Social Studies Unit Plan

Unit Plan Title: Countries

Grade: 6th
Week 1 Monday Tuesday Wednesday Thursday Friday

Lesson Western Country Geography Government / Country Creating

Title Hemisphere Economics of Comparison Poster/PowerPoint
Country Report Country
Intro
Summary Students will start Students will learn Students will start Students will have Students will not
and this unit by choosing about how human by learning about a group discussion collect all
Rationale their country and characteristics relate to various forms of about current information and
then learning about geography and then government in our issues in our world turn it into a poster
internet safety before continue research on world and will before researching or PowerPoint.
beginning general their country. then research their their countries
note taking on their countries current issues
country. government. related to the
United States.
State/Natio Social Science Geography – Western Civics and Civics and VA.4.PR1.6
nal Social Analysis Hemisphere Government – Government –
Studies and Western Western 1. Individually or
Arts 6.25 Critique 6.13 Construct and Hemisphere Hemisphere collaboratively
standards information by analyze maps, graphs, (countries other (countries other plan, prepare, and
determining its charts, models, and than the United than the United present selected
sufficiency to answer databases to make States) States) works for display
questions and if the inferences and and include

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 source is credible predictions regarding 6.2 Describe 6.5 Investigate informational
(“Oregon K-12,” geographic current forms of current issues and materials for the
2018). distributions (e.g., government and how they relate to viewer (“Visual
perceptual impacts for the specific roles other countries Arts Standards,”
creating boundaries, played by citizens (“Oregon K-12,” 2015).
borders, cultural in countries of the 2018).
regions of indigenous Western 2. Present and
peoples) (“Oregon K- Hemisphere defend a body of
12,” 2018). (“Oregon K-12,” evidence that shows
2018). the artistic process
6.14 Identify and and prepare it for
describe how the presentation (e.g.
physical and human sketchbook,
characteristics of portfolio, digital
places and regions format) (“Visual
connect to human Arts Standards,”
identities and cultures 2015).
in the Western
Hemisphere (“Oregon
K-12,” 2018).

Learning Student will be able Students will have the Students will Students will be Student will
Objectives to safely find answer ability to determine identify identify the identify appropriate
to a question about how a countries government and difference in information to fill
their country on the physical mapping and roles of them current issues poster or
internet. human characteristics related to a between a select PowerPoint as a
relate. country. country and the visual aide for a
Students will analyze United States. oral presentation.
maps of their country.
Vocabulary  Capital  Human  Governmen  Poverty Continued
and  Country Characteristics t  Current Vocabulary
Academic  Boundaries  Roles issues
Language  Cultural  Laws  Accountabi

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 Regions  Leader lity
  Democracy  Inequality
 Republic
 Autocracy
 Monarchy
 Absolute
Monarchy
 Constitutio
nal Monarchy
 Dictatorshi
p
 Imports
 Exports
Instruction Direct Instruction / Direct Instruction / Direct Instruction / Collaborative Independent Study
al Strategy Collaborative Independent Study Independent Study learning /
learning / Independent Study
Independent Study
Summary To begin this lesson I To begin this lesson This lesson will At the beginning Students will be
of will project a map of by asking students begin with a video of this lesson I will shown how to
Instruction the western what they think human about the types of ask students the successful create a
and hemisphere. I will characteristics are government called definition of visual aide in the
Activities explain to students related to geography. I “Types of current issues. I form of a poster or
that we will spend will then start making Government for will then PowerPoint. The
the next week a list on the board of Students“ by Laia encourage students lesson will begin by
collecting these (population, Garcia which will to think-pair-share passing out a rubric
information about cultural traits, ect). only be shown a current issue for what is required
our country to Then I will ask until minute 2:04 . they believe there of their visual aide
creating a country students what are We will then is in the world as well as the points
report by displaying physical geography discuss these types today. Students that go along with
it in either a power traits (area of country, of government by will then be it. Students will
point or poster. I will climate, ect) and writing them on encouraged to then finish any
explain to students record them on the the white board. share in front of unfinished research
about internet safety board. I will then have Students will then the class to create before moving on

