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Weekly Focus

Week 1- Students will complete ice breaker activities to learn about the other students and complete basic geography assignments.

Week 2- Students will learn the how to read a map and compass, understand the concepts of latitude and longitude and be able to locate all seven continents.

Week 3- 

SS6CG1 Compare and contrast various forms of government. a. Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

SS6CG2 Explain citizen participation in the Canadian government. a. Explain the role of citizens in choosing the leader of Canada (parliamentary democracy).

SS6CG3 Compare and contrast various forms of government. a. Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

SS6CG4 Explain forms of citizen participation in government. a. Explain citizen participation in democratic governments [i.e. the role of citizens in choosing the leaders of Australia (parliamentary democracy)].

Week 4-

SS6CG1 Compare and contrast various forms of government. a. Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

SS6CG2 Explain citizen participation in the Canadian government. a. Explain the role of citizens in choosing the leader of Canada (parliamentary democracy).

SS6CG3 Compare and contrast various forms of government. a. Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

SS6CG4 Explain forms of citizen participation in government. a. Explain citizen participation in democratic governments [i.e. the role of citizens in choosing the leaders of Australia (parliamentary democracy)].

Week 5-

SS6E1 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.

SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain why international trade requires a system for exchanging currencies between nations. d. Explain the functions of the North American Free Trade Agreement (NAFTA).

SS6E3 Describe factors that influence economic growth and examine their presence or absence in Brazil, Cuba, and Mexico. a. Evaluate how literacy rates affect the standard of living. b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). d. Describe the role of natural resources in a country’s economy. e. Describe the role of entrepreneurship.

SS6E4 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Describe the economic system of Canada.

SS6E5 Give examples of how voluntary trade benefits buyers and sellers in Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes. c. Explain why international trade requires a system for exchanging currencies between nations. d. Explain the functions of the North American Free Trade Agreement (NAFTA).

Week 6- 

SS6E1 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.

SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain why international trade requires a system for exchanging currencies between nations. d. Explain the functions of the North American Free Trade Agreement (NAFTA).

SS6E3 Describe factors that influence economic growth and examine their presence or absence in Brazil, Cuba, and Mexico. a. Evaluate how literacy rates affect the standard of living. b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). d. Describe the role of natural resources in a country’s economy. e. Describe the role of entrepreneurship.

SS6E4 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Describe the economic system of Canada.

SS6E5 Give examples of how voluntary trade benefits buyers and sellers in Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes. c. Explain why international trade requires a system for exchanging currencies between nations. d. Explain the functions of the North American Free Trade Agreement (NAFTA).

Week 7- 

SS6E1 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.

SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain why international trade requires a system for exchanging currencies between nations. d. Explain the functions of the North American Free Trade Agreement (NAFTA).

SS6E3 Describe factors that influence economic growth and examine their presence or absence in Brazil, Cuba, and Mexico. a. Evaluate how literacy rates affect the standard of living. b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita). c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita). d. Describe the role of natural resources in a country’s economy. e. Describe the role of entrepreneurship.

SS6E4 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Describe the economic system of Canada.

SS6E5 Give examples of how voluntary trade benefits buyers and sellers in Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes. c. Explain why international trade requires a system for exchanging currencies between nations. d. Explain the functions of the North American Free Trade Agreement (NAFTA).

Week 8- SS6G7 Locate selected features of Europe. a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula. b. Locate on a world and regional political-physical map the countries of France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom.

Week 9- SS6G8 Explain environmental issues in Europe. a. Explain the causes and effects of acid rain in Germany. b. Explain the causes and effects of air pollution in the United Kingdom. c. Explain the causes and effects of the nuclear disaster in Chernobyl, Ukraine.

Week 10- SS6G10 Describe selected cultural characteristics of Europe. a. Describe the diversity of languages spoken within Europe. b. Identify the major religions in Europe: Judaism, Christianity, and Islam.

Week 11- SS6G10 Describe selected cultural characteristics of Europe. a. Describe the diversity of languages spoken within Europe.

SS6CG3 Compare and contrast various forms of government. a. Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

Week 12- SS6CG3 Compare and contrast various forms of government. a. Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)]. b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

Week 13- SS6E7 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

SS6E8 Analyze the benefits of and barriers to voluntary trade in Europe. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes. c. Explain why international trade requires a system for exchanging currencies between nations. d. Describe the purpose of the European Union and the relationship between member nations.

Students will be using the nearpod app at their own pace to take guided notes concerning the economies of Europe. Students will use these notes to complete an array assignments, ranging from describing the economic systems of each country to simply answering comprehension questions. This week students will also listen to a lecture concerning the European Union. Students will take their own notes from the powerpoint guided lecture. During class, students will be asigned a partner to complete a tiered study guide before completing review games and moving on to the assessment. Students will be able to explain the concepts of a traditonal economy, market economy, command economy and a mixed economy, as well as explain the European Union and its purspose by the end of week 13.

