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Basic Geography Suggested Length: 6 Weeks Bracken County Schools Curriculum Guide Social Studies Grade 6 Unit 1: Basic Geography Suggested Length: 6 weeks Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: Program of Studies 1. How have H-1 examine how human and physical 5 Themes of Locate and identify various places of local interest, geographic geography influence past decisions and Geography using map of hometown. Look for items of specific factors events. Location (Absolute economic, social, cultural, or historical interest. 6.4.1.1 influenced past H-2 analyze the influence of geographic and Relative) DOK 3 decisions and factors on past decisions and events. Place Demonstrate how geographic tools (maps, globes, etc.) events? H-3 evaluate past, current, and future issues Region are used to find absolute and relative location. 6.4.1.1. of land use (e.g., preservation, development, Movement DOK 3 2. How can the modification) from geographic perspectives. Human- Cooperative Learning Activity: Using Technology: five themes of G-1 examine patterns on Earth’s surface, Environment Create a visual aid (Power Point, Brochure, etc.) geography be using geographic tools (e.g., maps, globes), to Interaction explaining and giving examples of the 5 Themes of used to interpret identify where things (e.g., people, places, Tools such as Maps, Geography to share with the rest of the class. 6.4.2.1 and evaluate the landmarks) are, how they are arranged, and Globes, Projections DOK 2 impact of why they are in particular locations. Seasons (Spring, Create-A-Country: The students will create their own human G-2 analyze the physical and human Winter, Autumn, country and include the following: Natural Resources, settlement and characteristics of places and regions. Summer) – Why do we Economy, Climate, Government, Culture, interaction of G-3 evaluate the impact of human settlement have Leap Year? Population Density, and Elevation. The students will humans with and the interaction of humans with their Geographical features orally present their country to the class and justify in their environments. (rivers, mountains, etc) writing why they chose the things they did to turn in. environment? G-4 use the five themes of geography Latitude 6.4.2.1 DOK 2 (location, place, regions, movement, and Longitude Collaboration Research Project with Library: Students 3. How can man relationships within places) to organize Weather will take an imaginary tour around the world through benefit from information about various regions in the Economy research. Each group will have a specific place on each developing a modern world. Climate continent to research. They will be researching Climate, greater G-5 interpret current events in the United Natural Resources Resources, Vegetation, Government, Economy, and appreciation of States and the world from a geographic Parts of Map Recreation. Once they have completed their research, various world perspective Legend/Key each group must orally present their information to the cultures? Compass Rose class along with a visual aid. 6.4.2.1, 6.4.4.2 DOK 2 Symbols Core Content Looking at the Earth: Open Response 6.4.1.1. DOK 3 SS-06-4.1.1 Students will use a variety of Our planet Earth is one of a group of planets that geographic tools (maps, photographs, revolve around the sun in our Solar System. The sun and charts, graphs, databases, satellite images) Earth are very pivotal in life on Earth. to interpret patterns and locations on A. Construct a diagram illustrating what causes day Earth’s surface in the present day. DOK 3 and night on Earth. SS-06-4.1.2 Students will describe how B. Discuss and explain your illustration of what causes different factors (e.g., rivers, mountains, day and night. Pathway to Proficiency 1of 27 Bracken County Schools Curriculum Guide Social Studies Grade 6 Unit 1: Basic Geography Suggested Length: 6 weeks Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: plains) affect where human activities are C. Compare the causing of day and night with why located in the present day seasons change on Earth. 