1)

& 26

5-13 days in 4th quarter allotted for any of the following:


1. continents (all 7)

2. oceans (all 4)

3. hemispheres

4. geography (all 5 themes)

5. Prime Meridian

6. tropics

7. equator

8. Andes mountains

9. Amazon basin

10. the Pampas

11. gauchos

12. Patagonia

13. favelas

14. Inca

15. Atahualpa

16. Francisco Pizarro

17. Simón Bolívar

18. José de San Martín

19. Juan & Eva Perón

20. Roman Catholic Church

21. Buenos Aires

22. Tango (music & dance)

23. Darwin’s Galapagos voyage

24. Houses of Parliament (and Big Ben)

25. Great European Plain (or Northern Plain)

26. Iberian Peninsula

27. Ural Mountains

28. the Alps

29. Mediterranean Sea

30. Pericles

31. Phoenicians (alphabet system)

32. Athens city-state

33. Alexander the Great

34. Julius Caesar

35. Hebrews (or Jews)-Palestine

36. Jesus

37. Christianity

38. Paul

39. Middle Ages

40. Constantinople

41. “Black Death”

42. Charlemagne

43. humanism

44. Magna Carta

45. Renaissance

46. Michelangelo

47. Martin Luther & 95 theses

48. printing press

49. Niccolo Machiavelli’s “The Prince”

50. Louis XIV & Versailles

51. Napoleon Bonaparte

52. Line of Demarcation

53. Columbian Exchange

54. The Great War

55. Soviet Union (USSR)

56. Nazis & Adolph Hitler

57. NATO & Warsaw Pact

58. Marshall Plan

59. Berlin Wall

60. Scandinavia

61. United Kingdom (all four areas)

62. Vikings

63. three-field system

64. Industrial Revolution

65. James Watt & steam engine

66. Victorian Age

67. London Underground (“the Tube”)

68. London Blitz

69. Queen Elizabeth I

70. Henry VIII

71. Benelux countries

72. Agricultural Revolution

73. European Union

74. Declaration of the Rights of Man

75. Louis XVI & Marie Antoinette

76. French Revolution

77. the Euro

78. Q’uran

79. Moors

80. Isabella & Ferdinand

81. Minoan civilization

82. Benito Mussolini

83. Spanish Civil War

84. St. Peter’s Basilica (Vatican City)

85. Olympic Games

86. Peter the Great

87. Catherine the Great

88. Alexander II & the emancipation of the serfs

89. Karl Marx (Marxism)

90. Bolsheviks

91. Vladimir Lenin

92. Russian Revolution (and Civil War)

93. Joseph Stalin

94. Mikhail Gorbachev

95. Chernobyl

96. Orthodox Church

97. ethnic diversity

98. “Iron Curtain”

99. Lech Walesa & Solidarity

100. John Paul II

6th-Grade Pacing Guide – South America & Europe

Five Themes of Geography: Location (absolute and relative); Place (Physical and Human Characteristics); Human-Environmental Interaction; Movement (of ideas, trade); Regions (Physical and Cultural)

Also: Society and Culture; History; Government; Religion


Overview of geographical & other social studies skills/ In Focus: CGs 1 & 5

Suggested

# of Days

14-15


In what ways does geography help us understand our world?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Social Science Skills:

· What are the major features of the globe?

· What skills are required to read a _____? (map, globe, graph, chart, database)

· How would I use latitude and longitude to locate specific places around the world?

· What types of landforms will I see as a world traveler?

· How can I use the work of social scientists to understand the world in which I live?

(can use: historians, geographers, sociologists, economists, archaeologists & anthropologists)

Human-Environmental Interaction:

· In what ways do climate and people influence each other?

· How does the location of natural resources influence economic development?

· Why is it important for the United States to reduce our dependence on nonrenewable resources?

Textbook correlates to: CGs 1, 2, 3, 4, 5, 7, & 8

In Focus: CG 1 & 5

1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe. (Q1, Q2, Q8)

1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. (Q3, Q8)

1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them. (Q4, Q5, Q8)

5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe. (Q6, Q8)

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs. (Q6, Q7, Q8)

5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.(Q7, Q8)

5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns. (Q7, Q8)

Concepts:

· measurement

· interpreting (maps)

· skills

· tools (for social scientists)

· travel

· knowledge

· connections


· continents (all 7)

· oceans (all 4)

· hemispheres

· cardinal directions

· geography (all 5 themes)

· anthropologists

· geographers

· historians

· economists

· sociologists

· archeologists

· political scientists

· Prime Meridian

· Great Circle Route

· cardinal directions

· intermediate directions

Vocabulary:

· region

· scale

· map key

· latitude

· longitude

· time zone

· physical map

· political map

· geography

· history

· culture

· government

· economics

· absolute location

· relative location

· physical characteristics

· cultural characteristics

· interaction

· movement


· apply scale and determine distance on a map. (can examine maps that do and do not represent the relative size of continents/states accurately)

· read and interpret a variety of maps, charts, graphs, timelines, databases.

