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Name of Unit/Course: Unit 3: Europe/6th Grade Social Studies – Ms. Holloway

Overall Unit Information (Required for MOOC participants) Self-Check

Unit or Course Goal(s)

Unit 3: Europe In this unit, students will discover and investigate new information related to the geography, culture, economics, government, and modern history of Europe. Throughout the unit, students will build a portfolio to demonstrate their mastery of the required state standards. Students will receive instruction and complete learning activities both in class and outside of the classroom.

See A1

Standards Name of standards: Georgia Standards of Excellence Link to standards: https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-6th-Grade-Georgia-Standards.pdf. Location information: Grade/Year: 6th Grade (roughly 10-12 year olds) Subject: Social Studies Standard (as written): SS6G7 Locate selected features of Europe. SS6G8 Explain environmental issues in Europe. SS6G9 Explain the impact of location, climate, natural resources, and population distribution on Europe. SS6G10 Describe selected cultural characteristics of Europe. SS6E7 Analyze different economic systems. SS6E8 Analyze the benefits of and barriers to voluntary trade in Europe. SS6E9 Describe factors that influence economic growth and examine their presence or absence in the United Kingdom, Germany, and Russia. SS6CG3 Compare and contrast various forms of government. SS6H3 Explain conflict and change in Europe.

See A2

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Learner Characteristics

The learners are 6th graders in a rural Georgia middle school • Non-native English speakers: 20% • Special Education or IEP: 15% of students • Countries: Students represent 13 different countries • SES: 80% students live in low socio-economic homes • TESTING: Social Studies was not tested on the 2016-2017 Georgia Milestones. However, 70% of students met learning objectives for 5th grade Social Studies.

See B1

Technology requirements

Internet connected computer Web-cam Headphones with attached microphone Edublog.com account Schooltube.com account

See D5

Prerequisite Skills

5th grade reading proficiency and map skills Computer use skills Basic digital literacy and appropriate online communication skills Safe internet searching capabilities and navigation skills

See A4 & D6

Introductory Communication Plans

Students are expected to meet face-to-face with teacher at least every 2 weeks to monitor progress. Weekly blog posts should be completed using appropriate online communication skills.

See A4 B9 & B10

Universal Design Principles Considered

Multiple forms of representation: webpages, videos, images, transcripts Multiple forms of expression: quizzes, blogs, discussion forums, projects Multiple forms of engagement: face-to-face meetings, email, online synchronous meetings

See B4

Number of Modules or Weeks

This will be a 6 week blended unit. Modules will be opened to students on Mondays and all assignments within the module will be due the following Monday by the end of school (3:00pm).

See A3

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Module 1 Plan (Note: “module” and “lesson” used interchangeably) (Required for MOOC participants) Self-Check

Module Objective(s)

(SS6G7) Students will locate selected features of Europe and score a minimum of 80% on an independent quiz. (SS6G8) Students will explain environmental issues in Europe by collaboratively creating a short documentary of the causes and effects of the issues to be presented to their peers and posted on their blog. Independently students will participate in a discussion forum in a way that meets 80% of the requirements on the discussion rubric.

See A1 & A2

Module Assessment(s)

1. Independent assessment on the features of Europe to be graded immediately. 2. Discussion forum: You’ve been asked to present a solution for one of Europe’s

environmental issues. Which issue do you choose and describe your solution and how it will help restore the environment in that area? (rubric)

3. Create a bumper sticker, magazine/newspaper ad, poster, etc. The product must include the name of the environmental issue and a statement about the issue or about solutions and/or ways to stop the issue (peer review)

4. Environmental issue documentary with project group (rubric and checklist)

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will use a classroom atlas to label and color features on a political map and a physical map of Europe.

2. Students will be introduced to and practice with unit vocabulary in Quizlet. 3. Students will go through the slideshow on Europe’s environmental issues (outline notes

provided) 4. Students will participate in discussion forum. 5. Students will choose an environmental issue and then choose a product to create to

illustrate environmental issue. 6. Students will work in project groups to develop a short documentary explaining the

causes and effects of various environmental issues in Europe and present a solution.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Mid-week synchronous session with students to discuss learning activities 2. Downloadable graphic organizer for Europe’s environmental issues 3. 3-2-1 summarizing activity 4. Blog reflection: How did learning about Europe’s environmental issues impact your view

of environmental issues in our own community? What connections can you make between the environmental issues in Europe and our community?

