Discipline: Social Studies 

Grade Level:6th grade 

Course: World Cultures/Geography 

©Literacy Design Collaborative. September 2011

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Why Canadians Live Where They Live: The Impact of Geography on Population Density in Canada.
  • Background to Share With Students
    • What makes one place a more desirable place to live than another? Why do millions of people want to live in Toronto, but hardly anyone wants to live in Echo Bay? Geographic features like location and climate help make one place more desirable than another, and in this unit we will investigate their influence.

  • Task/Text
    • Teaching Task

      Do geographic characteristics such as climate, location, and distribution of natural resources have an impact on population density? After reading your notes, information in your textbook, and at least two articles, write an editorial that discusses how one geographic characteristic of Canada affects population density and evaluate how that characteristic can increase or decrease population density. Be sure to support your position with evidence from the texts. 

      Reading Texts
      • textbook and articles about Canada
  • Content Standards
    • Standards Source: Number: Content Standards:

      Georgia Performance Standards


      The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. 

      a. Describe how Canada's location, climate, and natural resources have affected where people live. 

      b. Describe how Canada's location, climate, and natural resources impact trade.


      Students will enhance reading in all curriculum areas by 

      a.3 - Read technical texts related to various subject areas. 

      c.1 - Demonstrate an understanding of contextual vocabulary in various subjects. 

      c.2 - Use content vocabulary in writing and speaking. 

      c.3 - Explore understanding of new words found in subject area texts. 

  • Reading Standards for Argumentation
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • 2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • 4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 10- Read and comprehend complex literary and informational texts independently and proficiently.
      • 3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • 5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • 6- Assess how point of view or purpose shapes the content and style of a text.
      • 7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • 8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • 9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • 10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • 2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • 3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.
      • 6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • 7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • 8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Teaching Task Rubric
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