· compare and classify geographic terms relating to landforms.

· relate 5 themes of geography to their surroundings.

· choose a Social Science profession that would make you most marketable in a global economy & explain your choice.

Global Connections:

· Using the 5 themes, compare students’ surroundings to the world. (specifically S. America and Europe)

· Examine famous uses of Social Studies skills such as Heinrich Schliemann’s excavation of Troy.


South America: the land & its people / In Focus: CGs 2 & 3

Suggested

# of Days

14-20


Why has the environment been key to the development of South America?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Place: Physical & Human Characteristics:

· How do the physical characteristics of South America compare to those of North America?

· How has culture shaped the 4 regions of South America?

Human-Environmental Interaction:

· What natural resources in the Andes have been profitable?

· What role does the Amazon River play in Brazil’s economy?

· How do diverse cultures interact across regions in South America?

· In what ways have environmental challenges influenced human migration in South America?

· How can South Americans protect the environment while helping grow the economy?

Regions:

· How did colonization of Caribbean South America impact its culture?

· What different roles have the Pampas played throughout history?

· How similar are the influences among cultural subgroups (Africans, Europeans, and Native Americans) in South American society?

Textbook correlates to: CGs 2, 3, 4, 5, 7, & 8

In Focus: CGs 2 & 3 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American & European regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources & climate in selected regions of South America & Europe & evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, & environmental challenges that influence human migration & assess their significance in the development of selected cultures in S. A. & Europe.

3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.

3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.

3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.

Concepts:

· systems

· race (racial mixing)

· urbanization

· poverty (slums, or “favelas”)

· challenges- environmental

· civilization

· industry


· tropics (Tropic of Capricorn)

· equator

· Plata River System

· Andes Mountains

· Tierra del Fuego

· Amazon basin

· Quechua

· the Pampas

· gauchos

· Patagonia

· latex (rubber trees)

· favelas

· Beringia

· cassava

· cacao

· conquistador

· El Dorado

· Treaty of Tordesillas

· Portuguese

· hacienda

· Inca

· Atahualpa

· Francisco Pizarro

· Brasilia

· coffee beans

Vocabulary:

· region

· tributaries

· indigenous

· Andean

· mestizos

· plantation (system)

· terraced fields

· environmental

· ethanol

· distillery

· plaza

· deforestation

· life expectancy

· poverty

· renewable resources

· non-renewable resources

· cash crop


· identify sub-groups in South American societies.

· understand how peoples of South America adjusted to their environment.

· analyze the costs & benefits of industrialization in South America.

· judge the environmental impact of economic growth in South America.

Global Connections:

· Revisit NC’s geographic features as a preview of S. America’s features.

· Compare environmental issues in South America to N. America and NC.

· Assess the role of rivers, coastlines, mountains, and natural products (commodities) in NC, N. America, & S. America.

· Compare race relations and mixing between US and South American regions.

· Identify examples of South American companies and products found in NC.


South American Society: then and now/ In Focus: CGs 6 & 10

Suggested

# of Days

8-10


How has immigration made South America more diverse?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Movement & History:

· What difficulties did indigenous people face with the arrival of “foreigners”?

· In what ways did independence in South America look different than in the US?

Society & Culture:

· What are some common cultural traits found in the 4 regions of South America?

· With which aspects of South American culture do you identify?

Government:

· What has ‘democracy’ meant to South Americans?

Religion:

· How has the role of Catholicism been challenged in South America?

Textbook correlates to: CGs 6 & 8 through 13

In Focus: CGs 6 & 10 6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe.

6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time.

10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.

10.03 Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States.

10.04 Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

Concepts:

· deforestation

· poverty

· slavery

· urbanization

· migration

· systems of government (military juntas)

· autocracy

· democracy

· caste system, or hierarchical society

· culture (mixed)

· immigration


· seasonal reversal

· Simón Bolívar

· José de San Martín

· Juan and Eva Perón (Argentina)

· Augusto Pinochet (Chile)

· Hugo Chavez (Venezuela)

· Carnival (Brazil)

· Roman Catholic Church

· Gabriela Mistral

· Guaraní

· Buenos Aires

· Lima

· Caracas

· Tango (music & dance)

· Samba

· capoeira

· “fútbol”

· Charles Darwin’s voyage on HMS Beagle to Galapagos Islands

(re-visit Gauchos & Pampas)

Vocabulary:

· smelting

· manufactured products

· trade surplus

· deforestation

· tropical forests

· urbanization

· colonial

· independence- liberation

· autocratic

· patron saints (and Virgin)

· Catholicism

· missionaries

· bilingual

· Creole

· mestizo

· mulatto

· adobe

· diet


· understand how all peoples adapted to their environment.

· assess what might have led to South American independence.

· understand what struggles South America has faced with democracy.

· evaluate which modern societal traits best show the influence of different immigrant groups.

Global Connections:

· Compare early civilizations in South America and US (NC) in their adaptation to the environment.

· Connect European settlement of South America to that of North America (and NC) . May compare/ contrast Iberian colonization to French/ English/Dutch.

