Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 1

Assessment – Western Hemisphere Geography PP

Eastern Hemisphere Geography Pre/Post Assessment

GRADE 7 EASTERN HEMISPHERE GEOGRAPHY Pacing Calendar 2017-2018

Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities

Process Standards: 1. Identify, analyze, and interpret primary

and secondary sources and artifacts. 2. Distinguish between fact and opinion in

examining documentary sources 3. Recognize and explain how different

points of view have been influenced by social, political, economic, historic and

4. Construct timelines of key events,

periods, and historically significant individuals.

5. Explain the relationships between geography and the historical developments by using maps, graphs, charts, visual images, and computer-based technologies.

6. Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues and demonstrating how divergent viewpoints have been and continue to be addressed

Writing Literacy: One Sentence Summary One Sentence Summary Frames One Word Summary Quick Writes Ticket-Out-the-Door

Graphic Organizers Interactive Graphic Organizers Graphic Organizers Print Outs

Organizing and Analyzing Information

GIST History Frames History Frame Form History Frame Pyramid Mind Maps Mind Map Examples for Geography Mind Map Forms One Sentence Summary One Word Summary Power Thinking Chart for Geography Prediction with Evidence Problem-Solution Chart Think Pair Share Three Minute Pause Three Minute Pause Chart Analyzing an Historic Event APPARTS Five Themes Analysis for Geography Five Themes Note-taking for Geography H Diagram PERSIA SOAPS Venn Diagram Venn Variation Venn Diagram Alternative Forms Word Splash Word Walls

Game Site: I Like to Learn Outline Maps

Nystrom Desk Atlas including the district website copy Literary Selections/Books correlated to curriculum (district purchase) USA Test Prep

Websites: Mr Roughton Lesson Plans and Resources (New)

TED Ed Lessons (New)

Geography from Tolland Middle School

Reynolds Geography Tolland Middle School

Quizlet

Engaging Students with Primary Source Documents

District Geography Power Point Website

Geography Power Points

Geography Lesson Plans

Mr. Nussbaum’s Interactive Geography

Power Point Palooza

Oklahoma Alliance for Geographic Education

National Geographic Xpeditions

AAG Association of American Geographers

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 2

Tweet It! RAFT Writing

Interactive 7th

Grade Social Studies

Geography for Kids Resource Site

Discovery Geography

Geology and Earth Science

Projects:

Page 43 -– Cereal Box Geography

Create a Travel Brochure on a specific country

Design a Civilization – Complete Lesson Plan

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 3

1st Nine Weeks August 23 – October 18

Overview

Essential Questions

Intro to Geography

1. What is geography and why is it important?

2. In what ways does geography help us understand our world? 3. How do the five major themes of geography interact with and affect life as we know it? 4. How are geographic tools used to understand and navigate regions of the world? 5. How do natural resources affect a country’s population distribution and economy? 6. How do different geographic regions affect the way people live, and how do people affect

geography?

Human Geography

1. How do different geographic regions affect the way people live, and how do people affect geography?

2. Why do people move?

3. How does geography influence the movement of people?

4. How does human migration affect a region?

People and Culture 1. How does culture develop and how does it shape our lives? 2. What role does culture play in our daily lives? 3. What happens when cultures collide?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 4

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 5

1st Nine Weeks August 23 – October 18

Physical Geography Core Concepts

Instructional Time: 36 days

August 28- Oct 18 Cur. Map pgs. 4 - 8

OC3 Content Standards Content Topics Resources/Activities/Essential Questions

CS 1.2: Integrate visual information, draw conclusions, and make predictions from geographic data. CS 1.3: Apply the concepts of scale, distance, direction, relative location, absolute location, and latitude and longitude. CS 1.4: Integrate visual information and apply the skill of mental … CS 1.5: Conduct short research projects by investigating contemporary events and issues...

CS 2.5: Explain and summarize how and why regions change over time through physical and human processes which operate to modify Earth’s surface

Five Themes of Geography -- Assessment Core Concepts Handbook Pages: 1 - 127 of Pearson Part 1: Tools of Geography – Aug. 28-Sept.8

1. Primary Source 2. Secondary Source 3. Relative Location 4. Absolute Location 5. Hemisphere 6. Latitude 7. Longitude 8. Scale 9. Key 10. Compass rose 11. Intermediate directions 12. Cardinal directions 13. Locator map 14. Physical, political, special maps 15. Region 16. GIS (Geographic Information Systems) 17. Mental mapping 18. Distortion 19. Projection 20. Human-environment interaction 21. Place 22. Location 23. Movement 24. Region

