6 th grade SS. Unit 8. Suggested Dates. Russia and the Eurasian Republics. Geographic factors influence a countries economic development.

Transcription

1 Title Russia and the Eurasian Republics 6 th grade SS Suggested Dates 2 weeks Unit 8 Big Idea/Enduring Understanding Geographic factors influence a countries economic development. The Factors of Production affect the strength of a countries economy Guiding Questions What geographic factors influence the economy of a country or region? What are the factors of production? How do the factors of production affect contemporary societies? Readiness TEKS 3A* 4D 5B 7A 8C* 15E* 12B Safety Net Standards Supporting TEKS 4AE 5AC 8AB 16B TEKS Process Skills 21B 22A Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question TEKS: 16C Answer: A. Which statement provides the best evidence of how invaders influenced the culture of Central Asia. A. Arab traders introduced Islam to Central Asia, but it did not become a major religion there. B. Many of Central Asia s ethnic groups speak languages that are related to Turkish. C. Some ethnic groups in Central Asia developed languages not spoken anywhere else. D. Many people in Central Asia still speak Russian today because the region was controlled by Russia.

2 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 District Specificity/Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Focus: For this unit there should be a particular emphasis on the economics strand and the government interaction with the economy. Countries included in this unit are Russia and the Eurasian Republics, Ukraine and Kazakhstan in particular. (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 Students analyze the political boundaries on a map of Europe. Students locate coundaries of: Kazakhsstan, Uzbekistan, Kyrgyzstan, Tajikistan, Turkmenistan, Azerbaijan, Armenia, and Georgia; Contemporary societies Distribute maps of the different regions, have students identify the countries and regions; color Ed. Chrome Book

3 determine absolute locations. The student is Southwest Asia and North Africa to identify regions (F) identify the location of major world countries such as Canada,,Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. Students locate countries have shores on the Mediterranean Sea: Morocco, Algeria, Tunisia, Libya, Egypt Students locate countries of Asia ELPS Recurring Strategies: - Cornell Notes - Vocabulary Foldables - KWL - Graphic Organizers - Anticipation (5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is (A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; Russia and the new Republics (CIS) - vast geographic area with rich resources. A problem of the breakup of the Soviet Union is scarcity of certain resources created by the political divisions Geographihc factors Economic activity Use physical and special purpose maps of selected regions to determine important physical features, transportation corridors/ barriers and available resources. Put information United Streaming (Please open and login in another window before clicking on this link) The New Russia: Moscow: From Marx to McDonalds World Geography: Europe: Russia 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

4 onto a chart. 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. (5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is (B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that Students should understand the cause/effect relationship between physical/human geograpy factors, economic and political development of a region/country. *transportation corridors/barriers *maps and date sources to access information *skill determining cause and effect *geographic factors Physical features Transportation corridors Transportation barriers Natural resources Economic development Policy Chart several countries: influence of geographic factors on a country s ability to maintain control within its borders Textbook Climate map p 336 Economic Activity Map p 346

5 influence a society's ability to control territory; (5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is (C) explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. 8ubfkunce of how factors influence ability to control territory Students need to make the connection that certain geographic factors impact economic development which affects domestic and foreign policies of a nation or society. Geographic factors Economic development Domestic policy Foreign policy Class discussion of OPEC nations and impact of geographic factors on economic development/d domestic and foreign policy. (8) Economics. The student understands the factors of production in a society's economy. The student is (A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies; Factors of production resources required for generation of goods and services Natural Resources (land) Gifts of nature that can be used to produce goods and services: for example oceans, air, mineral deposits, forest, and actual fields of land. Labor the quantity and quality of human effort available to produce goods and services. Factors of production Land/natural resources Labor Capital Entrepreneurs Students research the impact of relative scarcity of resources on international trade and economic interdependenc e. Share findings with the class. Review the basic economic questions: What to produce? Determined by natural resources, supply/demand considerations and available technology. How to produce? Determined by the available technology How much to produce? Determined by the government or the marketplace For whom to produce? Determines who receives the goods and services and in what proportion.

6 Capital Resources and goods made and used to produce other goods and services. Examples include buildings, machinery, tools and equipment Entrepreneurship - One who draws upon his or her skills and initiative to launch a new business with the aim of making a profit. Often a risk-taker, inclined to see opportunity when others do not. Remind students that different economic systems answer these questions in different ways. Review the Factors of Production : Land, capital, labor, and entrepreneur. Define (or review the definitions for): Human Resources - people involved in producing a product or service. Natural Resources - raw materials used in the production process (i.e., trees, sugar cane, iron ore, and so on.) Capital Resources - tools, machinery, factories, money and other resources used to help turn natural resources into goods and products. Factors of Production - the combination of Human, Capital and Natural resources used in making a product. Goods / Products - what is produced when you combine Human, Natural, and Capital resources. Services - those things that a person provides for other people that do not involve a finished product, i.e., policemen, ministers, social workers are all in service occupations. HR + NR + CR + E = Goods/Products

