Cultural Mosaic Katie Allers Grade: 6th Big Idea: America, the Melting Pot Objectives: The student

will correctly trace origins of an artifact to another country. The student will report findings to the class through chosen media. GLCEs: 6 G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). Common Core: CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Materials: Items that represent things that came from other countries Access to internet Anticipatory Set: Have a box of random items that match up to different cultural diffusion in the Americas. Have students grab whatever item from the box as you walk around. Tell them they have 5 seconds to choose! 1. Baseball/baseball glove=Sports 2. Instrument/sheet music/CD=Music 3. Legos=Architecture 4. Remote & Phone=Technology 5. Money=Currency 6. Silverware=Food 7. Language=Dictionary Input: Explain to students that the item they chose is a mystery topic. That item represents a scheme of things that came into the United States from another country. Their job is the following: 1. Find out what the item represents.

a. Present guess to teacher b. If yes, move to step 2. c. If no, think harder and try again!! 2. Questions you need to answer through exploration a. What does your item represent? b. What country(s) did the United States get this idea from? c. When did this come into place? i. Multiple answers for some like technology, etc. 3. Extension a. Describe the impact your topic has had on the United States. b. Do you think the addition of your item was a good or bad thing? Why? Explain to students this will be a project that they will be doing all the research themselves. You will be able to help only after they have tried looking and are having trouble. Resources that students can use: www.encyclopedia.com www.YouTube.com Teacher provided informational books Assessment: Map o Draw a dot in your country(s) of origin Draw an arrow from that country to the US On top of your arrow, write your topic and the year Student will present his/her item and inform on the following: o What does your item represent? o Where (what country(s)) does your item/topic come from? o What year did it come to the Americas? o What type of impact to you think your item had? Why? Possible presentation o Drawing or Mobile Must include picture of item/topic, map of country, and the date it came to the Americas o Interview session Partner up, interview each other in front of class answering the questions o Create a song Must include all parts, sing or record o Create a PowerPoint Present to class or record yourself talking and show it

The whole class will create a huge map of America with arrows that draw from the country of origin to the United States with a mini drawing of something that represents their topic

Accommodations: -Student may work with a partner if needed -Some topics are easier to find answers -Many ways to present Differentiated Instruction: -Lesson covers many learning styles -Students may work together for presentations

Resource List: Internet Sources -6th Grade Social Studies Classroom Blog: http://meyerskm.wordpress.com/category/6th-grade-social-studies/ o Pros: Cute design, fun links, relevant, creative ideas to incorporate, goes well with GLCEs o Cons: Sometimes only shows overviews, have to search through archives sometimes -Units That Cover the Eras http://worldhistoryforusall.sdsu.edu/shared/units.php o Pros: Gives whole units that can reflect that era you are working with in your GLCEs o Cons: A little tricky to maneuver, might have to make some units easier for students -Unit on Geography of the Western Hemisphere http://www.hannahvilleschool.net/wpcontent/uploads/2013/06/Gr6SSUnit2.pdf o Pros: Gives the entire unit, well organized, GLCEs explicitly outlined o Cons: Huge overarching unit, 4 weeks long Websites to Use with GLCEs: o http://www.mrgunnells.com/u-03-ancient-greece.html o Topic: Studies on Ancient Greece Ideas: Study Athenian democracy, geography/map-making, purposes of government, compare/contrast U.S. government to Greeces ancient government Pros: Organized, lots of links Cons: Hard to find GLCEs even though they match up o http://www.un.org/cyberschoolbus/untour/ o Topic: Learning about the United Nations Ideas: Do a virtual tour of the UN, learning how countries work together, lawmaking & enforcing Pros: Great visual, Learn about UN Cons: Mostly just a tour, maybe hard to understand everything o https://www.kyfb.com/media/files/fed/ag-in-the-classroom/lessonplans/The%20Agriculture%20Export-Import%20Game%20%20%207-8.pdf o Topic: Learning about imports and exports Ideas: Play the game to learn about imports and exports, make maps to represent imports/exports, learn what countries import/export certain things