· Compare slavery in US and South America. (includes plantations)

· Contrast US and Latin American independence/ democracy.

· Describe mixed (Creole) cultures in North & South America.

· Identify examples of South American musical influences/groups heard in the US.


Overview of Europe/ In Focus: CGs 3 & 13

Suggested

# of Days

7-10


Why is geography important in understanding Europe?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Human-Environmental Interactions:

· How do Europeans use the physical landscape to promote tourism?

· In what ways have Europeans modified their environment to meet their needs?

Location:

· What benefits do Europeans receive from their location?

· Why do some North Carolina names and customs suggest European origin?

Place (Physical Characteristics):

· How does the geography of South America differ from that of Europe?

Regions:

· How has geography shaped Europe’s cultures?

Textbook correlates to: CGs 1, 2, 3 & 13

In Focus: CGs 3 & 13 3.01 Identify ways in which people of selected areas in S.A. & Europe have used, altered, & adapted to their environments in order to meet their needs, & evaluate the impact of their actions on the development of cultures & regions. (Q1, Q2)

3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, & industrialization & evaluate their significance to the global community. (Q2, Q5)

3.03 Examine the development & use of tools & technologies & assess their influence on the human ability to use, modify, or adapt to their environment. (Q3)

3.04 Describe how physical processes such as erosion, earthquakes, & volcanoes have resulted in physical patterns on the earth's surface & analyze their effects on human activities. (Q1, Q3)

13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities. (Q4)

13.02 Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic. (Q4)

13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies & cultures (Q4).

Concepts:

· Interpretation (maps) (review)

· climate

· pollution (air quality)

· relationships (human-environmental)

· industries

· heritage

· civilization

· region


· Tower of London

· Houses of Parliament (Big Ben)

· soccer

· haggis

· Loch Ness (“Nessie”)

· United Kingdom

· Berlin Wall (Germany)

· Benelux countries

· Mont Blanc-France

· El Prado (Madrid, Spain)

· baklava (Greece)

· St. Basil’s Cathedral (Moscow, Russia)

· Chernobyl nuclear accident

· Great European Plain or Northern European Plains

· Iberian Peninsula

· Ural Mountains

· the Alps

· Mediterranean Sea

Vocabulary:

· travel journal

· souvenir

· siestas

· “breadbasket”-Ukraine

· air pollution

· mountainous

· heritage

· customs

· dialects

· ethnic groups

· peninsula

· continent

· plains

· gulf stream

· North Atlantic Drift

· “western” (civilization)

· globalization


· compare/contrast the geography of Europe, South America and the United States.

· contrast the standard of living that exists in Western Europe with that of Eastern Europe.

· identify economic markets in Europe that compete against the United States.

· explain how European artistic, culinary, and musical achievements have influenced the world.

· illustrate ways ethnic groups sharing a small space causes conflict.

Global Connections:

· Identify examples of European companies and products found in NC.

· Trace European influence on N.C. cities. (names)

· Compare exchange rates between the Euro, or British Pound, to other currencies - mainly the dollar.

· Examine reasons why the European rail system is more vast than those in the US, Africa, China, Russia, and India.


Classical Europe & Medieval Europe/ In Focus: CGs 4 & 8

Suggested

# of Days

8-10


How do we benefit today from the classical and medieval ages of Europe?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Government:

· What is the political legacy of the Romans?

Society & Culture:

· What contributions of Ancient Greeks are prevalent in present day society?

History:

· Why is it important to understand plagues like the “Black Death”?

· Which historical figure do you think had the greatest impact on Europe during the Classical Period?

History/ Society & Culture: (Issues of Power)

· How can we see feudal levels of power in the world today?

· How were religious beliefs a powerful force in political change?

Place (Human Characteristics):

· What evidence of Moorish influence exists today in European architecture, music and art?

Textbook correlates to: CGs 4, 7, & 8

In Focus: CGs 4 & 8 4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions. (Q1, Q5)

4.02 Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions. (Q3)

4.03 Examine key ethical ideas & values deriving from religious, artistic, political, economic, & educational traditions, as well as their diffusion over time, & assess their influence on the development of selected societies & regions in S.A. & Europe.(Q6, Q7)

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. (Q4)

8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.(Q2)

8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present. (Q4)

Concepts:

· art (forms)

· systems (of government)

· philosophy

· religion

· power (church, state, societal)

· civilization (and decline of)


· Pericles

· Crete

· Phoenicians (alphabet system)

· Athens city -state

· the Acropolis

· Parthenon

· Alexander the Great

· Olympia & Olympic Games

· Roman legions

· Julius Caesar

· Hadrian’s Wall

· Hebrews (or Jews)-Palestine

· Christianity

· Jesus

· Gospels

· messiah

· Paul

· The Pope

· Constantine

· Middle Ages

· vassals

· knights

· serfs

· Constantinople

· “Black Death”

· Charlemagne

· Song of Roland

· Notre Dame Cathedral

· St. Thomas Aquinas

Vocabulary:

· city-state

· metropolis

· alphabet system

· direct democracy

· theatre (drama & comedy)

· tragedies

· philosophers

· republic

· constitutional government

· Diaspora

· empire

· monotheism

· lord

· bartering

· feudalism

· excommunication

· ghetto

· classical learning


· describe how classical civilizations were organized.