Document-Based Assessment – pg. 15 Part 2: Out Planet, Earth -Sept. 11-Sept. 15

1. Ring of Fire 2. Plateau

Nystrom Desk Atlas pages 1—44 Teacher Resource Book for Core Concepts Printable Maps Geography Games (New) GeoNet Game (New) Websites: Geography Sites (New) District Geography Power Point Website Power Point Palooza OCSS Power Points and Resources Geography Power Points Geography Lesson Plans (New) Geography Resources (New) (NEW) Activity: Crack the Code Pangaea formed approximately 300 million years ago and then began to break apart after about 100 million years. Unlike the present Earth, much of the land mass was in the southern hemisphere. The explanation for Pangaea's formation ushered in the modern theory of plate tectonics. Beginning Activity: Modern Pangaea What if the continents were suddenly smashed back together, forming a modern version of Pangea, keeping the same country borders that exist today? How would this affect international relations? How would this change daily life? What would happen to tourism, economies, societies, immigration, and government? Would this be a better or worse version of the world?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 6

CS 3.2: Analyze from multiple perspectives the impact of natural disasters… CS 5.2.A: Evaluate the effects of human modification of and adaptation to the natural environment including the

A. Deforestation of Indonesia’s rainforests, CS 5.1: …describe the distribution of major renewable and nonrenewable resources… CS 5.2: Evaluate the effects of human modification of and adaptation to the natural environment… CS 4.6: Evaluate the effects of human modification of and adaptation to the natural environment… CS 4.4: Compare and contrast the market and command economic systems… CS 4.3: …analyze data used by geographers to measure the human characteristics used to define developed versus developing countries…

3. Revolution 4. Core 5. Erosion 6. Disposition 7. Solstice

Document-Based Assessment – pg. 29 Part 3: Climates and Ecosystems– Sept. 18-22

1. Climate 2. Climagraph 3. Water cycle 4. Ecosystem 5. Vegetation 6. Arid and semi-arid 7. Weathering 8. Precipitation 9. High latitudes 10. Low latitudes 11. Altitude

Part 3 Assessment- pg. 44 Part 4: Human Environment Interaction -- Sept. 25-28

1. Petroleum 2. Spillover

Document-Based Assessment – pg. 55 Part 5: Economics and Geography – Oct. 2-6

1. Currency 2. Free trade area (zone) 3. Market economy 4. Mixed economy

Latitude and Longitude for the Classroom

Activities 1. Using your mental map, or a map based on your

memories and experiences, describe your city, town or neighborhood. Use the five themes of geography in your description.

2. Demonstrate geographic tools by creating your own country. They students will include map keys, compass rose, scale bar and title.

3. National Geographic Picture of the Day Infer what is happening and where it may be, then predict what will happen next.

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 7

CS 4.7: Evaluate and summarize the impact of geography on population patterns… CS 2.1.C: Integrate visual information in order to describe …South Asia… CS 4.7.A: Evaluate the impact of push and pull factors on the rural migration to overcrowded urban centers in India,…

CS 4.1: Compare and contrast the common cultural traits… CS 4.2: Describe the world’s major religions… CS 2.2.B.3: Integrate visual information in order to describe cultural hearths…

5. Economics 6. Developed countries 7. Developing countries 8. Supply and demand 9. Inflation 10. Tariff 11. Trade 12. Embargo

Document-Based Assessment – pg. 71 Part 6: Population and Movement – Oct. 9-Oct. 13

1. Population 2. Population growth 3. Migration 4. Migrant

5. Push-pull factors ***

6. Population density 7. Birth rates 8. Infant mortality 9. Literacy rates 10. Death rates 11. Per capita income 12. Urban and rural

Document-Based Assessment – pg. 83

A Proportional Perspective of the World’s Spoken

Languages

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 8

CS 4.5: Compare and contrast the major political systems… CS 2.4: …analyze reasons for conflict and cooperation among groups, societies, countries, and regions of the Eastern Hemisphere… CS 1.6: Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans… CS 1.2: Integrate visual information, draw conclusions, and make predictions from geographic . . . CS 1.3: Apply the concepts of scale, distance, direction, relative location, absolute location, and latitude and longitude. CS 1.5: Conduct short research projects by investigating contemporary events and issues...

