6 th grade World Cultures Unit 5 Suggested Dates. Central America and the Caribbean

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1 Title Central America and the Caribbean Big Idea/Enduring Understanding Cultures change as new ideas are introduced. 6 th grade World Cultures Unit 5 Suggested Dates 1.5 weeks Guiding Questions How do cultures spread to new geographic regions? How do geographic features influence the culture? What are the positive and negative impact of cultural diffusion? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations Focus : Understanding relationships among world cultures. (A) identify and describe how culture traits such as trade, travel, and war spread; District Specificity/Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Students should understand how occupation by various European Countries left its mark on the cultures of various Caribbean nations. Belize Language English Currency Belize Dollar Guatemala Language Spanish and Mayan languages Currency Quetzal Dominican Republic Coming Soon Our World Today Regional Atlas pages Material World Hungry Planet United Streaming Videos (Open United Streaming in another window and log in then click on the link below) Geography of Mexico and Central America Central America Today: Life in Central America Latin American Art and Architecture

2 Language Spanish Currency Peso Haiti Language French Currency Gourde Students should understand how trade with other countries and travelers from other regions spreads culture. Currently many of these locations are trying to attract tourism. How does tourism change a culture? (B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development; Communication Island nations are less isolated when improved communication allows easy outside communication Transportation Panama Canal Air travel Infrastructure Economic Development Oil production Tourism Evaluate the impact of improved communication technologies(cell phones and satellite TV s) Define the impact of cultural diffusion on individuals

3 (C) evaluate the impact of improved communication technology among cultures; (D) identify and define the impact of cultural diffusion on individuals and world societies; (E) identify examples of positive and negative effects of cultural diffusion. (6) Geography. The student understands that geographical patterns result from physical environmental processes. The student (A) describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface; Define the impact of cultural diffusion on world societies Postitive examples of cultural diffusion Negative effects of cultural diffusion In relationship to Central America Define: Earthquakes discuss physical effects on Haiti after the 2010 earthquake United Streaming Video Haiti s Killer Quake: Why it Happened Reoccurring TEKS (3) Geography. The student uses geographic tools to answer Whrere is it located?

4 geographic questions. The student (A) pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? What is the absolute location? What is the relative location? Why is it there? What physical features influenced its placement? What human features influenced its placement? What is significant about its location? How is its location related to the location of other people, places and environments? (4) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: (A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location; What nations make up this region? Students must be able to locate Panama Cuba Puerto Rico Guatemala Jamaica Aruba And the cities listed in 4.D using longitude and latitude.

5 (4) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; (4) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: (E) draw sketch maps that illustrate various places and regions; Central American features that students must know should include the following (other landforms, bodies of water and urban centers may be included as necessary ) Landforms Sierra Maestra Sierra De Los Organos Islands Bodies of Water Panama Canal Pacific Ocean Caribbean Sea Atlantic Ocean Gulf of Mexico Urban Centers Panama City Havana

6 (5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to: (A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; (7) Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: (A) identify and analyze ways people have adapted to the physical environment in various places and regions; Central America and the Caribbean tropical vegetation, rainforest, limited farmland, limited fresh water resources, agrarian Influence of the ocean Tourism Student should compare the ways people in various regions of Central America and various regions of the Caribbean have adapted to their environments. Use physical, political, and resource maps. Review : The study of economic development involves the analysis of how people fulfill their basic human needs. At its most primary level, economics is the study of scarcity and how people and societies deal with scarcity. Scarcity is the concept of unlimited wants and limited resources Given special purpose maps of a selected region, ask students to explain, orally or in writing, the economic activity of the region based on geographic factors (climate, arable land, natural resources) Have students, working in expert groups analyze the economic development of their region in a chart including such topics as: country name, climate, land use, farming, exports, manufactured products, and so on.

7 (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student (E) analyze the similarities and differences among various world societies; Students must do a graphic organizer to compare various Central American and Caribbean countries. T Charts, Venn Diagrams, or Matrixes are all appropriate. (16) Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student (B) compare characteristics of institutions in various contemporary societies; Students should be comparing the economic systems, government systems, religions, of Central American and Caribbean Countries. Skills (21) Social studies skills. The student applies critical thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student (B) analyze information by sequencing, categorizing, identifying cause and effect

8 relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (21) Social studies skills. The student applies critical thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; Activity Show me the Money In groups, students examine money from different countries to locate symbols and images. Then have students chart the information with headings such as; Country of Origin, Monetary Unit, Year, Watermarks or Authenticators, People, Buildings, Natural Features, Animals, Symbols. Have students share findings. Then ask students to design the front and back of a bill for a country. (21) Social studies skills. The student applies critical thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

9 (B) analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; Vocabulary Tourism Peninsula Population Density Crop rotation Civilization Technology Altitude Profit Altitude Profit Isthmus Rainforest Basin Bilingual Dictator Infant mortality Literacy rate Human rights violations

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