1. 6 th grade SS Concepts Unit 1 (Starting with the first day of school.)

2. Seating Scramble Activity: Organize yourselves in groups based on the categories or topics that come up on the screen. No desks can be moved and if all seats are taken at your 1 st choice, then decide if there are enough people to make another group OR sit with your second choice. Make your decisions quickly! Day 1

3. Once in your group, spend 2 min. discussing these questions: Why did you choose that group over another? What do you like/ don’t like about that topic? What makes the members of your group alike? Different? --------------------------------------------------------------- What made this rotation more difficult?

4. Opening: Look at this picture and remember what we talked about yesterday. What do you see in the picture? What is your world view? Day 2

5. Make Your SS Vocab Journal Title the very first page: – “Your Name’s Social Studies Vocab Journal” – Mrs. Mulligan’s Class – Period #____ Cut out the notebook page and glue it to the back of your title page AFTER you have finished the title page

6. Make Your SS Vocab Journal The next 6 pages (front and back) will be your INDEX. Draw a colored line about half way (after about 12 lines)…Continue this for the next 5 pages Designate 1 letter for each section (your first page will have A in the top and B in the bottom) DO NOT USE MARKERS!!!

7. As we are going through the parts of this class, think of some words that you might come across this year.

13. Overview video of some of the things we will learn about in SS this school year: https://www.youtube.com/watch ?v=AqS1mkrUtFg https://www.youtube.com/watch ?v=AqS1mkrUtFg Ticket Out: – What are you most excited about learning this year in SS?

14. Group yourselves now based on which category you feel you are the best at. (You must choose just 1 and there can only be 2 groups for each topic. If yours is filled already, do to your second choice.) GEOGRAPHY (groups 1 & 5 only) ECONOMICS (groups 2 & 6 only) GOVERNMENT & POLITICS (groups 3 & 7 only) HISTORY (groups 4 & 8 only)

15. If the world were a village of 100… Watch this video: https://www.youtube.com/watch?v=QrcOdLY BIw0 https://www.youtube.com/watch?v=QrcOdLY BIw0 AS you watch, keep a list of the things that categorize the people. (There are 10 spoken out loud, and several more that you can see.) AFTER watching, respond to these questions: -What surprised you most? -Why did it surprise you?

16. How did the video show differences between these categories? Location (region in the world) Language Age Religion (beliefs) Education Wealth ($) Foods Health Cleanliness of environment Luxuries Skin colors Means of transportation Think about the different places people are from and the different languages that they speak. Meet your partner in Europe to discuss.

18. If this is the reality, then why does our country seem to think and act this way…

20. Ticket Out: Based on what you have learned today, write 2 sentences explaining what worldview and cultural diversity are, and how they relate to us here in school in this year.

21. Opening: Based on what we learned yesterday and what you know already, answer ONE or more of the following questions in a paragraph with examples. 1)What are the characteristics of culture? 2)How do we know what kind of culture someone has? 3)What does location in the world have to do with culture? 4)Why is understanding cultures important? Day 3

22. What makes each REGION different from the other? Examples…

25. Culture: Formal Definition: Characteristics/ examples of Culture:

26. EQs to Discuss & Provide Examples of: 1)Why does religion effect someone’s culture? 2)Why might societies have cultural conflicts? 3)What conflicts have you witnessed (personal, local, USA, & world) 4)How can government actions affect the culture of a group of people?

27. More Vocabulary Terms Term to knowMeaningExamples STANDARD OF LIVING (SOL) LITERACY RATE (LR) Gross Domestic Product (GDP)

28. STANDARD OF LIVING = The level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. (EX: Haiti has a low SOL while the USA has a high SOL.) LITERACY RATE = This is the amount of available education a group or nation has; If this is high, then they can read and write fluently and have education provided. If this is low, then the majority of the population can’t read and write or has little or no access to education. GROSS DOMESTIC PRODUCT = the market value (worth) of all officially recognized final goods and services produced within a country in a year, or over a given period of time. GDP per capita calculates the GDP with the population. It is often used as an indicator of a country's material wealth and measurable standard of living. * Usually, if SOL is low, so is the LR… which creates a low GDP too! (There are a few exceptions (Cuba & Germany.)

29. Look at the following pictures, and let’s discuss the cultural characteristics (including SOL, LR, & GDP) that we can determine from each one…

35. Culture Collage Activity Due for your first GRADE on Monday, August 11 th ! (Therefore, it’s HOMEWORK!) Do not just decorate it, make sure you follow the guidelines on your handout and include elements of YOUR CULTURE. 2 covers of your notebook need to be covered with your collage. Fill in your parts on your handout before the due date.

36. Opening: 1)What are some ways that people adapt to their environment? 2)Why would someone want to change their environment? 3)What are some good and bad examples of people changing their environment? Day 4

37. View Dr. Seuss’ “The Lorax” and complete your given handout over it. https://www.youtube.com/watch?v=8V06ZOQuo0k https://www.youtube.com/watch?v=8V06ZOQuo0k

38. Ticket Out: List at least 10 ways that YOU personally have experienced Human-Environment Interactions?

39. Opening: Quiz Today! Study your vocabulary – (worldview, culture, standard of living, push & pull factors, movement & migration, human environment interaction, literacy rate, geography, and region)

43. Scarcity Simulation Game: http://web.centre.edu/econed/ Subpages/resource_scarcity_ga me.htm

46. Closing: TermMeaningExamples of this in our world Natural Resources Scarcity