· explain the impact of geography on the development of early civilizations.

· understand the contributions of classical & medieval societies to today’s civilizations.

· identify events that caused the decline of classical civilizations.

· explain the effects of the Middle Ages.

Global Connections:

· Trace the expansion of Christianity outside of Europe.

· Examine how classical & medieval European architecture has influenced designs around the world.

· Follow the development of the classical Olympic Games to its modern global version.

· Contrast medieval feudal society to the Indian caste system.

· Compare slavery in the classical era to other forms of slavery.

· Identify differences and similarities between Greco-Roman mythology & other mythology.

· Examine the empires of Alexander the Great, Rome, and Charlemagne to other major empires such as the Mongols, Mauryan, Inca, & Islamic


Modern Europe: Renaissance-today/ In Focus: CGs 7 & 8

Suggested

# of Days

12-16


What influence does Renaissance thinking have on our culture today?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Human/Environmental Interaction:

· How can the availability of energy resources impact the economy?

History:

· Which forces (institutions) in Europe shaped the Age of Exploration?

· How did European imperialist policies affect colonies in lasting ways?

· In what ways have technological advances in weapons impacted European history?

· Who was the most influential leader in Europe since the beginning of the Renaissance?

Society & Culture:

· What forces cause cultures to change over time?

· How does the ethnic variety in Europe explain conflicts that exist?

· How did/does literature reflect popular culture?

Government:

· Why was the communist form of government seen as a threat to individual rights?

· Why do you think that individual rights evolved over time in Europe?

Religion:

· How has the influence of the Roman Catholic Church in Europe changed since the Renaissance?

Textbook correlates to: CGs 7 -10, 12, & 13

In Focus: CGs 7 & 8 7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues. (Q5, Q8, Q10, Q12)

7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions. (Q2)

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. (Q4, Q5, Q7)

8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe. (Q1, Q6, Q9, Q10)

8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present. (Q3, Q8)

Concepts:

· rebirth

· literacy

· reform

· systems of government

· innovation

· exploration

· war/ conflict

· technology

· cooperation

· peace

· genocide

· human rights

· energy

· recovery


· humanism

· “Renaissance”

· the Medici family

· Michelangelo

· Florence

· Protestant Reformation

· Martin Luther & 95 Theses

· printing press

· John Calvin

· Magna Carta

· Niccolo Machiavelli’s “The Prince”

· Louis XIV &Versailles

· Napoleon Bonaparte

· Ferdinand Magellan

· Prince Henry the Navigator

· astrolabe

· Christopher Columbus

· Line of Demarcation

· viceroys

· Columbian Exchange

· Franz Ferdinand

· Kaiser Wilhelm

· The Great War

· The Western & the Eastern Fronts

· Communists

· Versailles peace treaty

· League of Nations

· Soviet Union (USSR)

· Joseph Stalin

· Allies vs. Axis powers

· Benito Mussolini

· Adolph Hitler & Nazis

· Pearl Harbor

· nuclear power

· NATO &Warsaw Pact

· Marshall Plan

· Berlin Wall

· Nikita Khrushchev

· European Union (EU)

Vocabulary:

· protestants

· secular

· translation

· absolutism (or absolute monarch)

· nationalism

· state

· exploration

· colonialism

· alliances

· trenches

· dictator

· propaganda

· Holocaust

· division

· containment

· reunification

· cold war


· explain the forces in Europe that shaped the Age of Exploration,

· judge the impact of imperialism on colonists in North & South America.

· identify the patterns of behavior that led to both World War I & II.

· trace the impact of technology on conflict throughout Europe’s history.

· locate the variety of ethnic groups in Europe and predict/explain possible ethnic problems.

Global Connections:

· Identify non-European feats of exploration.

· Familiarize students with other “Renaissance” eras of history such as Golden Ages of China & India, height of Mayan civilization and re-emergence of Russia as a world power during the Soviet Age.

· Contrast European imperialism to non-European imperialism.

· Research industrialization in other parts of the world and identify economic trends/demands that contributed to the changes.

· Examine the global impact of the Great War.

· Describe how WWII changed the US.


Region: British Isles & Scandinavia/ In Focus: CGs 2 & 12

Suggested

# of Days

13-16


To what degree do you think that British and Nordic cultures are different?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Place (Physical & Human Characteristics):

· What major resources are located in Northern Europe?

· Why did the Industrial Revolution begin in the British Isles?

Human/Environmental Interaction:

· In what profitable ways have N. Europeans helped the environment? (similarities & differences)

Regions:

· What adjustments do sea-based countries need to make?

· How does a cold climate affect lifestyle?

History:

· What is the lasting legacy of the Vikings?

· How did the feudal system create the foundation for industry?

· Why have Nordic countries remained neutral in major world conflicts of the 20th C?

