Global Citizens Geography Unit for Grade 6 Pam Williams Wheelock College

1. Global Citizens Geography Unit for Grade 6 Pam Williams Wheelock College SPE 654: Advanced Inclusive Elementary Curriculum

2. Language Based Learning Disabilities www.learner.org/courses/neuroscience/ National Center on Universal Design for Learning (2011) Radin, J. (2008). Creating enriched learning environments: Lessons from brain research Tomlinson, C.A. How to differentiate instruction in mixed ability classrooms.

3. MA Common Core Standards Social Studies and History • History and Geography • Map skills • Geographical terms • Absolute and relative location • Time zones • Demographic terms • Civics and Government • Define nation and give examples of ways nations are formed. • International organizations • Economics • Currencies, international trade • North and East Asia • Other Topics of Study ELA • Reading Standards for Literature • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Reading Standards for Informational Text • Integration of Knowledge and Ideas • Writing Standards • Text Types and Purposes • Production and Distribution of Writing

4. Over-arching Essential Question:What connects people in local, national, and global communities? Year-Long Cross-Curricular Unit

5. What does it mean to be a citizen?A citizen is a person who lives in a city or town, a member of a community.

6. What does it mean to be a citizen?Focuson the Classroom

7. How can maps help me to better understand the world around me?

8. How can maps help me to better understand the world around me? Global Citizens Map Skills Summative Assessment Objective: Demonstrate ability to identify absolute and relative location: • Continent • Country and state • Absolute location using longitude and latitude • Hemisphere Materials: Student travel photos, world maps, state maps, globes, data collection sheet rulers, pencils Activity: Students bring in photos from trips to other states/countries. Absolute location of these will be marked on a World Map with map pins for the entire class to view. • Students identify the continent, country, (and state if appropriate), find the absolute location of each student photo, using longitude/latitude, and identify the hemisphere in which the location can be found. Students will identify which information represents absolute location and which represents relative location when asked. • Students check absolute location with teacher and mark location with a map pin on classroom world map Ongoing: As countries are studied by the class throughout the year, absolute locations will be marked on a classroom map with a pin, recorded on a class-wide list.

9. How can maps help me to better understand the world around me?

10. The Essential Question… What’s That????

11. In what ways can literature enhance my understanding of my world?

12. In what ways can literature enhance my understanding of my world?

13. Traveling the Globe: Japan

14. Traveling the Globe: Japan

15. “Variability is the only certainty.” Dr. David Rose Agile Teaching National Center on Universal Design for Learning (2011). From Bach to Lady Gaga: Music Lessons for Special Education.

16. Enduring Understanding “People, depending on where they live and work, do, say, and perform in ways that are similar to and different from one another” Japan Summative Assessment: Students create an animated video to exhibit their enduring understanding

17. Appendix MA Common Core Standards

18. MA Common Core Standards Social Studies and History History and Geography 1. Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) 2. Use geographic terms correctly, such as delta, glacier, location, settlement, region, natural resource, human resource, mountain, hill, plain, plateau, river, island, isthmus, peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, desert,continent, region, country, nation, and urbanization. (G) 3. Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic information (e.g., about rainfall, temperature, or population size ). (G) 4. Explain the difference between absolute and relative location and give examples of different ways to indicate relative location for countries or cities across the world. (G) 6. Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically determined, the function and location of the international date line, and the function of the Royal Observatory in Greenwich, England, and give examples of differences in time in countries in different parts of the world. (G) 7. Use the following demographic terms correctly: ethnic group, religious group, and linguistic group. (G) Civics and Government 8. Define what a nation is and give examples of the different ways nations are formed. (C) 9. Give examples of several well-known international organizations (e.g., the North Atlantic Treaty Organization, the World Bank, the International Monetary Fund, the British Commonwealth, and the United Nations) and explain their purposes and functions. (C) Economics 10. Provide examples of currencies from several countries and explain why international trade requires a system for exchanging currency between nations. (E) 11. Give examples of products that are traded among nations, and examples of barriers to trade in these or other products. (E)

19. MA Common Core Standards Social Studies and History NORTH AND EAST ASIA China, Japan, Mongolia, North Korea, Russia, South Korea NEA.1 On a map of the world, locate North and East Asia, the Pacific Ocean, and the Arctic Ocean. On a map of East Asia, locate the Sea of Japan, the Yellow Sea, the East China Sea, the Gobi Desert, the Himalayas, and the Huang He (Yellow) and Chang Jiang (Yantgtze) Rivers. On a map of North Asia, locate Siberia and the Yenisey, Lena, and Kolyma rivers. (G) NEA.2 Use a map key to locate the countries and major cities in the various regions of East Asia. (G, E) NEA.3 Explain how the following five factors have influenced settlement and the economies of major East Asian countries. (G, E) A. absolute and relative locations B. climate E. population size C. major physical characteristics D. major natural resources Optional Topics for Study • Describe the general level of education in selected countries in East Asia and its relationship to the economy. (G, H, E) • Describe the political and social status of women in selected countries in East Asia. (G, H, E) • Describe major ethnic and religious groups in various countries in East Asia. (G, H, E)

20. MA Common Core Standards ELA Reading Standards for Literature Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 6. Explain how an author develops the point of view of the narrator or speaker in a text. Integration of Knowledge and Ideas MA.8.A. Identify the conventions of legends and epics (e.g., the hero, quest, journey, seemingly impossible tasks) in historical and modern literary works. 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

21. MA Common Core Standards ELA • Reading Standards for Informational Text 6–12 • Integration of Knowledge and Ideas • 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue • Writing Standards 6–12 • Text Types and Purposes • 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. • c. Use appropriate transitions to clarify the relationships among ideas and concepts. • d. Use precise language and domain-specific vocabulary to inform about or explain the topic. • e. Establish and maintain a formal style. • f. Provide a concluding statement or section that follows from the information or explanation presented

22. MA Common Core Standards ELA • Writing Standards 6–12 • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above. • 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 65.) • Research to Build and Present Knowledge • 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.