Books: Fiction: 1. Among The Hidden by Margaret Peterson Haddix a. GLCE: 6-C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion). b. Lexile 800, 4th grade reading level c. http://www.barnesandnoble.com/w/among-the-hidden-margaretpeterson-haddix/1100180083?cm_mmc=googlepla-_-book_5to14-_q000000633-_9780689824753&cm_mmca2=pla&ean=9780689824753&isbn=97806 89824753&r=1 2. A Terrible Roar of Water (Disaster Strikes! Series #5) by Penny Draper a. GLCE: 6 G6.1.2 Investigations Designed for Ancient World History Eras: Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. i. 7 H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. b. Age Range: 9-12 Years c. http://www.barnesandnoble.com/w/terrible-roar-of-water-pennydraper/1100818149?ean=9781550504149 3. Disobedience of the Daughter of the Sun: A Mayan Tale of Ecstasy, Time, and Finding Ones True Form by Martin Prechtel a. GLCE: 6 W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere. b. Grades: High School c. http://www.walmart.com/ip/3900526?wmlspartner=wlpa&selectedS ellerId=3&adid=22222222227000000000&wl0=&wl1=g&wl2=c&wl3=21 486607510&wl4=&wl5=pla&wl6=19880599990&veh=sem 4. Volcano Wakes Up! by Lisa Westberg Peters a. GLCE: G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web. b. Age Range: 5-9 Years http://www.barnesandnoble.com/w/volcano-wakes-up-lisa-westbergpeters/1111672614?cm_mmc=googlepla-_-book_15to24-_-q000000633-_-

9780805082876&cm_mmca2=pla&ean=9780805082876&isbn=9780805082876&r= 1

Unit 1: Economic Interdependence

Big Idea: World Affairs Essential Questions: How do we interact cross-culturally? New skills and concepts: Imports and exports Global supply chain o Mapping supply order on a map International careers Economic Systems Sanctions, Tariffs, Treaties GLCEs: 6 E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence. 6 E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing). 6 E3.1.3 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies). 6 E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) 6 E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.

Common Core: CCSS.ELA-Literacy.RI.6.7 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. o Done in ways such as analyzing graphs or statistics o Using maps for learning imports/exports CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Outline of Unit o Day 1: Imports and Exports o Overview: Explore the idea of why we import and export things. Learn why different countries have different products (e.g. landforms, climate, population, etc.) o Day 2: Manufactured Versus Sold o Overview: Explore how some countries make a lot of things, yet other countries sell what that country has made. o Day 3: Government Policy o Overview: Look into the impact of sanctions, tariffs, and treaties on a country and the countries they affect. o Day 4: International Careers o Overview: Explore how people work internationally and how innovations make that possible. o Day 5: Types of Economic Systems o Overview: Look into market, command, and traditional economic systems. Compare different countrys systems. Assessment Plans/Overview: o Students will be given a country to research and must present on the following: o Imports and exports o Government policies o An international career idea o Type of economic system

Unit 2: Government
Big Idea: Purpose of Government

Essential Questions: How does where I live and the government I am under impact me? New skills and concepts: Types of government National revenue flow Comparisons of how different countries function in government GLCEs: 6 C1.1.1 Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion). 6 C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact. 6 C3.6.2 Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada. Common Core Standards: CCSS.ELA-Literacy.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. CCSS.ELA-Literacy.W.6.4 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 13 above.) CCSS.ELA-Literacy.W.6.5 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 13 up to and including grade 6 here.) Outline of Unit: Day 1: Types of government. o Overview: Explore the differences among democracy, monarchy, oligarchy, and aristocracy. Day 2: Functions of government (multiple days) o Overview: Learn the major activities of a government and what they are responsible for. Day 3: Functions of Government: Laws o Overview: Explore how government is responsible for making and enforcing laws.

Day 4: Functions of Government: Generating Revenue o Overview: Learn how governments make, distribute, and handle money in various ways. Day 5: Functions of Government: National Security o Overview: Explore what goes into a governments national security. Day 6: Comparing different countrys governments o Overview: Look into countries such as the United States, Cuba, England, and Canada. Learn about strengths and weaknesses of governments.

Assessment Plans/Overview: Have students be assigned a type of government. Students must create a brochure with the following: o Countries that use your system of government o Pros and cons of your system of government o Defining your government The people that work it Laws Generating Revenue National Security Students could also write an essay on why their form of government is successful or not successful.