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 9

***Instructional Considerations: “push-pull” theory: a theory of migration that says people migrate because certain things in their lives “push” them to leave, and certain things in a new place “pull” them. “Push-pull” factors: the factors that drive people away from a place (push) or draws them to a new location (pull) such as religious or political freedoms, job opportunities, war or famine, etc. From rural to urban areas—

Writing Activity: Students write a letter persuading a friend to come to America using "push/pull" factors. You Tube Video How do you decide where to go in a zombie apocalypse? (push/pull) Teachers-Pay-Teachers Resources

Push/Pull Factors (Free)

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 10

G-PERSIA Social Studies

G-PERSIA is an acronym we will be using in social studies to learn about the way people live in a society. Each letter stands for a word that names an aspect of a society or culture. These seven aspects influence the way people live, work, and play.

GEOGRAPHY

Physical landscape, climate, nature, plants, animals, environment, natural phenomena or disaster, cultural geography, human geography, economic geography, political geography

POLITICAL

leaders, types of government, laws, punishment, political parties, government policies, wars, conflicts

ECONOMIC

currency, business, trade, jobs, agriculture, industry, markets, trade, trade organizations, ranching

RELIGION

beliefs, church structure, rituals, observations, holidays, celebrations,

SOCIAL

language, family structure, common customs, community, social classes, population, ethnic groups, health care,

INTELLECTUAL

education, science, new technology, invention

ARTISTIC

poetry, literature, music, architecture, painting, sculpture, nature, natural beauty

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 11

G-PERSIA

COUNTRY/LOCATION:

GEOGRAPHY

POLITICAL

ECONOMIC

RELIGION

SOCIAL

INTELLECTUAL

ARTISTIC

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Continent/Region Analysis -- GREEPS The region/continent that you will be examining is: ________________________________

Atlas Questions Summary – Notes that you will present!

Geography What is the overall climate of your

region? (hot, cold, dry, wet, tropical, etc.)

What are the major natural

resources/vegetation?

Overall climate:

Major Natural Resources:

Religion What are the major religions in your

region?

Major religions:

Ethnicity What major ethnic groups live in this

region?

Major ethnicities:

Economic How high is the GDP? (higher GDP =

rich, lower GDP = poor)

What is the unemployment rate? (the

amount of people unemployed in the

country)

GDP per capita:

Unemployment rate:

Political What is the most common form of government? Do people in this region have a lot of freedom like we do in the United States? Why or why not?

Type of Government(s):

A lot of freedom/rights?

Social Look up: Average life expectancy, average literacy rate, and average number of computers and cell phones. Based on these statistics, what can you tell about the quality of life in your region?

Major languages:

Avg. Life Expectancy:

Avg. Literacy Rate:

Computers & Cell Phones:

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 13

GREEPS AROUND THE WORLD!! Use this chart to learn about different regions around the world!

Region #1:

Region #2: Region #3: Region #4:

Geography Overall climate:

Major Natural Resources:

Overall climate:

Major Natural Resources:

Overall climate:

Major Natural Resources:

Overall climate:

Major Natural Resources:

Religion Major religions: Major religions: Major religions: Major religions:

Ethnicity Major ethnic groups:

Major ethnic groups:

Major ethnic groups:

Major ethnic groups:

Economic GDP per capita:

Unemployment rate:

GDP per capita:

Unemployment rate:

GDP per capita:

Unemployment rate:

GDP per capita:

Unemployment rate:

Political Government/ Freedom

index:

Government/ Freedom

index:

Government/ Freedom index: Government/ Freedom index:

Social Quality of life: Quality of life: Quality of life: Quality of life:

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 14

2nd Nine Weeks Oct 23 –December 21

Unit 1: Europe and Russia

Instructional Time: 22 days

October 23 – Nov. 21

OC3 Content Standards Content Topics Resources/Activities/Essential Questions

CS 2.1.A: Integrate visual information in order to describe Europe… CS 2.2.A.3: Integrate visual information in order to describe Rhine-Danube industrial corridor… CS 2.3.A: Explain the inland waterway systems that link European trading centers… CS 3.1: Integrate visual information to identify on a physical map and describe the major landforms and bodies of water… CS 4.1: Compare and contrast common cultural traits… CS 5.1 …describe the distribution of major renewable and nonrenewable resources… CS 4.4.B: Compare and contrast the economic advantages and disadvantages of Sweden’s mixed market system. CS 4.6.A: Integrate visual information to explain European Union’s single currency and market… CS 4.6.B: Integrate visual information to explain how the relative isolation of the United Kingdom requires extensive trade patterns for natural resources and markets… CS 4.7.C: Evaluate how recent immigration is changing European cultures. CS 5.1.D: Evaluate the contribution of North Sea petroleum reserves to developed nations’ economies.