Week 14- SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

c. Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.

Week 15- 

SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

c. Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.

Students will continue to work through activities to help them understand the aftermath of WWI concepts. Topics: Russian Revolution, Treaty of Versailles, Holocaust, Nazism, Depression, Cold War, German reunification

Week 16- 

SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

c. Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.

Students will continue to work through activities to help them understand the aftermath of WWI concepts. Topics: Holocaust, Nazism, Depression, German reunification

Students will be working through guided notes and with partners to complete a Holocaust Timeline project.

Week 17- 

SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

c. Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.

Students will continue to work through activities to help them understand the aftermath of WWI concepts. Topics: Holocaust, Nazism, Depression, Cold War, German reunification

Students will focus strongly on the Cold War this week.

Week 18- 

SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

c. Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.

Students will continue to work through activities to help them understand the aftermath of WWI concepts. Topics: Holocaust and the Col War

Students will wok on a study guide, complete review games and take an assessment concerning the Cold War.

Week 19- 

Students will work on group projects to summarize different European countries ranging from culture, history, government, the economy, christmas, and etc.

Week 20- 

SS6G1 Locate selected features of Latin America.

a. Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest, Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.

b. Locate on a world and regional political-physical map the countries of Brazil, Chile, Colombia, Cuba, Mexico, and Panama.

This week students will work through a nearpod at their own pace to take notes on the geography of Latin America. Students will also fill in a physical features and political features map of Latin America. After filling out their maps, students will watch a video to help them practice learning the locations of physical and political features by reciting a song along with the video concerning the geography of Latin America. Students then will create their own song, rap, poem, or story to help them learn the select features of Latin America. Students will also plan a short trip to Latin America making select stops in destinations before taking their assessment.

Week 21-  

SS6G2 Explain the impact of environmental issues in Latin America.

a. Explain the causes and effects of air pollution in Mexico City, Mexico.

b. Explain the environmental issue of destruction of the rain forest in Brazil.

Students will be given a chart to fill in while the teacher lectures through a PowerPoint discussing Latin America environmental issues. Also, students will create a bumper sticker with a short statement or message convincing others who read it to solve one of the issues that we discussed in class.

Week 22-  

SS6G2 Explain the impact of environmental issues in Latin America.

a. Explain the causes and effects of air pollution in Mexico City, Mexico.

b. Explain the environmental issue of destruction of the rain forest in Brazil.

SS6G3 Explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America.

a. Explain how the location, climate, and distribution of natural resources impact trade and affect where people live in Mexico, Brazil, and Cuba.

Students will create a superhero who cleans up an environmental problem in Latin America. Must have description of the environmental concern, description of the superhero and a description of how the superhero solves the environmental problem. Students will also complete a walking tour answering questions and taking notes discussing the impact of location, climate, natural resources and population distribution in Latin America.

Week 23- 

SS6G2 Explain the impact of environmental issues in Latin America.

a. Explain the causes and effects of air pollution in Mexico City, Mexico.

b. Explain the environmental issue of destruction of the rain forest in Brazil.

SS6G3 Explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America.

a. Explain how the location, climate, and distribution of natural resources impact trade and affect where people live in Mexico, Brazil, and Cuba.

Students will be given a handout concerning climate, location, natural resources and population distribution in Latin America. In groups, students will answer a series of questions using the handout. Students will also complete a chart while participating in a walking tour. Finally, students will engage in a series of review games before taking their assessment.

Week 24- 

SS6CG1 Compare and contrast various forms of government.

a. Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)].

b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

This week students will review government systems, types and how citizens participate in governments. Students will work through a powerpoint to fill in a graphic organzier. After the graphic organizer, students will complete an essay to explain the governments of Cuba, Brazil and Mexico. Students will also chose which government they believe is best by creating a trophy explaining why which governmental system is better. Also, students will create a series of emails to mimic the different governments of Latin America.

Week 25- 

SS6CG1 Compare and contrast various forms of government.

a. Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)].

b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

Students will create a poster comparing and contrasting the governments of Latin America.

Week 26- 

SS6E1 Analyze different economic systems.

a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.

Students will complete a graphic organizer, questions and a venn diagram to compare the economies of Cuba, Brazil and Mexico.

Week 27- 

SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America.

 a. Explain how specialization encourages trade between countries.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.

c. Explain why international trade requires a system for exchanging currencies between nations.

d. Explain the functions of the North American Free Trade Agreement (NAFTA).

This week students will work in stations/small groups to answers questions. Students will also work through a lecture and NAFTA powerpoint before working on a group project and R.A.C.E. writing.

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