This week at a glance is an excellent summary of taking 6th graders through an inquiry process of what creating their own government would look like, followed by real-world examples of the world we live in.
| Core Questions and Competencies | |
|---|---|
| Essential Questions: | What makes a region, place, or culture unique? How does a society preserve and perpetuate its values? |
| Language Objectives (ELPS): | Students will use written language to answer questions on a text. |
| Vocabulary: | Multiculturalism, Federalism, Unitary, Parliamentary Democracy, National Identity, Culture, Ethnic Groups, Diversity, Immigrant, Melting Pot, Cultural Diffusion, Conflict, Cooperation, Tolerance |
| Harkness | Multiculturalism in the US |
| STEM Connection: | Deserted Island Government! If you were an Engineer, how would you design a region that consists of adequate resources for a community to survive. |
| Computer Science TEKS: | Digital Citizenship (5D) and Research & Information Fluency |
| Monday | Tuesday | Wednesday | Thursday | Friday | |
|---|---|---|---|---|---|
| Student TEK: | 6.11A Describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States. | 6.5A Identify and explain the geographic factors responsible for the location of economic activities in places and regions | 6.13C Analyze the experiences and contributions of diverse groups to multicultural societies. 6.19A Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material, and artifacts to acquire information about various world cultures. | 6.13C Analyze the experiences and contributions of diverse groups to multicultural societies. 6.19A Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material, and artifacts to acquire information about various world cultures. | |
| Process TEK: | 6.21(B) incorporate main and supporting ideas in verbal and written communication based on research | 6.20(D)* create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries 6.21(B) incorporate main and supporting ideas in verbal and written communication based on research | |||
Engagement: | Students will be given a scenario where they are on a deserted Island. First, they must come up with a survival plan using the knowledge of available resources. This includes designing a shelter. | Regions video of the US | Ask students if anyone has ever played the app game, “4 pics, 1 word”. Explain that the point of the game is to figure out the connection between the four pictures. Sometimes the answers are obvious, sometimes they are not as easy. | ||
| Exploration | Students will continue the Island scenario, but this time be asked to create a government using content specific vocabulary. Big Idea: What makes a region, place, or culture unique? | US and Canada Map Notes! | The students need to check agree or disagree as you read the statements from the PowerPoint. This activity is meant as a self-reflection for the student and might be best if students do not share their answers aloud due to sensitivity | ||
| Explanation | Students will continue the Island scenario, but this time be asked to create a government using content specific vocabulary.Big Idea: What makes a region, place, or culture unique? – Explains using evidence from investigations – Uses labels, terminology, and formal scientific language | 1. Begin a class discuss using the first slide in the PowerPoint. Students will give examples of what it means to be “American”. Point out similarities and differences between student responses to begin illustrating the diversity of people we have in the US. 2. Students can either take their own notes in their interactive journals, or they can fill-in the notes that have been provided for a quick introduction to all the vocabulary of the unit. | |||
| Elaboration | Students will make the link between their Island activities and real life scenarios of government. We will be practicing this terminology throughout the year. | Multiculturalism in Canada- Example of Quebec. Students will research and read about the different cultures in Canada | |||
| Evaluation | Students will express their opinions on the issue in Quebec and provide justification for their beliefs based on the lesson. | Students will express their opinions on the issue in Quebec and provide justification for their beliefs based on the lesson. | |||