See A3 C1 C3 & C5

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Physical Learning Materials

Classroom atlas Hardcopy of Europe’s Environmental Issues graphic organizer (for students who prefer this method) Triple Venn diagram template Triple comparison organizer

See A3, A9, B1, B4, & B6

Digital Learning Objects

Europe’s Environmental Issues slideshow (embedded in Canvas) “Long Shadow of Chernobyl” video http://ngm.nationalgeographic.com/2006/04/inside-chernobyl/audio-interactive Acid Rain animation https://www.youtube.com/watch?v=JRvvPOAWMAo Air pollution in London video (embedded in Canvas)

See A3, A9, B1, B4, & B6

Plans for Differentiation

Fill-the-blank graphic organizer will be provided in accordance with IEPs. Students who show understanding based on completion of the 3-2-1 summarizing activity in the slideshow while continue on to read “Comparing Nuclear Events at Fukushima, Chernobyl, Three Mile Island: Q&A then create a triple Venn diagram comparing the three. Students who need more support should use their graphic organize to compare the three environmental issues in Europe. Triple Comparison Organizer

See B1 B4 & B6

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Module 2 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

(SS6G9) Students will analyze and compare various types of maps to explain the impact of location, climate, natural resources, and population distribution in Europe. Students will participate in a discussion on Canvas in which they will score a minimum of 80% based on the discussion board rubric. (SS6G10) Students will work collaboratively to create one of several types of products detailing the cultural characteristics of Europe related to major languages and religions that will be posted to their blog. Independently, students will take a short quiz on Canvas and score at least 80%.

See A1 & A2

Module Assessment(s)

1. In groups, students will compare and contrast various thematic maps to describe the impact of location, climate, and natural resources on population distribution in Germany, the United Kingdom, and Russia (one theme per group, ex. Climate’s impact on population in Europe).

2. Students will participate in a discussion board on Canvas. 3. Students will use information gathered from class notes and their own research to

create product that describes chosen cultural characteristics of Europe related to major languages and religions.

4. Students will take a short quiz about the cultural characteristics of Europe on Canvas to be graded immediately.

See A2 A3 C1 C2 & C5

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Description of Learning Activities

1. Students will watch introductory video about the factors related to population distribution.

2. Students will complete graphic organizer for whole group presentation of information about the impact of location, climate, and natural resources on population distribution.

3. Students will use various thematic maps to compare and contrast population distributions of three European countries.

4. Students will participate in discussion forum using the following prompt: Your job has relocated you to Europe. You must decide the country and in what area of the country you will live. Explain your reasons for choosing that area in terms of the location, climate, and natural resources.

5. Students will read PBS article about the three major religions in Europe. 6. In groups, students will use information from the article and additional resources

included in the article to create a visual representation of various cultural characteristics of Europe.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Students can meet with teacher during class or email questions through Canvas. 2. Discussion forum participation will be used to assess student understanding. 3. Blog reflection: How are there so many different cultures in one region like Europe?

How has learning about different cultures changed your view of your own culture?

See A3 C1 C3 & C5

Physical Learning Materials

Graphic organizer for population distribution presentation Classroom atlases for additional thematic map resources Triple comparison Venn Diagram Outline notes for languages and religions

See A3, A9, B1, B4, & B6

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Digital Learning Objects

Factors of Population Distribution video: https://youtu.be/dydwv2B1SRc Various resources for thematic maps: http://www.nationalgeographic.com/kids-world-atlas/maps.html# Population Map of Germany: http://sedac.ciesin.columbia.edu/downloads/maps/gpw-v3/gpw-v3-population-density/deudens.jpg Population Map of the United Kingdom: http://sedac.ciesin.columbia.edu/downloads/maps/gpw-v3/gpw-v3-population-density/gbrdens.jpg Population Map of Russia: http://sedac.ciesin.columbia.edu/downloads/maps/gpw-v3/gpw-v3-population-density/rusdens.jpg PBS article and additional resources for the three major religions in Europe: http://www.pbs.org/wgbh/globalconnections/mideast/themes/religion/ Resources for the major languages of Europe: https://www.nationalgeographic.org/activity/the-languages-of-europe/

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students will be provided with outline notes if needed. Additionally, students who need more support will be provided with a vocabulary list of important words for the unit. Students can partner up to have assistance with reading passages.

See B1 B4 & B6

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Module 3 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

(SS6CG3) Students will describe and identify the two predominant forms of democratic governments in Europe based on citizen participation with at least 80% accuracy on a Canvas quiz. (SS6CG3) Students will work collaboratively to create campaign posters or commercials to explain citizen participation in choosing the leaders of various European government officials.

See A1 & A2

Module Assessment(s)

1. Independent assessment about the various forms of government to be graded immediately.

2. Short writing assignment discussing why citizen participation is or is not important in government.

3. Student-created campaign posters or commercials representing the role of citizens in choosing government officials in select European governments.