Society & Culture:

· How did the Industrial Revolution change the world?

· In what ways did Northern Europeans react to assaults from the Nazis?

Government:

· How has the role of the monarchy changed over time?

Religion:

· How have religious beliefs divided people in the British Isles?

Textbook correlates to: CGs 2-6, 8, 11, & 12

In Focus: CGs 2 & 12 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

12.01 Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

12.02 Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.

12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

Concepts:

· location

· climate

· ancestry

· language

· traditions

· systems of production

· labor

· industry

· revolution

· energy

· transportation

· economy

· natural resources

· government

· recreation


· Northern Hemisphere

· Arctic Circle

· summer & winter solstice

· Scandinavia

· fjords

· British Isles

· cricket

· Ireland

· United Kingdom (Scotland, Wales, England, & N.Ireland)

· Vikings

· Geoffrey Chaucer & the Canterbury Tales

· Canterbury Cathedral

· three-field system

· Industrial Revolution

· spinning jenny

· Charles Dickens

· James Watt & steam engine

· coal production

· railroads

· geothermal energy

· Victorian Age

· London Underground (“the Tube”)

· London Blitz

· “black gold”

· Heathrow & Gatwick airports

· Thames River

· Westminster Abbey

· Hans Christian Andersen “Mermaid”

· Nobel Prize

· Church of England

· Henry VIII

· Queen Elizabeth I

· illuminated manuscripts

Vocabulary:

· latitude

· hemisphere

· temperate (climate)

· Nordic

· Germanic languages

· fallow

· crop rotation

· raids

· peasants

· manor (system)

· commerce

· cottage industry

· division of labor

· factory (system)

· urbanization

· depressed areas

· mixed economy

· famine

· service industries

· convents

· monasteries

(re-visit: peninsula, regions, constitutional government, democracy, republic, immigrants)


· trace the history of religion in the region identifying major turning points.

· explain how the economic cooperation of Europe benefits the British Isles and Nordic countries.

· compare the impact of the World Wars on the two regions.

Global Connections:

· Compare drilling for oil in the North Sea to other off-shore drilling such as in the Gulf of Mexico.

· Examine the possibilities of wind power in the US such as the common use in the Netherlands and Denmark.

· Identify other major underground rail systems in the world.

· Investigate influences on modern cities like London, Edinburgh, Dublin, Amsterdam, and Copenhagen.


Region: Western Europe/ In Focus: CG

Suggested

# of Days

15-18


Why is Western Europe an economic giant in the world?


SCOS Objectives

Concepts &


Events

Vocabulary Builder



· Which valuable resources are located in W. Europe?

· Why are the Alps the “lifeline” of W. Europe?

Regions:

· Why is it useful to study W. Europe as distinct regions?

History:

· In what ways can we see the legacy of the Roman Empire in W. Europe today?

· “The French Revolution laid the foundation for modern democracies.” In what ways can you support that statement?

Government:

· What are the benefits of a European Union?

· How has the idea of government evolved over the last 100 years?

Religion:

· In what ways has immigration created a more diverse religious society?

Movement (of ideas):

· How has ingenuity fueled Europe’s strong economy?

· What role does mass transit play in uniting Europeans?

· Why is specialization important to a strong W. European economy?

Textbook correlates to: CGs 2-7, 9, 12

In Focus: CGs 5 & 9 5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe.

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.

5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of S.A. & Europe.

5.04 Describe the relationship between specialization & interdependence, & analyze its influence on the development of regional & global trade patterns.

9.01 Trace the historical development of governments including traditional, colonial, & national in selected societies & assess the effects on the respective contemporary political systems.

9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, & oligarchies in areas of S.A. & Europe carry out legislative, executive, & judicial functions, & evaluate the effectiveness of each.

9.03 Identify the ways in which governments in selected areas of S.A. & Europe deal with issues of justice and injustice, & assess the influence of cultural values on their practices & expectations.

9.04 Describe how different governments in S.A. & Europe select leaders & establish laws in comparison to the US & analyze the strengths & weaknesses of each.

Concepts:

· language (multilingual)

· ancestry

· conflict

· cooperation

· emigration

· geography

· climate

· revolution

· transportation

· pollution (environmental challenges)

· labor

· democracy

· religion/ faith


· Franks

· Germania

· Benelux countries

· Flemish

· Walloon

· Gothic (architecture)

· Northern European Plain

· Albert Einstein

· the Rhine river

· the Alps

· Agricultural Revolution

· scythe

· sickle

· European rail system

· the Greens (Party)

· Marshall Plan

· European Union (EU)

· Swiss chocolate

· the Reichstag

· Declaration of the Rights of Man

· Louis XVI & Marie Antoinette

· guillotine

· French Revolution

· European Parliament

· the Euro

· Eiffel Tower

· Notre Dame Cathedral

· Latin Quarter

· Vienna Boys Choir

· Tour de France

· World Cup (Soccer)

· haute cuisine

Vocabulary:

· descendents

· microstate

· guest workers

· dikes

· enclosures

· life expectancy

· standard of living

· toxins

· trade surplus

· reunification

· specialization

· chancellor

· architecture

· rabbi

· Judaism

· synagogue

· pogroms

· Muslims

· Mosque

· ingenuity


· explain how agriculture has evolved in Western Europe.