Chapter 3 – Western Europe Oct. 23-Nov. 4 Section 1

1. Peninsula 2. Plains 3. Glaciers 4. Loess 5. Tundra 6. Pollution 7. Rhine-Danube Industrial Corridor

Case Study

1. Renewable energy 2. Nonrenewable energy 3. Fossil fuel 4. Biofuels 5. Hydropower, hydroelectricity

Section 2

1. Constitutional Monarchy 2. Parliament 3. Cradle-to-grave 4. Gross domestic product GDP 5. Currency 6. Euro 7. Cultural borrowing

Nystrom Desk Atlas pages 133—139, 144—147, 150 Regional Overview: pgs. 128-133

Reference Teachers Resource Overview pg. OK T20. (New) World Geography Lesson Plans-Resources US Geography Lesson Plans and Resources World Culture Lesson Plans and Resources Geography Lesson Plans Geography Resources Geography Games: I Like to Learn (New) GeoNet Game Teacher Resource Book for Europe and Russia Document-Based Assessment – pg. 257 Writing Task – pg. 257b Writing Prompt or Group Activity: Western Europe contains a wide variety of landforms. (a) Describe how geography has shaped the economic development of one region in Western Europe. (b) Describe two ways in which western Europeans have used technology to reshape their environment. Cite evidence from your textbook and/or other sources to support your findings.

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 15

CS 2.1.A: Integrate visual information in order to describe Europe… CS 4.6.A: Integrate visual information to explain European Union’s single currency and market… CS 4.7.B: Evaluate the challenges of under-population on European labor markets. CS 2.4.D: Analyze the European Union’s coordination of currency and free trade zones. CS 4.1: Compare and contrast how cultural diffusion impacts societies.

Section 3

1. European Union 2. Gross national product GNP 3. Polders 4. Reunification 5. Holocaust 6. North Atlantic Treaty Organization (NATO)

Section 4 1. Cultural diffusion 2. Diversify 3. Deportation

Essential Questions:

1. How does geography affect settlement patterns?

2. How does keeping a river like the Rhine clean benefit Western Europe?

3. How do Europe’s coasts and waterways affect settlement?

4. What type of challenges do immigrants face in a new country?

5. What are the benefits of cultural borrowing? 6. How does migration contribute to cultural

borrowing and cultural diffusion? 7. What are some of the main causes of

pollution? How has pollution affected Europe?

Cultural Diffusion

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2nd Nine Weeks October 23-December 21

Unit 1: Europe and Russia

Instructional Time: 22 days

Oct 23 – November 21

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.A: Integrate visual information in order to describe Europe… CS 3.1: Integrate visual information to identify on a physical map and describe the major landforms and bodies of water… CS 4.1: Compare and contrast common cultural traits… CS 4.7: Evaluate and summarize the impact of geography on population patterns… CS 5.2.E: Evaluate the environmental disaster at Chernobyl. CS 4.1: Compare and contrast common cultural traits…

Chapters 4 – Eastern Europe Nov. 6-Nov. 10 Section 1

1. Acid rain 2. Natural resources 3. Emigrate 4. Holocaust 5. Chernobyl 6. Coal v. nuclear energy

Nystrom Desk Atlas pages 133—139, 147--149

Reference Teachers Resource Overview pg. OK T20. Teacher Resource for Europe and Russia Game Site: I Like to Learn Document-Based Assessment -- pg. 285 Writing Task – pg. 285b Writing Prompt or Group Activity: Western Europe contains a wide variety of landforms. (a) Describe how geography has shaped the economic development of one region in Western Europe. (b) Describe two ways in which western Europeans have used technology to reshape their environment. Cite evidence from your textbook and/or other sources to support your findings. Essential Question:

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 17

CS 4.1: Compare and contrast common cultural traits… CS 4.4: Compare and contrast the market and command economic systems. CS 4.5: Compare and contrast the major political systems. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade.

Case Study

1. Secularism 2. Nationalism

Section 2

1. Ethnic cleansing

1. To join the European Union, countries must meet certain environmental standards. Do you think protecting the environment should be a requirement? Use supporting evidence to explain why or why not.