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will watch introductory video about citizen participation. 2. Students will watch digital slide show about citizen participation in autocratic and

democratic governments and complete outline notes. 3. Students will write a paragraph on their blog reflecting on the importance of citizen

participation in governments. 4. Students will use notes and other resources provided to create campaign posters or

commercials illustrating the roles of citizens in selected European governments. 5. Students will take an independent quiz to be graded immediately.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Mid-week synchronous session with teacher to discuss learning activities and progress. 2. Graphic organizer for citizen participation notes. 3. Blog reflection: Is citizen participation necessary for governments to run smoothly? Are

there any negative impacts of allow citizens to participate in nearly every aspect of government? Why are some countries still lacking citizen participation?

See A3 C1 C3 & C5

Physical Learning Materials

Graphic organizer for citizen participation notes

See A3, A9, B1, B4, & B6

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Digital Learning Objects

Citizen participation introductory video: https://youtu.be/1bXLv5X73a4 Citizen participation digital slide show: https://screencast-o-matic.com/watch/cDX2eBjSqS Germany’s current government: http://globaledge.msu.edu/countries/germany/government United Kingdom’s current government: http://globaledge.msu.edu/countries/united-kingdom/government Russia’s current government: http://globaledge.msu.edu/countries/russia/government

See A3, A9, B1, B4, & B6

Plans for Differentiation

Supplemental vocabulary will be available for students who need additional language support. Students who need additional support will use a standard Venn diagram to compare and contrast presidential and parliamentary democracies.

See B1 B4 & B6

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Module 4 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

(SS6E7) Students will identify characteristics of the three economic systems with at least 80% accuracy on identification activity. (SS6E8) Students will discuss the benefits of and barriers to voluntary trade in Europe with at least 80% accuracy.

See A1 & A2

Module Assessment(s)

1. Economic system identification activity 2. European country economic continuum activity 3. Trade barrier identification activity

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students watch introductory videos to economic systems. 2. Students will use informational resources to place select European countries on

economic continuum. 3. Students will use sentence descriptions to identify economic systems. 4. Students will identify trade barriers using characteristics provided in sentences. 5. Students will investigate various online resources to create a wiki page about Europe’s

economics (this will begin in this module and be completed in the next module).

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Economic system identification activity. 2. Economic continuum activity 3. Trade barrier identification activity. 4. Teacher will be available during class time and after school office hours.

See A3 C1 C3 & C5

Physical Learning Materials

Economic system identification activity sheet Economic continuum sheet Trade barrier identification activity sheet

See A3, A9, B1, B4, & B6

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Digital Learning Objects

Types of economic systems video: https://youtu.be/5xgwYRX19VU Economic systems parody song: https://youtu.be/Cpqq9HXYJPM Economic continuum video: https://youtu.be/02-7JrTdulk Trade barriers video: https://youtu.be/c6xBo0_WCYU Trade barriers article of explanation: http://www.investopedia.com/articles/economics/08/tariff-trade-barrier-basics.asp Russia economic information: http://www.heritage.org/index/country/russia United Kingdom economic information: http://www.heritage.org/index/country/unitedkingdom Germany economic information: http://www.heritage.org/index/country/germany

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students who need extra support will be allowed to work with a partner on the identification activities. Student groups will be designed to allow students who need extra support to work with students who have shown understanding of the content and will be able to assist struggling students.

See B1 B4 & B6

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Module 5 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

(SS6E9) Students will describe factors that influence economic growth in the United Kingdom, Germany, and Russia with 80% accuracy on Canvas quiz.

See A1 & A2

Module Assessment(s)

1. Graphic organizer for factors of production notes 2. Independent discussion forum: Come up with a scenario in which one of the factors of

production in a country is decreased. Then, describe how this will impact the rest of the factors of production giving specific examples and evidence to back up your point.

3. Completed wiki page of European economics. 4. Blog reflection: Why is it important to learn about international trade and economic

systems of other countries?

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will watch videos on factors of production 2. Students will use graphic organizer to take notes during whole group instruction of

factors of production presentation (will be uploaded to Canvas). 3. Students will work collaboratively to create a wiki page which will include basic

information about the economics of chosen European countries (including information from this module and the previous module).

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Factors of production notes 2. Discussion forum 3. Mid-week synchronous session to discuss progress on wiki page and other information

related to this module and the previous module.

See A3 C1 C3 & C5

Physical Learning Materials

Factors of Production Graphic Organizer (fill-in-the-blank notes offered for some students)

See A3, A9, B1, B4, & B6

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Digital Learning Objects

Capital resources video: https://youtu.be/7yqeN0ueZqE?list=PL_ngeWzZ3ffZVE-Nq2kUswZF_tiD4pZi8 Human capital video (on same playlist): https://youtu.be/7yqeN0ueZqE?list=PL_ngeWzZ3ffZVE-Nq2kUswZF_tiD4pZi8 Gross Domestic Product video: https://youtu.be/mu4cEyYp-BM Russia economic information: http://www.heritage.org/index/country/russia United Kingdom economic information: http://www.heritage.org/index/country/unitedkingdom Germany economic information: http://www.heritage.org/index/country/germany

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students will be offered fill-in-the-blank notes as extra support for the notes portion of this module. Student groups will be designed to allow students who need extra support to work with students who have shown understanding of the content and will be able to assist struggling students.

