Central Dauphin School District

Curriculum Unit Map

Subject: Social Studies Grade Level: 6th Topic: Governments of the World Priority PA Core Standards:  CC.8.5.6-8.C: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).  CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.  CC.8.5.6-8.F: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).  CC.8.6.6-8.I: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. PA Academic Standards (if applicable):  5.1.6.B: Compare and contrast a direct democracy with a republican form of government.  5.2.6.B: Explain how citizens resolve conflicts in society and government.  5.3.6.B: Define and compare the role and structure of local, state, and national governments.  5.3.6.D: Identify leadership positions and their primary duties at the local, state, and national levels.  6.1.6.A: Explain how limited resources and unlimited wants cause and scarcity.  6.1.6.B: Compare ways that people meet their needs with how they meet their wants.  6.1.6.C: Describe how resources are combined to produce different goods and services.  6.2.6.G: Examine how various economic systems address the three basic questions: What to produce? How? For Whom?  6.3.6.B: Describe the impact of government involvement in state and national economic activities.  6.1.6 B: Describe how resources are combined to produce different goods and services  6.2.6 A: Describe the interaction of consumers and producers of goods and services in the state and national economy.  6.2.6 C: Explain how advertising influences economic decisions.  6.2.6 G: Examine how various economic systems address the three basic questions. What to produce? How? For whom?  6.4.6 A: Explain why people specialize in the production of goods and services and divide labor.  6.5.6 A: Describe how the availability of goods and services is made possible by the work of members of the society.

KEY LEARNING: UNIT ESSENTIAL QUESTION: Texts/Resources/Materials: The extent of citizens’ liberties and How are the government, economy and Harcourt Horizons Textbook, Internet, Teacher responsibilities varies according to limits on industry of a country directly related to each Made Resources. governmental authority. Governments influence other? www.discoveryeducation.com economic structure and growth. Choices made Complex texts by consumers and producers influence market. Economies of the world can be classified based on the types of industries that make one kind of product or provide one kind of service.

CONCEPT: Governments CONCEPT: Supply CONCEPT: Economies CONCEPT: Industries and Demand Lesson Essential Questions: Lesson Essential Lesson Essential Questions: Lesson Essential Questions: What are the similarities and Questions: How does a country’s How do the types of industries work together to differences between the How are goods and economy directly affect the contribute to the economy of a country? governments of the world? services produced, lives of its citizens? consumed, and Primary Industries: Governments to Discuss: exchanged to satisfy Economies to Discuss:  Involve natural resources such as farming, Monarchy, Democracy, supply and Market, Traditional, and fishing, logging, and mining Dictatorship, and Oligarchy demand? Command  bring natural resources to market  Define the government.  Define  provide raw materials to secondary industries  Describe the role of a  Supply &  Identify characteristics to make goods citizen. Demand =  Identify governments  In developed and developing countries,  Identify past and present Needs & Wants Examples of Economies: primary industries employ the least amount of countries with each type of  Define  Traditional: Haiti, people government.  Examples Indigenous tribes, Fishing, Secondary Industries: Examples of the Governments: Farming, Underdeveloped  turn natural resources and raw materials into  Monarchies: Qatar, Countries, Bartering a finished product Swaziland, United Arab  Command: Iran, China,  Identify types of secondary industries Emirates… Cuba, North Korea  play a large role in the economic development  Constitutional Monarchies: of a country Britain, Denmark, Norway… Tertiary Industries:  Democracies: Canada,  provide services to the general population and Mexico, United States, Brazil, to businesses Peru…  Identify types of tertiary industries that  Dictatorships: China, Cuba, provide services to the general population and to North Korea… businesses  Oligarchies: Russia, Saudi  The majority of people in developed and Arabia… developing countries are involved in tertiary industries Quaternary Industries:  involve research, information gathering or business management  Identify types of quaternary industries Vocabulary Academic Specific: Domain (Content) Specific: (examples: analyze, trace, identify) (examples: drama, characterization, theme) Identify, describe, compare and contrast Monarchy, democracy, direct, republic, parliamentary, presidential, constitutional, dictatorship, oligarchy Economy, consumer, supply and demand, free enterprise, scarcity, limited resources, unlimited resources, barter Industry, Raw Materials, Primary, Secondary, Tertiary, Quaternary, Natural Resources, manufacturing, developed country, developing country, gross domestic product

Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments (from assessment bank):