Objectives,+Goals,+and+Organizing+Questions

1. Essentially, what is Russia? <-- Maybe you could make this question a little more specific 2. How did unrest and insurrections mold Russia throughout history? 3. What were the sparks, events, and outcomes of key revolts and revolutions? 4. How does Russia interact with the environment? 5. How have the Russians been in crisis or caused crisis in other countries? 6. Who are key individuals that shaped Russia? ** E. Goals ** 1. For students to grasp the main gist of Russia. 2. For students to understand the role of man and the environment. 3. For students to acknowledge the struggle that many must endure to bring about change. 4. For students to acknowledge that crisis affects many people and takes many forms. 5. For students to see the impact of individuals on impacting their society. 6. For students to work collaboratively and effectively through research and multimedia presentations. 7. For students to enhance their deduction and synthesizing skills. 8. For students to engage with material in creative and diverse ways. Very well written goals and questions! ** F. General Unit Objectives ** ** [Cognitive] ** ** GO SO ** 1 SWBAT identify the basic elements that compose a country. 1.1 SWBAT identify geographic features such as landforms. 1.2 SWBAT identify major religions and languages. 1.3 SWBAT identify demographics of the people. 1.4 SWBAT identify patterns in art and architecture or famous examples of art and architecture. 1.5 SWBAT identify the climate from a tourist’s perspective. 1.6 SWBAT identify the government system(s). 1.7 SWBAT identify key figures from different time periods. 2 SWBAT analyze maps. 2.1 SWBAT study maps to establish place. 2.2 SWBAT compare locations on a map. 2.3 SWBAT theorize how climate can differ across a region because of place. 3 SWBAT investigate Revolutions. 3.1 SWBAT decipher the reasoning for Revolutions. 3.2 SWBAT discover the outcomes of Revolutions 3.3 SWBAT identify different key Revolutions. 3.4 SWBAT appreciate the changes that come about with Revolutions. 4 SWBAT distinguish between different government systems. 4.1 SWBAT understand government shifts. 4.2 SWBAT compare and contrast democracy and communism. 4.3 SWBAT relate Revolutions to political shifts. 5 SWBAT acknowledge how history has often caused people to be in crisis. 5.1 SWBAT see people in crisis during unrest/insurrections. 5.2 SWBAT investigate people and the environment in crisis. 5.3 SWBAT look at the government’s role in causing crisis. 5.4 SWBAT document the effect of oppressive social systems. 5.5 SWBAT connect how famine brings crisis to people. 6 SWBAT understand how countries engage with the world. 6.1 SWBAT analyze the relationship between Russia and the US. 6.2 SWBAT determine the impact of invading outside groups. 7 SWBAT understand a poem. 7.1 SWBAT understand a poem in context. 7.2 SWBAT understand the author’s purpose. ** [Affective] ** ** GO SO ** 8 SWBAT interact appropriately in a classroom setting. 8.1 SWBAT listen and observe when music or videos are played. 8.2 SWBAT work effectively in a group setting. 8.3 SWBAT work quietly and independently when asked. 8.4 SWBAT take thorough notes when requested. 8.5 SWBAT participate in class discussion. 9 SWBAT present researched information orally. 9.1 SWBAT present quality material. 9.2 SWBAT observe other presenters in a respectful manner. 9.3 SWBAT use props effectively. 9.4 SWBAT present information clearly and effectively. 10 SWBAT form their own opinions. 10.1 SWBAT draft personal reflections on events. 10.2 SWBAT create an essay based on their opinion. 11 SWBAT use technology effectively. 11.1 SWBAT research using technology 11.2 SWBAT present information using technology. ** [Performance] ** ** GO SO ** 12 SWBAT write to learn. 12.1 SWBAT write reflections to reinforce learning. 12.2 SWBAT respond to questions in writing. 12.3 SWBAT brainstorm ideas in writing to better identify what they know. 13 SWBAT compose pieces of writing. 13.1 SWBAT to produce journals, essays, diaries, and letters. 14 SWBAT create artifacts that assess their knowledge. 14.1 SWBAT draw their thoughts/what they know. 14.2 SWBAT draw an interpretation of an event. 14.3 SWBAT create PowerPoints, transparencies, slide shows, and posters for presentations. 14.4 SWBAT craft a poster to raise awareness of an issue. 14.5 SWBAT use graphic organizers effectively. 15 SWBAT dramatically represent events in history. 15.1 SWBAT reenact rebellions from history. 15.2 SWBAT reenact events from different perspectives. 16 SWBAT chronicle events from history. 16.1 SWBAT retain a broad overview of a country’s history. 16.2 SWBAT remember important influential people groups.
 * D. Organizing Questions **

^Wow it's awesome how you included specific objectives under each general objective, not just for your lesson plans! ** [6th Grade SS NCSCOS] ** **1.02** Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. **2.01** Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions. **2.03** Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe. **4.03** Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe. **6.01** Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy. **9.02** Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each. **10.01** Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time. **11.01** Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies. **11.03** Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences. **12.01** Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions. ** [6th Grade ELA NCSCOS] ** ** 1.03 ** Interact appropriately in group settings by: listening attentively, showing empathy, contributing relevant comments, connecting personal experiences to content, monitoring own understanding of the discussion, and seeking clarification as needed. ** 2.01 ** Explore informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed, studying the characteristics of informational works, restating and summarizing information, determining the importance and accuracy of information, making connections between works, self and related topics/information, comparing and/or contrasting information, drawing inferences and/or conclusions, and generating questions. ** 2.02 ** Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM), distinguishing between primary and secondary sources, and analyzing the effects of the presentation and/or the accuracy of information. ** 4.01 ** Determine the purpose of the author or creator by: monitoring comprehension for understanding of what is read, heard and/or viewed, exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques, identifying and exploring the underlying assumptions of the author/creator, and analyzing the effects of author's craft on the reader/viewer/listener. Great use of both LA & SS!!
 * 3.01** Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
 * 3.02** Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
 * 7.01** Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
 * 7.02** Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.
 * 8.01** Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.
 * 8.02** Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.
 * 13.01** Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.
 * 13.02** Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.