Subject: Cultural Studies Grade level: 6 Teacher: Mr. Ayala
Date(s): Tue. 3/315, Wed. 3/4/15, Thurs. 3/5/15, Fri. 3/6/15 Coop. Teacher: Mr. McReynolds Campus: CSMS
OBJECTIVES: (The learner will…)
Students will investigate facts relating to the geography, culture, history, and economy of a European country
Students will locate facts/evidence documenting their assigned country's level of involvement in the European Union.
Students will create a Brochure reflecting/illustrating/summarizing the information they have researched about their assigned country's geography, culture, history, and economy.
§113.18. Social Studies, Grade 6, Beginning with School Year 2011-2012.
(b)Knowledge and skills.
(D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions
(9)Economics. The student understands the various ways in which people organize economic systems. The student is expected to:
(B)compare and contrast free enterprise, socialist, and communist economies in various contemporary societies
(B) identify and describe common traits that define cultures
Students: Economics Brochure Packet, Pen/Pencil, Computer, Books from library (checked out by teacher), Textbook
I. WARM-UP/Anticipatory Set
Activity #1: Review of EconomicsTime: 10min.
Pedagogical Purpose: Direct Teach
Objective(s): Students will review the vocabulary, marketing systems & principles
Students will be seated at their desks. Students should not have any materials out at this point. Students will listen to the teachers instruction/questions and raise their hands when/if they have an answer.
The teacher will begin class by reviewing what the students have been looking at in terms of the Economics unit. The teacher will ask the students questions about the economic systems. The teacher will ask for volunteers to raise their hands and answer. The teacher will review the different types of economic systems (traditional, market, command, and mixed) The teacher will review how students are involved in their economic system by going over concepts such as spending, donating, investing, and saving.
Activity #2: Introduction of the Economics Brochure Project Time: 20 min.
Pedagogical Purpose:Direct Teach
Objective(s): Students will listen to and identify the criteria, directions, and grading information for the European Economics Brochure project.
Students will be given the Economics Brochure project packet from the teacher. (See attached copy of European Brochure packet). Students will be seated at their desks while the teacher guides them through the directions, criteria, and grading information for this project. Students will be instructed to wait until the end of the Teacher’s presentation to ask questions that they may have.
The teacher will then introduce the Economics Brochure project. The teacher will pass out the packets and go over each page by putting showing each page under the doc cam so that it is viewable on the screen at the front of the classroom. The teacher will then answer any questions the students may have.
Key ?’s: What are the 4 different kinds of economic systems?
The teacher will randomly assign countries to the students. The teacher will use a list of all of the countries in Europe and enter it into a name random name/word picker ( which will be displayed on the screen at the front of the class using the projector. The students will be called one at a time alphabetically to come to the front of the classroom to use the word picker. The students will be instructed to write the country assigned to them on the front of their Brochure packet. Once the students have their country, they can begin research using their packet, a book (checked out by the teacher), the textbook, or a laptop computer in the classroom.
1st Activity: Research for European Economics Brochure Project Time: 1hr 10min.
Students: Brochure project packet, textbook, books (checked out of library by teacher), laptops in classroom, pen/pencil
Teacher: European Economics Brochure project packet (See attached copy), list of students in class
Pedagogical Purpose: Independent Practice
Objective(s): Students will research the geography, culture, history, and economy of a European country to locate and record information about their assigned country’s geography, culture, history, and economy. Students will use the information they have researched about their assigned country to create/construct a Travel-style European Economic Brochure about their assigned country.
Students will research the geography, culture, history, and economy of a European country to find information that will be used in their Brochure. Students will be allowed to use the in class textbooks, in class set of laptop computers, and book that have been checked out from the library by the teacher that are located at the front of the classroom. While there is no list of approved websites, the teacher(s) will be monitoring the classroom to ensure students remain on task with their research.Students will use the guided note taking sheet included in the brochure project packet to find the necessary information about their country.(See page 3 of European Economic Brochure packet)Students will work independently, but will be able to confer with their peers for assistance. Students will also work with the teacher if they have any questions/concerns.
The teacher will monitor the classroom as the students work on their research. The teacher will answer any questions and ensure students remain on task. The teacher will have a list of students in each class and will make notes about their progress. The teacher will speak to each student individually to see where they are and where they need to be when the teacher sees them again.
The teacher will instruct students to put away their materials (computers, books, text books). The teacher will instruct students to go to their assigned seats and wait quietly for further instruction.
Title: European Economic Brochure Time: 5min.
Pedagogical Purpose:Informal assessment/Checking for Understanding
Objective(s): Students will self assess their progress in their European Economic Brochure project. Students will identify the goals/criteria to be met in their European Economics Brochure project for their next class period.
Students: Brochure project packet
Teacher: Brochure project packet
Students will be seated at their desks with all of their materials put away except the European Economic Brochure project packet. The students will be sitting quietly listening to the teacher.
The teacher will inform the students of what he/she saw as they were monitoring. The teacher will remind students of where they should be at this point with their research. The teacher will inform the students what they should be working on in the next class period. The teacher will answer any further questions the students may have.
Planned Modifications and Differentiation:
Students who are unable to use laptops due to computers not working/not having a sufficient number of computers in class will be able to use the various books checked out of the library by the teacher. Students may also use the class textbook. Students who need additional assistance will work with the teacher as well as the inclusion teachers.
Rubric for the project is attached to the packet.
Data collection and analysis:
The teacher will have a list of students’ names for each class. As the teacher is monitoring the classroom, he/she will observe the students and ask questions of their work. The teacher will makes notes about the amount of work the student has completed to that point, and what they expect to see the next time they see that student.
Mr. McReynolds - Brochure Packet
Classtools.net - Random Name Picker (used for assigning countries)
List of Countries in Europe:
Bosnia and Herzegovina
Books checked out by teacher from the library (located in the front of the classroom).
Augustin, Byron. Andorra. New York: Marshall Cavendish Benchmark, 2009. Print.
Esbenshade, Richard S. Hungary. New York: M. Cavendish, 1994. Print.
Fuller, Barbara, and Gabriele Vossmeyer. Germany. New York: Benchmark, 2004. Print.
Hestler, Anna. Wales. New York: Marshall Cavendish, 2001. Print.
King, David C. Monaco. New York: Marshall Cavendish Benchmark, 2008. Print.
Lace, William W. England. San Diego, CA: Lucent, 1997. Print.
Nardo, Don. France. New York: Children's/Scholastic, 2008. Print.
Sheehan, Patricia, and Sakina Dhilawala. Luxembourg. New York: Marshall Cavendish Benchmark, 2009. Print.
Sheehan, Sean, Suzana Fong, and Kelvin Sim. Austria. New York: Marshall Cavendish, 1993. Print.
Winter, Jane Kohen, and Leslie Jermyn. Italy. New York: Benchmark , Marshall Cavendish, 2003. Print.