· show why the French Revolution truly transformed all levels of society.

· share how Jewish peoples became a significant part of Western European history.

· analyze all sides of the debate on whether Europe should continue to become (one day) the nation of Europe.

Global Connections:

· Compare and contrast the dike system (levees) in the Netherlands to New Orleans.

· Look at the introduction of the common European “Smart Car” to the US

· Compare exchange rates between the Euro and other major currencies. Students can plan a 10 day trip to Europe and determine what costs they will incur.

· Compare and contrast the French and American revolutions.

· Explore what other cities in the world, outside of Paris, are known as centers of cuisine.


Region: Mediterranean Europe/ In Focus: CGs 5 & 12

Suggested

# of Days

14-17


How has the Mediterranean Sea affected the people of the region?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Location:

· Why have countries along the Mediterranean Sea possessed a historic economic advantage?

Human/Geographic Relationships:

· How has the geography of the Mediterranean Sea affected its people?

· What major resources located in Mediterranean Europe are most valuable?

Regions:

· What common characteristics does Mediterranean cuisine possess regardless of the country?

History:

· Why was the discovery of Pompeii such a huge news event that still captures the imagination of people today?

· In what ways did Isabella & Ferdinand help establish modern “Western” culture?

· What caused Picasso to capture a moment of history in his painting “Guernica”?

Society & Culture:

· What impact have conflicts of the 20th C had on the arts?

· How are today's modern societies a reflection of ancient Mediterranean cultures?

Religion:

· Why can the Mediterranean region be considered a place where religions clash?

Textbook correlates to: CGs 2-7, 11, & 12

In Focus: CGs 4, 6, & 12 4.01 Describe the patterns of & motives for the migrations of people, & evaluate their impact on the political, economic, & social development of selected societies & regions.

4.02 Identify the main commodities of trade over time in selected areas of S. America & Europe, & evaluate their significance for the economic, political & social development of cultures & regions.

4.03 Examine key ethical ideas & values deriving from religious, artistic, political, economic, & educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies & regions in S.A. & Europe.

6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, & life expectancy.

6.02 Examine the influence of education & technology on productivity & economic devel. in selected nations & regions of S.A. & Europe.

6.03 Describe the effects of over-specialization & assess their impact on the standard of living.

12.01 Examine the major belief systems in selected regions of S. A. & Europe, & analyze their impact on cultural values, practices, & institutions.

12.02 Describe the relationship between cultural values of selected societies of S.A. & Europe & their art, music, architecture, & literature, & assess their significance in modern culture.

12.03 Identify examples of cultural borrowing (language, traditions, & technology) & evaluate their importance in the development of societies in S.A. & Europe.

Concepts:

· language

· landforms

· climate

· building (engineer)

· exploration

· industry

· consequences

· environmental challenges (& profits)

· deficit

· civilization

· systems of government

· unions

· religion/ faith

· leisure

· immigration


· Mount Vesuvius & Pompeii

· Greek New Testament

· Etruscans

· Spanish & Portuguese in South America

· Rock of Gibraltar

· Italian Peninsula

· Iberian Peninsula

· sirocco

· Via Appia

· Cordoba

· Isabella & Ferdinand

· Portuguese vs. Spanish exploration

· Guggenheim Museum (Bilbao, Spain)

· Bocce

· Q’uran

· Moors

· Minoan civilization

· Benito Mussolini

· Francisco Franco

· Spanish Civil War

· Antonio Salazar

· Vatican City

· El Prado Art Museum

· El Greco

· Francisco Goya

· Diego Velasquez

· Pablo Picasso & “Guernica”

· Greek Orthodox Church

· Hagia Sophia (Istanbul, Turkey)

· St. Peter’s Basilica (Vatican City)

· Olympic Games

· Bullfighting

Vocabulary:

· Mediterranean (climate)

· Latin

· Romance languages

· Iberia

· strait

· navigable

· elevation

· quarry

· irrigation

· terrace farming

· Islam

· mass transit

· gross domestic product

· trade deficit

· tourism

· fascism

· orthodox

· matador

Students should be able to:

· understand what makes Iberia unique.

· explain why the countries along the Mediterranean benefited from their location along the sea.

· assess what impact the Moors (and Islamic cultures) have had on European history.

· make connections between events and art

Global Connections:

· Investigate other major volcanic explosions in world history.

· Re-visit Spain & Portugal’s influence on the Americas.

· Research Greek influence on NC and the United States.

· Look closer at the achievements of Arab-Islamic cultures in Mediterranean Europe.


Region: Russia/ In Focus: CG 6

Suggested

# of Days

13-15


How have changes in government affected the lives of Russians?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


Location:

· How does Russia compare in size to the United States?


· What major resources have Russian governments profited from?