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and what is expected students get computers be expected to a list to help them to beginning visual
of them before and begin researching individually work with their own aide. Rest of time
viewing the video the physical and on their country country research. will be given to
“Online Research: human characteristics packet in the This list should work independently
Tips for Effective of their country and government include: poverty, on their countries
Search Strategies” by answer questions 6-23. section of the inequality poster or
Sara Clark about packet by (income, PowerPoint.
how to properly answering discrimination,
search for the questions 24-30. ect), food and
country ideas. We water security,
will then take notes safety, lack and
following the video education, war,
about what students and many more. I
learn. Next we be will then turn
give a packet that students over to do
will have notes that their own research
students must fill out about their about
about their country to their country and
then put in their the United States.
report. The front Students will be
page will have some encouraged to
places to research. think critically
Then students will be when comparing
turned over to select both countries.
their country when Questions 31-33
selected they will should be
come up and sign up completed
for it with me so no following research.
other student can
have it. Then
students will fill out
the basic information
about their country

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 by answering
questions 1-5.
Differentiat I will differentiate I will differentiate this I will differentiate I will differentiate I will differentiate
ion this lesson for lesson by providing this lesson by this lesson by this lesson by going
students by pictures for visual providing subtitles helping students over with students
explaining the learns of examples of on the video for find websites that one on one with
information in both human and physical ELL students to struggle with expectations.
video and note form. geography read in their native searching. I will Students will also
Subtitles can also be characteristics. While language. If also provide be provided and
put on the video for also helping lead students need more direction for filling outline that they
ELL in their native students to two explanation to help out this section for must just fill in for
languages. Students websites that will understand students on IEPs. the PowerPoint for
will also have the provide some of this government select students to
opportunity to fill out information instead of students can meet meet their needs.
information about having some students one on one with
their state in Google searching everywhere myself.
classroom instead of for the information.
just on paper.
Materials,  Computer for  Computer for  Computer  Computer  Computer
Resources, each student each student for each for each for each
and and teacher  Pencil for each student student student
Technology  Projector student  Pencil for  Pencil for  Poster for
Needed  Document  Country each each students that
Camera project packet student student are
 Pencil for for notes  Country  Country choosing
each student  Whiteboard project project that visual
 Country  Dry erase packet for packet for aide
project packet marker notes notes  PowerPoint/
to take notes  Whiteboard  Whiteboard Poster
 Dry erase  Dry erase Checklist of
marker marker expectation
for each
student

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Formative I will provide Students will be The questioning I will provide I will formatively
Assessment students with a assessed when strategy will be students with a assess students
Strategies verbal exit question wandering the used to see each verbal exit when wandering
Planned by asking each classroom based upon students question about a the class to check
student what the what they have filled knowledge about major current issue progress and
name and capital of out in their packet. their country. in their country. knowledge of
his country is. students.
Summative As a summative assessment students will present their poster or PowerPoint in front of the class. Students must
Assessment prepare an oral presentation and speak about their country according to their checklist.
(this should
be a short
description
of the
summative
assessment)

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 Materials
Country Project Packet

© 2018 Grand Canyon University. All Rights Reserved.

© 2018 Grand Canyon University. All Rights Reserved.
© 2018 Grand Canyon University. All Rights Reserved.
 References

Clark, S. (2016). Online Research: Tips for Effective Search Strategies. (Video File). Retrieved from https://www.youtube.com/watch

?v=LTJygQwYV84

Garcia, L. (2016). Types of Government for Students. (Video File). Retrieved from https://www.youtube.com/watch?v=VFEeq9Pln6g

Oregon K-12 Social Sciences Academic Content Standards. (2018). Retrieved from https://www.oregon.gov/ode/educator-resources/st

andards/socialsciences/Documents/Adopted%20Oregon%20K-12%20Social%20Sciences%20Standards%205.18.pdf

Visual Arts Standards Grades 4-8. (2015). Retrieved from https://www.oregon.gov/ode/educator-resources/standards/arts/Documents/

visual-arts-standards-grades-4-8.pdf

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