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Culture Shock

Grade 6, Social Studies

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Description of Unit

In this project, students will begin by exploring a different country. Students will become familiar with the culture, geography, and landmarks that are significant in that country. Students will create a trip to the country including a guidebook, maps, and important language phrases. Students will complete a travel blog to record the events of their journey.

This guide links the Culture Shock unit to the Texas Essential Knowledge and Skills (TEKS) for sixth graders. Culture Shock is a social studies unit that allows students to study and explore the history, geography, and culture of a foreign country from a tourist’s perspective. This unit also has interdisciplinary connections to English language arts and technology applications. For example, students will use geographic tools to answer geographic questions, as addressed in the Social Studies TEKS. Students will also ask open-ended research questions and develop a plan for answering them, as addressed in the English Language Arts and Reading TEKS; and students will acquire, analyze, and manage content from digital resources, as addressed in the technology applications TEKS. The following document includes the applicable TEKS and the details of the Culture Shock unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. A group of students are coming to a specific region of America from another country for an extended stay. Where should they stay? What should they see during their trip? Use the following discussion questions with students:
    • How long should this trip last?
    • How much money should be budgeted?
    • What are the cultural traits of our country that should be explored?
    • What historical events has this region experienced?
    • How does the geography of this region influence the people who live there?
    • What is the current situation in the U.S.? Are we at peace or war? Could this affect travel to the U.S.?
  2. After the class brainstorms possible answers, provide the class with resources to explore their questions. Have a group discussion to help guide subsequent independent research.

Phase II. Independent Research

A. Research process

  1. Selecting a country. The student will choose and investigate in-depth another country.
  2. Asking guiding questions. Once the student has selected a country, the student should think of three to five guiding questions to explore, such as:
    • How will you get there? What will be some of the obstacles?
    • Where will you stay and what do you need to consider (safety, proximity to infrastructure, etc.)?
    • What will you have to know before you go?
    • What will you learn while you are there? (Consider language, social norms, cultural influences, etc.)
    While these examples are general, the student’s questions should be specific to the chosen country. The questions should lead him/her to form individual research-based opinions. The student should develop a hypothesis or some possible answers to the questions.
  3. Designing and submitting a research proposal. The student should include numerous components in the research proposal:
    • The country he/she will study
    • Three to five guiding questions he/she will investigate
    • Primary and secondary resources he/she will need to find answers to questions such as museums and exhibitions, geographic locations, famous landmarks, navigation systems or maps, and an expert on the country or traveling outside the U.S.
    In the process of writing the research proposal, students may refine their guiding questions. Here are some questions to guide student identification of resources:
    • What libraries, research centers, archival institutions, museums, or organizations will have information about their country?
    • What are some key words, events, or people related to the subject?
    • What types of primary sources might exist? Who might you interview to gather information?
    • What letters, diaries, or other first person narratives are available?
    Students may generate remaining unanswered questions.
  4. Conducting the research. After you have approved student proposals, students begin using the resources they have identified and others they may encounter. Students should conduct an oral interview with an expert who has traveled abroad, especially if they have traveled to the country the student is studying. Students should document the interview for future reference.

B. The product

The student shows what he/she has learned by creating a long-term trip itinerary including a guidebook, maps, and important language phrases. Students will complete a travel blog to record the events of their journey.

He/she must complete a Reference List/Works Cited Page that includes at least ten references. The references should include a mix of primary and secondary sources.

C. Communication

Each student presents his research. The student is free to design and create a presentation fitting for the topic and information that includes key aspects of the product. The presentation may range from 10-20 minutes in length and should be followed by an unscripted Q&A session with audience members.

D. A completed project consists of:

  1. The Topic Proposal including TEKS addressed
  2. A log, notes, or resource process sheets 
  3. The product
  4. A Works Cited page
  5. The presentation

This unit may address the following TEKS.

110.22., English Language Arts and Reading, Grade 6, Adopted 2017

110.22(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.22(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.22(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.22(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.22(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.22(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.22(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.22(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.22(b)(7)(D)
analyze how the setting, including historical and cultural settings, influences character and plot development.
110.22(b)(8)(D)(ii)
features such as introduction, foreword, preface, references, or acknowledgements to gain background information
110.22(b)(9)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
110.22(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.22(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.22(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.26, Mathematics, Grade 6

111.26(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.26(b)(12)
Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems.
111.26(b)(13)
Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems.
111.26(b)(14)
Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

112.26., Science, Grade 6, Adopted 2021

112.26(b)(4)(A)
relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;

113.18, Social Studies, Grade 6

113.18(b)(1)
History. The student understands that historical events influence contemporary events.
113.18(b)(2)
History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies.
113.18(b)(3)
Geography. The student uses geographic tools to answer geographic questions.
113.18(b)(4)
Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations.
113.18(b)(5)
Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.
113.18(b)(6)
Geography. The student understands that geographical patterns result from physical environmental processes.
113.18(b)(7)
Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions.
113.18(b)(8)
Economics. The student understands the factors of production in a society's economy.
113.18(b)(9)
Economics. The student understands the various ways in which people organize economic systems.
113.18(b)(10)
Economics. The student understands categories of economic activities and the data used to measure a society's economic level.
113.18(b)(12)
Government. The student understands various ways in which people organize governments.
113.18(b)(13)
Citizenship. The student understands that the nature of citizenship varies among societies.
113.18(b)(14)
Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments.
113.18(b)(15)
Culture. The student understands the similarities and differences within and among cultures in various world societies.
113.18(b)(17)
Culture. The student understands relationships that exist among world cultures.
113.18(b)(19)
Culture. The student understands the relationships among religion, philosophy, and culture.
113.18(b)(20)
Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
113.18(b)(21)
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 electronic technology.
113.18(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.18(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

126.14, Technology Applications, Grade 6

126.14(c)(1)
Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.
126.14(c)(2)
Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning.
126.14(c)(3)
Research and information fluency. The student acquires, analyzes, and manages content from digital resources.
126.14(c)(4)
Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills.
126.14(c)(5)
Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources.
126.14(c)(6)
Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.C.1
Collaborate on joint projects.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.X.C.1
Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.
S.X.D.2
Understand the types, uses, and regulations of the various natural resources.
S.X.E.1
Describe the different uses for land (land management).
S.X.E.5
Understand how human practices affect air, water, and soil quality.

Social Studies:

SS.I.A.1
 Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4
 Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.D.2
 Analyze the basic functions and structures of international economics.
SS.I.E.1
 Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.II.A.1
 Define a "multicultural society" and consider both the positive and negative qualities of multiculturalism.
SS.II.A.2
 Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.3
 Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.1
 Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.A.3
 Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.C.1
Read widely, including complete texts from American, British, and world literatures.
ELA.II.C.3
Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.D.2
Recognize the potential of diverse texts to cultivate empathy.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.6
Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.VII.C
Logical reasoning
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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