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DOCUMENT RESUME ED 048 1E4 SP 007 071 TITLE Overview. Resource Unit I, Grade 7. Providence Social Studies Curriculum Project. INSTITUTION Providence Public Schools, R.I.; Rhode Island Coll., Providence. SPONS AGENCY Office of Education (DREW), Washington, D.C. Cooperative Research Program. REPORT NO CRP-6-1195 PUB DATE 68 NOTE 15p.; Part of a set of resource units and curriculum overviews for K-12 social studies EDRS PRICE EDRS Price ME-$0.65 HC-$3.29 DESCRIPTORS *Curriculum Guides, *Grade 7, *Social Studies, *Urban Teaching IDENTIFIERS Europe, Southeast Asia, Soviet Union ABSTRACT GRADES OR AGES: Grade 7. SUBJECT MATTER: Social Studies; Europe, Soviet Union, and Southeast Asia. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the f3rst page. Ee.rh group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, two short appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "F,valuaticnu lists several ideas students should understand by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and aterials listed are optional. (7T) r;1 PQOVIDENCE soetAi STUDIES VAR; CULUIA OJEC ate: goirilimabogarsasiwilowao weir 1.101. d U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OVERV I E OFFICE OF EDUCATION TH.5 DOCUMENT HAS BEEN REPRO. DUCE° EAACTLT AS PECE'VEE. FROM RESOURCEUN I 1 THE PERSON OR OR EIANIZAT/DN OTiG INA.i.NG IT pOCTS 4... VIEW OR ORIN, ONS STATED CO NOT NETISSARILY REPRESENT OFFICIAL OFFICE CF EDU. GRADE.7 CATION pOS,TION C R POLICY R$40DE 18LA!!ID COLLEGE , . , PROVIDEliet PUBUC601001.6 i. RU,I - Gr. 7 TABLE OF CONTENTS I. Explanation 1 II. Major Understandings 1 III. Aims -1 IV. Vocabulary 2 V. Introduction 3 VI. Development of Unit 3 VII. Evaluation 11 VII:. Supplementary Activities ...... 11 IL. Appendix A. Countries of Western Europe, "Soviet", and Southeast Asia .12 B. Suggested Ctarts 13 RU,I - Gr. 7 1 O VLR V I E Or YLAR' S .,ORK I. EXPLANATICA In grade four the students were introduced to the concept of "region". They learned that region it an area with common charac- teristics that may be Identified for purposes of c;:.:Zy. In grade five and six the students were introduced to and became familiar with the concept of "culture region", the charac- teristics of a culture region, the interactions of a culture region with its physical Environment, and the interrelatedness of culture regions with each other that result in social orange. The study will be continued in grade seven with an examination of the Western European, 3oviet, and Southeast Asian culture regions. II. MAJOR UNDERSTANDINGS The students should be made aware of the fact that A. Several culture regions, consisting of a variety of culture groups, exist throughout the world. B. Each culture group has its own organization ant. functions. C. Culture is changeable, but the rate of charge is depen- dent upon cultural contact., choice, imposition, and the like. LIT . tyiS 1. To develop further understanding of the term culture region. 2. To develop an understanding that the study of culturc re- gions is one approach to a study of the wor14. 3. To develop an awareness of the scope of the year's work. RU, r - Gr. 7 2 VOCABULARY anthropologist investigate archaeologist isolation artifact research attitude Southeast Asia culture groups Soviet culture region Soviet Union Western Europe 4 RU,I - Cr. 7 3 II4IRODUCTION V. INTRODUCTION Suggested Time: 2-3 w.eks Explain to the class that in grade seven they will study several culture regions around the world. Before this study can be conducted, however, they must understand what is meant by the term culture region. The purpose of this unit, then, is to F,ive the students an understanding of the term Culture Region. ,ince the students have dealt with this idea in grades five and six this unit will serve as a means of review. We shall try to develop the skills which help us in locating information quickly aad evaluating this information effectively. We shall try to improve our ability to think more effectively. We shall try to murk together well and share our responsibilities and learnigs. OEVELOPJAINT OF UNIT QUESTIONS SUGGESTED ACTIVITIES MATERIAL; Wnat is A culture ir a wry of life that meant by has been learned by a given group. a culture It affvrts how a MA4 feels, under- group? stands, behaves, and adapts to his environment. Culture is trans- mitted from one generation to an- other and is subject to change. Every culture has a: Material Culture Tools Skills Way of making a living Social Organization Customs Rules Patterns of behavior Language Art Forms Music Drama FolkloreDancing Painting Sculpture Set of