Teach Canada with student centered learning – stations! With this resource you will receive an activity that is designed to teach the geography, economy, culture, history, and government of Canada.
Start off the activity with a vocabulary lesson. Your students will learn the different vocabulary terms with a Word Wall and Color-Coded Canada Vocabulary activity. Your students will then break into different groups and go to centers on Canada’s History, Canada’s Geography, Canada’s Economy, Canada’s Culture, and Canada’s Government. Each center includes a 1-3 page reading with information for their Doodle Notes. When your students finish their centers, they will complete an exit ticket activity. This resource includes Google Slides™.
With this resource, you will receive:
–Directions for the centers and a chart to track student progress,
–10 Word Wall Terms and a vocabulary activity.
–Cover pages for each center the geography, economy, culture, history, and government of Canada,
–a 1-3 page reading for each center on the geography, economy, culture, history, and government of Canada,
–5 different processing activities for exit tickets,
⭐Download the preview for a sample of the resource.
Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.
6th Grade World Cultures TEKS
(1) History. The student understands that historical events influence contemporary events. The student is expected to:
(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
(3) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
(A) identify and explain the geographic factors responsible for patterns of population in places and regions;
(C) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and
(D) identify the location of major world countries for each of the world regions.
(4) Geography. The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:
(A) explain the geographic factors responsible for the location of economic activities in places and regions; and
(B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society’s political relationships.
(6) Economics. The student understands the factors of production in a society’s economy. The student is expected to:
(A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;
(C) explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.
(7) Economics. The student understands the various ways in which people organize economic systems. The student is expected to:
(A) compare ways in which various societies organize the production and distribution of goods and services;
(B) compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system;
(8) Economics. The student understands categories of economic activities and the data used to measure a society’s economic level. The student is expected to:
(A) define and give examples of agricultural, retail, manufacturing (goods), and service industries; and
(B) describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.
(9) Government. The student understands the concepts of limited and unlimited governments. The student is expected to:
(A) describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
(10) Government. The student understands various ways in which people organize governments. The student is expected to:
(A) identify and give examples of governments with rule by one, few, or many;
(14) Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:
(A) identify institutions basic to all societies, including government, economic, educational, and religious institutions;
(16) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: (A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(C) identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.
(19) 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 technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about various world cultures; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; and
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