See B1 B4 & B6

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Module 6 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

(SS6H3) Students will describe major developments in Europe after WWI in discussion forum meeting enough of the requirements to score at least 80% on the discussion rubric. (SS6H3) Students will create visual representation of selected events that led to the Holocaust with at least 80% accuracy based on the project rubric. (SS6H3) Students will work collaboratively to determine possible causes of the fall of Communism in eastern Europe after the Cold War. Students will present their ideas in a video to be posted to their blog and presented to the class.

See A1 & A2

Module Assessment(s)

1. Students will participate in a discussion on Canvas 2. Students will create visual representations of the events that led to the Holocaust. 3. Students will complete Death of Communism in Eastern Europe activity in groups 4. Students will complete the Collapse of the Soviet Union Summarizer 5. Students will post a blog reflection

See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Students will participate in a discussion on Canvas: Which of the events following WWI had the most impact on the next several decades? Provide evidence to support your answer.

2. Students will create visual representations of the events that led to the Holocaust. 3. Students will complete Death of Communism in Eastern Europe activity in groups and

post their findings in a vlog. 4. Students will complete the Collapse of the Soviet Union Summarizer Students will post

a blog reflection: How has the fall of the Soviet Union changed the world we live in today?

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Developments after WWI timeline notes 2. Discussion post 3. Collapse of the Soviet Union summarizer

See A3 C1 C3 & C5

Physical Learning Materials

1. Developments after WWI timeline to be used for taking notes (fill-in-the-blank notes offered).

2. Death of Communism in Eastern Europe activity sheet 3. Collapse of the Soviet Union summarizer activity

See A3, A9, B1, B4, & B6

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Digital Learning Objects

1. Russian Revolution cartoon: https://www.youtube.com/watch?v=KZbho6AsBOc 2. “How Did Hitler Gain Control” reading passage: 3. “How Did Hitler Come to Power” reading passage: 4. Berlin Wall information and video: http://www.history.com/topics/cold-war/berlin-wall Additional resources to be used for the Death of Communism activity

Eastern European Economies

Fall of Communism

History of the USSR

Impact of Gorbachev

Berlin Wall

See A3, A9, B1, B4, & B6

Plans for Differentiation

Supplemental vocabulary will be provided for students who need extra support and students will be placed in groups that ensure that students who have shown understanding and mastery of the content will work with students who need assistance. Additionally, instead of completing the Death of Communism activity which requires several readings, students who need extra support can use the Cold War/Reunification interactive timeline and the Berlin Wall interactive videos to complete the assignment.

See B1 B4 & B6

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Module 7 Plan (Optional for MOOC participants) Self-Check

Module Objective(s)

1. Students will complete a specific study guide and then use a jigsaw technique to help their classmates review.

2. Students will create online review opportunities for their classmates (creating a wiki page for a particular topic, review game, etc).

3. Students will score at least an 80% on the End-of-Unit Social Studies Benchmark assessment.

4. Students will choose one of the artifacts created in this unit and reflect on its contributions to their learning. Students will upload this reflection as a blog or vlog.

See A1 & A2

Module Assessment(s)

1. End-of-Unit Social Studies Benchmark assessment See A2 A3 C1 C2 & C5

Description of Learning Activities

1. Groups of 3 to 4 students will collaboratively complete a study guide on one of the topics covered in this unit.

2. Students will then use their completed study guides to create digital online review opportunities for their classmates to use prior to the test.

3. Students will individually complete the End-of-Unit Social Studies Benchmark assessment that will be graded immediately.

4. Students will reflect on their learning by describing how one artifact supported their meeting of a learning objective.

See A2 A3 B3 B4 & B10

Formative Evaluation & Feedback

1. Completed study guides correctly, checked by teacher. 2. Quality of review tool. 3. Teacher will be available during class time and will host a synchronous review session

the night before the assessment.

See A3 C1 C3 & C5

Physical Learning Materials

Any hard copies related to the content in previous modules such as notes and assignments. European Geography & Culture Study Guide European Economics Study Guide European Government Study Guide European History Study Guide

See A3, A9, B1, B4, & B6

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Digital Learning Objects

Any digital learning objects from previous modules that could be used to help students complete their study guides and digital review activities.

See A3, A9, B1, B4, & B6

Plans for Differentiation

Students will be working in groups to complete study guides and digital review activities. Students who finish early can begin reviewing vocabulary for the next unit. Students who need extra support can review their supplemental vocabulary for this unit. Some students will receive read aloud accommodations and oral answer accommodations.

See B1 B4 & B6