Attitudes Religious bellifi Superstitions Magic RU,I - Gr. 7 4 Development of Unit (cont.d) QUESTIONS SUGGESTED ACTIVITIES MATERIALS What ar, some of Encourage the class to mention Filmstrips the culture groups they have read about or SS-C-58-b The groups that heard about. Discuss the ways Caribou Eskimo you know and in which these groups differ 3S-1-4-e Life and have studied from each other and the fea- Customs of the about? tures, such as Material Cul- Indians of the ture, Social Organization, Art South West. Forms, and Attitudes, which SS-C-55-6 unify and hold these groups Douglas, Aborigine together. Boy of Australia At this time films and film- strips might be shown to the class to illustrate the points discussed about culture groupc. Consult the Audio-Visual Catalog for those which might be used. A few are listed under materials. Why do culture Try to elf.cit the idea that Filmstrips groups differ? physical environment (land forms,qS-A-17-a climate, natural vegetation, and People of Australia rescurces) and isolation (lack SS-A-30-6 Native of contact 4th other cultures) Tribes of Africa have a profound effect upon cul- SS-A-32-d Indonesia ture patterns. SS-C-9-e Ramesh of India Films listed might be shown so SS-C-9-c viing-Li the students will have an under- of China Jtanding of a variety of cul- SS-F-2-i Japan tures. Do Culture Explai.1 that advanced technology Films groups change? has virtually decreased the size E-202 Eskixos Sea How? of the world.Many placer, once Hunters isolated, can now be reached 1-209 Indians of through the media of communica- Early America tion end transportation. 1,Wple I-1 Indian Hunters move about much more frequently and over greater distances at rates once unknown. Discuss with the class the effects that ad- vanced technology, mass media, and increased mobility have had on culture groups, New Ideas Filmstrip, . New Tools SB-C-53-d rel,4wn, . New Rkilla Mn.an vin RU,I - Gr. 7 5 Development of Unit (cont/d.) QUESTIONS SUGGESTED ACTIVITIES MATERIALS These changes have been accompanied by problems. With the class list some of these problems. Included would be: . Periods of Strife Broken kinship and tribal patterus Changes in values, etc. What is a culture A culture region is an areal pat- region? tern where certain cultural fea- tures result in a recognizable degree of cohesion. It may in- clude such features as: attitudes . objectives . te,'Anical skills . language. and symbols system of values mode of living dominant religious view . experimentation of po- litical systems or it may be considered es n system of classification of areas of human occupancy and activity based upon cultural dominance. It should be pointed out by the teacher that culture region is purely a classificatory device in contrast to culture which delineates an integrated and internally structured entity. How is the Preston James in The Social worlf! Studies anti The Social Sciences, into culture (Harcourt, Brace and World, Inc. regions? 1952) has suggested the follow- ing as the major culture regions of the contemporary world. EUROPRAN Western, Southern and Northern Europe SOVIET The Soviet Union and Eastern alTane RU,I - Gr. 7 Development of Unit (cont'd.) QUESTIONS SUGGESTED ACTIVITIES tMATERIALS ANGLO AMERICA Canada and the United States LATIp AMERICA Mexico, Central. America, South America, the Antilles, and the Bahamas NORTH AFRICAN - SCUTIBIEST ASIAN The Moslem countries from Morocco to Afghanistan; and Israel SOUTH ASIAN India, Pakistan, Ceylon, and Border countries SOUTHEAST ASIAN The "shatter belt" between India and China. EAST AS /AN China, Japan, and bordering countries AFRICAN The area south of the Sahara AUSWALIA NE Y ZEALAND The countries orbritish devel- opement The islands of !1cnesia, Micro- nesia, and Polynesia Again it should be pointed out to the class that Culture Region is a classification that Preston James has made and that a culture region is not a real entity valued as such by people who participate in cul- ture regions which James has grouped together. Have the class develop a map to show the major culture regions of the world. Point out to the class that only certain culture regions have been selected for studies as it would not be possible to study all of them. Grade Five - Anglo-America Grade Six - Latin America 8 and Africa RU,I - Gr. 7 7 Development of Unit (cont'd.) QUESTIONS SUGGESTED ACTIVITIES MATEPIALS What culture Inform the class that in this groups shall grade the culture regions and we study culture groups of Southeast Asia, this year? Western Europe, and the "Soviet" will be strdied.

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