7 Labor + Land + Capital + Entrepreneur = Goods/services markets - places where goods/products are sold to buyers National markets - a name for the combination of goods/products sold somewhere in the United States. International markets - the products that are exported and sold outside the United States. Export - to send goods/product out of the state or country Import - to bring goods/products into the state or country. HistoryAlive Contemporary World Cultures: Europe: Activity 5: The Unraveling of the Soviet Economy 8) Economics. The student understands the factors of production in a society's economy. The student is (B) identify problems and issues that may arise when one or more of the factors of Students need to be able to explain the impact of relative scarity of resources on international trade and economic interdependence. Students should define and identify the factors of production. Scarity Factors of production Issues Class discussion concerning: natural resources become scarce, natural disaster such as drought or Textbook Communism to Free Enterprise p 373 Review the problem-solving process: 1. Identify the problem 2. Gather information 3. List and consider options 4. Consider advantages and disadvantages 5. Choose and implement a solution 6. Evaluate the effectiveness of the solution

8 production is in relatively short supply flood on crops and local economy, difference in skilled and non skilled workers Remind students of the equation: HR + NR + CR + E = Goods/Products Labor + Land + Capital + Entrepreneur = Goods/services Pose the following economic problems and ask students, working in groups, to pick a problem and use a problem solving process (see above and Resources for graphic organizers) to suggest solutions: 1. In the 21 st century, the industrialized world will need technologically literate workers. We are not currently training enough workers to fill this need. 2. Petroleum is a non-renewable resource. Citizens of the world are consuming so much petroleum, that world supplies are dwindling, particularly in non-middle Eastern countries. 3. Sweat Shops, mostly in third world countries are being used to produce low cost goods by reducing the capital outlay of the entrepreneur at the expense of these unskilled workers. Use the newspaper (on-line or hard copy) and ask students, working in groups, to collect data

9 from the want ads and create a tally of the labor needs in the area. 8) Economics. The student understands the factors of production in a society's economy. The student is * (C) explain the impact of relative scarcity of resources on international trade and economic interdependence among and within societies. Students need to make the connections to productive resources in a region, the effect of scarcity on trade, or the impact of interdependence on the availability of resources in the marketplace. Scarity Resources Domestic trade International trade Interdependenc e Class discussion of resources or lask of resources affects a country or regions economic development (12) Government. The student understands various ways in which people organize governments. The student is (B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; Compare how Russia is organized today in comparison to the other mentioned countries but also compare the current government structure to the former communist structure Economic characteristics/ contributions Social characteristics/ contributions Political characteristics/ contributions Chart to distinguish the difference in the government of Russia, China, German, India Reoccurring TEKS (3) Geography. The student uses geographic tools to answer geographic questions. The student is Where is it located? What is the absolute location? What is the relative location? Geographic tools Geographic questions Assign several different types of maps to croups of students.

10 * 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? Why is it there? What physical features influenced its placement? What human features influenced its placement? What is significant about its location? Have students report to the class what information the assigned map has available. (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 (A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location; How is its location related to the location of other people, places and environments? Students must be able to locate Russia Kazakhstan Ukraine And the cities listed in 4.D using longitude and latitude. Latitude Longitude Absolute location Orime Meridian Equator Divide students into groups to find the latitude and longitude to determine absolute location of Russia, Kazakhstan Ukraine (4) Geography. The student understands the factors that influence the locations and Russian and Eurasian Republics features that students must know should include the Landforms Bodies of Water Urban Center Using a map of Russian and Eurasian World Atlas Eurasia Map Russia Map

11 characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; following (other landforms, bodies of water and urban centers may be included as necessary ) Landforms Ural Mountains Caucasus Mountains Altai Mountains Steppe Crimean Mountains Siberian Tundra Republics students will locate landforms, water bodies and urban centers Ukraine Map Kazakhstan Map Bodies of Water Volga river Lake Baikal Aral Sea Caspian Sea Crimean Sea Urban Center Moscow St. Petersburg Astana Kiev (4) Geography. The student understands the factors that influence the locations and characteristics of locations of Students pose and answer geographic questions. Sketch maps Illustrate Pairs of students draw a sketch map of world with

12 various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is Students create and intrepret maps and other geographic tools. continents and oceans. (E) draw sketch maps that illustrate various 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 Student should compare the ways people in various regions of Russia and the Eurasian Republics have adapted to their environments. Adapt Physical Enviornment Human-enviorn ment interaction Chart showing the adaptation of Russia and the Eurasian Republics to their region/enviorn ment (A) identify and analyze ways people have adapted to the physical environment in various places and regions; (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is Students must do a graphic organizer to compare various Russia and the Eurasian Republics. T-Charts, Venn Diagrams, or Matrixes are all appropriate. Dialect Culture Class construct a Venn Diagram to compare Russia and Eurasian Republics

13 (E) analyze the similarities and differences among various world societies; (16) Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is Students should be comparing the economic systems, government systems, religions, of Russia and the Eurasian Republics. Basic institutions (economic, social, political) Students in small groups use the ESP characteristics to compare 2 or more regions. McGraw HIll (B) compare characteristics of institutions in various contemporary societies; 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 is On going, embedded Have the students create a brief timeline of Russian forms of Government- from Czars to Communism to Present (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making

14 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 (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; On going, embedded Vocabulary Eurasia Communism Ethnic Conflict Czar (Tsar) Cold War Glasnost Free Market Economy