Human/Environmental Interactions:

· In what ways have political events shaped the population distribution in Russia?

History:

· What powerful leaders shaped Russian history?

· What factors caused the Russian Revolution?

· How did life change for the common man after the Revolution?

Society & Culture:

· How were the first civilizations of Russia influenced by the Byzantine Empire?

· How did the collapse of the Soviet Union impact the Russian people?

Government:

· How has Russian government changed over time?

Religion:

· How did the role of religion change under Communism?

Textbook correlates to: CGs 2 through 12

In Focus: CGs 9 & 11 9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.

9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.

9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.

11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences.

11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

Concepts:

· land size & landforms

· climate-vegetation

· systems (of government)

· territory (expansion)

· democracy (expansion)

· industrialization

· energy (nuclear)

· health

· globalization

· religion/ faith


· Ural Mountains

· Bering Strait

· St. Petersburg

· Volga River

· Lake Baikal

· Siberia

· Rus (Vikings)

· Kiev (Kievan Russia)

· Mongols

· Peter the Great

· the Winter Palace-> the Hermitage

· Ivan the Terrible

· Catherine the Great

· Alexander II & the emancipation of serfs

· the Duma

· Karl Marx (Marxism)

· Vladimir Lenin

· Russian Revolution (and Civil War)

· Czar Nicholas II

· USSR

· Joseph Stalin

· the Great Purge

· Nikita Khrushchev

· Mikhail Gorbachev

· the Kremlin

· glasnost & perestroika

· Boris Yeltsin

· Vladimir Putin

· Peasant’s Land Bank

· Trans-Siberia railway

· Bolsheviks

· Five-Year Plans

· Chernobyl

· Cathedral of St. Basil

· Leo Tolstoy

· Pyotr Tchaikovsky

· “Peter and the Wolf”

· Garry Kasparov

· Orthodox Church

· Yom Kippur

· Rosh Hashanah

· pogroms

Vocabulary:

· Eurasia

· steppes

· landlocked

· permafrost

· sub-arctic

· Byzantine

· icons

· Czar

· westernization

· anarchists

· communism

· Soviet

· détente

· serfdom

· heavy industry

· consumer goods

· foreign investments

· censorship

· Faberge eggs

· defect

· Hanukkah


· describe how Kiev was influenced by the Byzantine Empire.

· identify prominent Czars & their impact on Russia’s Empire.

· assess the causes of the Russian Revolution. (then: describe life in Russia under Communism)

· compare the rights of Russian individuals under the Czars, communism, and modern democracy to those of US residents

· recognize propaganda and bias.

Global Connections:

· Examine Jewish influence on Russian history and culture.

· Map the oil pipelines from Russia and discuss how Asia & Europe are affected.

· Compare Chernobyl to other nuclear accidents.

· Examine the global influence of Soviet Communism. How do the US and Russia work together economically?


Region: Eastern Europe & Central Asia/ In Focus: CGs 10 & 11/ 1 & 7

Suggested

# of Days

5-8


Why is diversity often an obstacle to cooperation among Eastern Europeans?


SCOS Objectives

Concepts &


Events

Vocabulary Builder


History:

· Why did Balkan people resent their minority status before World War I?

· How did the NATO-Warsaw Pact rivalry shape Cold War Eastern Europe?

· What role did diversity play during the Balkan wars of the 1990s?

Human-Environmental Interactions:

· Why was the accident at Chernobyl a tragic event for several cultures?

Society, Government,

& Culture:

· How did Eastern European attitudes towards government change after the fall of communism?

· How is diversity reflected in Eastern European culture?

(can use: religion, food, sports, customs, language, etc.)

Textbook correlates to: CGs 1, 2, & 6- 12

In Focus: CGs 10-11/ 1 & 7 10.01 Trace relationships between individuals & their govt’s in S.A. & Europe, & evaluate the change over time.

10.02 Identify citizens' rights & responsibilities (constitutions, traditions, & religious law) & analyze how they are incorporated into different government structures.

10.03 Describe rights & responsibilities of citizens in S.A. & Europe, comparing them to each other & to the US

10.04 Examine the rights, roles, and status of individuals in S.A. & Europe, & assess importance to general welfare.

11.01 Identify concepts associated with culture (language, religion, family, & ethnicity) & analyze how they link & separate societies.

11.02 Examine the basic needs & wants of all human beings & assess the influence (environment, values & beliefs) in creating cultural responses.

11.03 Compare characteristics of political-economic-religious-social institutions of selected cultures, & evaluate their similarities & differences.

11.04 Identify examples of economic, political, & social changes (various economies, various govt’s, & the roles of women & minorities) & analyze their cultural impact.

1.01 Create geographic tools to show info( S.A. & Europe)

1.02 Generate, interpret, & manipulate information to pose & answer questions on space & place, environment & society, & spatial connections.