2nd Nine Weeks October 24-December 21

Unit 1: Europe and Russia

Instructional Time: 22 days

October 23 – Nov. 21

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.A: Integrate visual information in order to describe Europe… CS 2.3.B: Explain how the Ural Mountains divide Europe from Asia. CS 3.1: Integrate visual information to identify on a physical map and describe the major landforms and bodies of water… CS 4.7: Integrate visual information to identify on a physical map and describe the major landforms and bodies of water… CS 5.3.B: Integrate visual information to analyze the impact of economic development on Russia’s Artic regions. CS 4.1: Compare and contrast common cultural traits… CS 4.5: Compare and contrast the major political systems. CS 4.5.B: Compare and contrast the transformation of the former Soviet Union from an authoritarian system to the limited representative democracy of

Chapter 5 – Russia Nov. 13-Nov. 21

Teaching Geography: Russia Lesson Plans

Capitalizing on Geography

Yours, Mine, and Ours: Determining Boundaries

Section 1

1. Ural Mountains 2. Steppes 3. Permafrost 4. Economic development of Artic regions

Nystrom Desk Atlas pages 133—150, 148--149

Reference Teachers Resource Overview pg. OK T20. Teacher Resource for Europe and Russia Game Site: I Like to Learn Document-Based Assessment -- pg. 319

Writing Task – pg. 319b V-Day “Arlington: Field of Honor” video by PBS, November 11. Writing Prompt or Group Activity: Western Europe contains a wide variety of landforms. (a) Describe how geography has shaped the economic development of one region in Western Europe. (b) Describe two ways in which western Europeans have used technology to reshape their environment. Cite evidence from your textbook

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Russia. CS 4.5: Compare and contrast the major political systems. CS 2.4.D: Analyze the European Union’s coordination of currency and free trade zones. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 4.5.B: Compare and contrast the transformation of the former Soviet Union from an authoritarian system to the limited representative democracy of Russia. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 5.1.C: Evaluate the contribution of coal and iron reserves and Russian steel industries.

Section 2 1. Communism 2. Cold War 3. Chernobyl

Primary Source: The Russian Revolution Pages 306-307 Section 3

1. Superpower Case Study: The Soviet Industrial Legacy

1. Industrialization 2. Command economy

and/or other sources to support your findings. Essential Question:

1. Why is it in the best interest of governments to invest in transportation systems?

2. What facts can be used to explain why Siberia has a low population density?

3. How does the Russian government control the media?

4. What historical evidence would support the statement “Russia has a long history of autocratic government?"

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Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 20

2nd Nine Weeks October 24-December 21

Unit 2: Africa

Instructional Time: 19 days

November 27 – Dec 21

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.E: Integrate visual information in order to describe Africa. CS 2.2.A.1: Integrate visual information to describe the Sub-Saharan savannas and rainforests. CS 2.5.B: Explain the impact of overgrazing and drought on desertification in the Sahel. CS 3.1: Integrate visual information go identify landforms and bodies of water. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 2.4.C: Analyze the impact of multiple ethnic groups on Nigerian political stability. CS 4.5: Compare and contrast the major political systems. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 4.7: Evaluate the impact of geography on population patterns. CS 2.3: Explain how common characteristics can link and divide regions. CS 2.4.C: Analyze the impact of multiple ethnic groups on Nigerian political stability. CS 4.1: Compare and contrast how cultural diffusion impacts societies. CS 4.2: Describe the world’s major religions. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 4.1: Compare and contrast common cultural traits.

Chapter 6 West and Central Africa Nov. 27-Dec. 1st Section 1

1. Sahel 2. Vertical climate zones 3. Arable land 4. Desertification 5. Deforestation

Section 2

1. Atlantic slave trade 2. Middle passage 3. Colonialism 4. Imperialism 5. Pan-Africanism 6. Mecca

Section 3 1. Subsistence farming 2. African Union

Primary Source: Things Fall Apart

Nystrom Desk Atlas pages 122—125, 128--129 Regional Overview: pgs. 322-328 Teacher Resource Book for Africa

Seven Wonders of Africa and Other Websites

Seven Wonders of Africa Activity

Document-Based Assessment -- pg. 359 Writing Task – pg. 359b Writing Prompt or Group Activity: African nations have experienced rapid cultural change in recent years. Citing evidence from your textbook and other sources, describe how three of the following have contributed to cultural change in one African nation or region: (a) urbanization, (b) education, (c) economic development, (d) population explosion, (e) westernization, (f) technology. Essential Questions:

1. How would the lack of adequate farmland or natural resources affect a country economically?

2. What impact did colonization have on Africa? What were some lasting effects?

3. What affect does subsistence farming have on the economy of a region?

4. How would you use the five themes of geography to describe West and Central Africa?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 21