6.4.1.1 DOK 3 SS-06-4.2.1 Students will describe how regions in the present day are made Hurricane Internet Activity – This is a simulation web distinctive by human characteristics (e.g., quest activity. Students are elected Mayor of Pensacola dams, roads, urban centers) and physical Beach, Florida during an active hurricane season. The characteristics (e.g., mountains, bodies of students will read information that lead up to the arrival water, valleys) that create advantages and of Hurricane Olivia. The Mayor (students) will read disadvantages for human activities (e.g., memos from their staff (Tourism Director, Police Chief, exploration, migration, trade, settlement, Emergency Director, and Mayor Assistant) giving development). DOK 2 advice on what they think is best. The mayor then makes SS-06-4.2.2 Students will describe and give a decision: Evacuate or Let them decide on their own? examples of how places and regions in the The Mayor then writes a press release stating his/her present day change over time as decision and why they made that decision. The students technologies, resources, and knowledge will have to consider the economics of riding out the become available. DOK 2 storm versus the economics of evacuation. HIT OR SS-06-4.3.1 Students will describe patterns MISS? You make the call! of human settlement in the present day and explain how these patterns are influenced Here is the website: by human needs. DOK 2 http://weathereye.kgan.com/expert/hurricane/index.html SS-06-4.3.2 Students will explain why and 6.4.4.2 DOK 2 give examples of how human populations may change and/or migrate because of Mapping a New Island Nation: A group project for factors such as war, famine, disease, creating different kinds of maps. Students use modeling economic opportunity and technology in dough to shape their own island. Students also use a the present day. DOK 3 variety of materials to make a 3-D Physical map, SS-06-4.4.1 Students will explain how Climate map, Political map, and a Resource map. The technology in the present day assists students are also responsible for writing a brief history human modification (e.g., irrigation, of their island (Name, how it got its name, etc.), and clearing land, building roads) of the presenting it to the rest of their class. 6.4.1.1 DOK 3 physical environment in regions. DOK 2 SS-06-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disaster) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the present day. DOK 2 SS-06-4.4.3 Students will explain how the Pathway to Proficiency 2of 27 Bracken County Schools Curriculum Guide Social Studies Grade 6 Unit 1: Basic Geography Suggested Length: 6 weeks Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: natural resources of a place or region impact its political, social and economic development in the present day. Grade 6 Unit 2: North America Suggested Length: 4 weeks Essential Questions Program of Studies and Core Content Key Terms and Vocabulary Classroom Instruction and Assessment Student will: Program of Studies 1. How have H-1 examine how human and physical 5 Themes of Work in groups to research North America’s geographic geography influence past decisions and Geography relationships with its neighbors to the north and south. factors events. Location (Absolute Look for important issues such as trade relations, influenced past H-2 analyze the influence of geographic and Relative) boundary concerns etc. 6.2.3.1 DOK 2 decisions and factors on past decisions and events. Place Create a list of physical features shared by United States events in North H-3 evaluate past, current, and future issues Region and Canada in order to locate, label, and color these America? of land use (e.g., preservation, development, Movement shared features on a map. 6.4.4.1 DOK 3 modification) from geographic perspectives. Human Label a map indicating Canada’s provinces, capitals, 2. How can the G-1 examine patterns on Earth’s surface, Environment and major geographical features. 6.4.4.1 DOK 3 five themes of using geographic tools (e.g., maps, globes), to Interaction Venn Diagram: Compare and Contrast the economic geography be identify where things (e.g., people, places, Geographic Tools such challenges, the climate, and the arts and recreation used to interpret landmarks) are, how they are arranged, and as Maps, Globes, between the United States and Canada. 6.3.3.1 DOK 3 and evaluate the why they are in particular locations. Projections. Create postcards for an assigned country illustrating the impact of G-2 analyze the physical and human Latitude nation’s natural features, architecture, culture, etc. human characteristics of places and regions. Longitude Identify 3 “sights they would like to visit” in an settlement and G-3 evaluate the impact of human settlement Climate assigned city on a trip throughout North America. the interaction and the interaction of humans with their Culture Describe the three things you would like to see in of humans with environments. Natural Resources writing and present to the class, along with visual their G-4 use the five themes of geography Environment representation. environments in (location, place, regions, movement, and Religions North America? relationships within places) to organize Economics Open Response: information about various regions in the Boundaries (Great List and Explain 3 benefits that provide the United 3.
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