1.03 Use geographic tools to compare data & identify patterns among them.

7.01 Identify historical events & evaluate their relationship to current issues.

7.02 Examine key historical effects on various institutions.

Concepts:

· ethnicity

· diversity

· conflicts

· geographic barriers

· change (climate)

· boundaries (physical & political)

· trade

· industry

· serfdom

· challenges (environmental)

· landforms

· faith/ religion

· vegetation

· modernization

· tradition

· transition

· identity


· ethnic diversity

· Magyars

· Slavs

· Balkans

· Ottoman Empire

· the Danube

· Orient Express

· Chernobyl

· “Iron Curtain”

· Prague Spring

· Lech Walesa & Solidarity

· Velvet Revolution

· John Paul II

Central Asia (preview of 7th grade)

· Central Asia

· Transcaucasia

· yurt

· the Silk Road

· Chechnya

· Mecca

· hajj

Vocabulary:

· Gypsies

· Slavic languages

· balkanize

· collective farms

· resistance

· independence

· genocide

· borderlands

· nomads

· Ramadan

· clan

(re-visit: ghetto [Warsaw], alphabet [Cyrillic],


· evaluate environmental problems in Russia to determine which are most serious.

· describe life in the Eastern European countries under communism.

· compare individual rights for citizens in Easter Europe and Western Europe today.

· explain why Yugoslavia lapsed into civil war once the communist government collapsed.

Global Connections:

· Study the origins of the Roma (Gypsy) people?

· Examine the influence of Muslim cultures on the region.

· Trace Eastern European immigration to the US in the 20th century.

Appendix:

NC Department of Public Instruction’s cognitive level model: Bloom-Marzano hybrid (adopted-1989)

An Item Shells Approach to formulating questions for each cognitive level

NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.

Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

Knowledge

· Defining problems: clarifying needs, discrepancies, or puzzling situations

· Setting goals: establishing direction and purpose

· Observing: obtaining information through one or more senses

· Formulating questions: seeking new information through inquiry

· Encoding: storing information through long-term memory

· Recalling: retrieving information from long-term memory

Useful Verbs: list, name, label, recall, identify, match, choose

Organizing

· Arranging information so it can be used effectively

· Comparing: noting similarities and differences between or among entities

· Classifying: grouping and labeling entities on the basis of their attributes

· Ordering: sequencing entities according to a given criterion

· Representing: changing the form but not the substance of information

Useful verbs: categorize, group, classify, compare, contrast

Applying

· Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or principles that are required to solve a problem.

Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate

Analyzing

· Clarifying existing information by examining parts and relationships

· Identifying attributes and components: determining characteristics or parts of something

· Identifying relationships and patterns: recognizing ways in which elements are related

· Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning

· Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them

Useful Verbs: outline, diagram, differentiate, analyze

Generating

· Producing new information, meaning, or ideas

· Inferring: going beyond available information to identify what reasonably may be true

· Predicting: anticipating next events or the outcome of a situation

· Elaborating: explaining by adding details, examples, or other relevant information

Useful Verbs: conclude, predict, explain, elaborate, infer

Integrating

· Connecting and combining information

· Summarizing: combining information efficiently into a cohesive statement

· Restructuring: changing existing knowledge structures to incorporate new information

Useful Verbs: combine, summarize, design, imagine, generalize

Evaluating

· Assessing the reasonableness and quality of ideas

· Establishing criteria: setting standards for making judgments

· Verifying: confirming the accuracy of claims

Useful Verbs: judge, evaluate, rate, verify, assess, define criteria

An Item Shells Approach to formulating questions for each cognitive level (some examples)

KNOWLEDGE (Identifying):

Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)

Which _____________________________________ is characteristic of ____________________________?


ORGANIZING (Classifying):

Which _____________________________________ is an example of ______________________________?


What completes this ________________________________________?

APPLYING (Problem Solving)

What is the true nature of the problem?

Which _____________________________________ is an example of ______________________________?

What is a possible solution?

ANALYZING:

What must _________________________________ consist of?

Given _____________________________________, what is the primary cause _____________________?

What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):

What would happen if ______________________________________?

What is needed to solve this problem?

If ____________________________happens, what should be done to ____________________________?

On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):

_________________________ and _____________________ will likely make/result in _________________?

How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):

What is most effective for ____________________________________?

Which _____________________________________ is better (worse) than ___________________________?


What is most effective method for _____________________________?

What is the most critical step in this procedure?

Which step in unnecessary in this procedure?

Which is the most effective (efficient) solution?

Why is _________________________ the most effective (efficient) solution?

“In Focus”:

Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 2 principal CGs that are natural fits for the given unit; each CG is touched upon at least twice in the Pacing Guide

Core Curriculum for 6th Grade South America & Europe—

a list of top 100 Key Terms/People/Places/Events (see units)

Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.

Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district matters

Current adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook

Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.

While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ.

EQs should drive instruction & be made visible for all students.

“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”

provide specific examples to study & discuss; both are for teacher planning use.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall

“Target Goals”: a roadmap for unit mastery

“Global Connections”: developing students for the global workforce through social studies.

PAGE

1

Date post:	21-Oct-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Winston-Salem/ Forsyth County Schools€¦ · Web viewRus (Vikings) Kiev (Kievan Russia) Mongols....

Documents