Things Fall Apart Map, Timeline, Slideshow

Desertification

Deforestation

Atlantic Slave Trade Routes

Middle Passage

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2nd Nine Weeks October 24-December 21

Unit 2: Africa

Instructional Time: 19 days

November 27 – Dec 21

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.E: Integrate visual information in order to describe Africa. CS 2.4.E: Analyze UN relief efforts to address hunger in Africa. CS 4.7: Evaluate the impact of geography on population patterns. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 5.1.B: Evaluate the contribution of valuable minerals to South Africa’s growth. CS 2.4.F: Analyze the struggle for civil rights and economic opportunities in South Africa’s post-apartheid era. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and

Chapter 7 – Southern and Eastern Africa Dec. 4- Dec. 8 Section 1

1. Great Rift Valley 2. Ecosystems 3. Importance of water resources 4. Effect of ecotourism and poaching 5. Diamond mining--benefits

Section 2

1. Importance of early civilizations

Nystrom Desk Atlas pages 130—132 Teachers Resource Book for Africa Document-Based Assessment -- pg. 391 Writing Task – pg. 391b

NEW DBQ Conflicts without Borders: Sub-Saharan Africa Essential Questions: 1. How was it possible to end apartheid without

civil war or large-scale conflict? 2. How did colonialism lead to conflicts in

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world trade. CS 4.7: Evaluate the impact of geography on population patterns. CS 2.3.E: Explain civil war and genocide in Darfur and Rwanda. CS 2.4.E: Analyze UN relief efforts to address hunger in Africa. CS 4.1: Compare and contrast common cultural traits. CS 4.2: Describe the world’s major religions. CS 4.5: Compare and contrast the major political systems. CS 2.4.F: Analyze the struggle for civil rights and economic opportunities in South Africa’s post-apartheid era.

2. Ethnocentrism 3. Impact of colonialism – Cecil Rhodes poster

on page 375 4. Apartheid – consequences/impact on black

South Africans 5. Nelson Mandela

Section 3

1. Indigenous 2. Characteristics of ethnic groups 3. How colonialism caused conflict 4. Genocide 5. Economic barriers

Case Study: The Effects of Colonialism

1. Scramble for Africa

Southern and Eastern Africa? 3. What major consequences of apartheid has

South Africa faced? 4. What has caused ethnic violence in some parts

of Africa? 5. What geographic and human factors have

contributed to the slow economic progress for this region?

6. How has movement of people in this region influenced religion, culture, and language in Southern and Eastern Africa?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 24

Scramble for Africa

The "Scramble for Africa" was the invasion, occupation, division, colonization and annexation of African territory by European powers during the period of New Imperialism, between 1881 and 1914. It is also called the Partition of Africa and the Conquest of Africa. In 1870, only 10 percent of Africa was under European control; by 1914 it had increased to 90 percent of the continent, with only Ethiopia (Abyssinia), the Dervish State [1]and Liberia still being independent.

Africa’s distinctive physical feature, the Great Rift Valley, formed about 30 million years ago. It formed when the tectonic plates of Africa and Arabia separated cutting a 30-40 mile wide and up to a mile deep gaping geological depression cutting up to a mile deep ridge through western and southern Tanzania. It run goes north south from the Jordan Valley southward 4,000 miles to Mozambique. Tanzania is transected by the Great Rift Valley which is responsible for creating some of the oldest and deepest lakes in the world, including Lake Victoria and Lake Tanganyika that border western Tanzania.

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2nd Nine Weeks October 24-December 21

Unit 2: Africa

Instructional Time: 19 days

November 27 – Dec 21

OC3 Content Standards Content Topics Resources/Activities/Essential Questions

CS 2.1.E: Integrate visual information in order to describe Africa. CS 2.2.B.1: Integrate visual information to describe the nomadic peoples of the Sahel and Sahara. CS 2.5.A: Explain cultural diffusion resulting from North Africa’s location. CS 3.1: Integrate casual information to identify landforms and bodies of water. CS 3.2.B: Analyze the impact of frequent drought in northern Africa. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. Essential Questions: How did the location of North Africa lead to cultural diffusion? CS 2.2.B.3: Integrate visual information to describe cultural hearths. CS 2.3.C: Explain how the Sahara Desert divides North Africa from Sub-Sahara Africa. CS 2.4.A: Analyze efforts to stabilize Arab-Israeli relations. CS 4.2: Describe the world’s major religions. Essential Questions: How does physical geography shape the development of a country?

Chapter 8 – North Africa Dec. 11-Dec. 15 Section 1

1. Sahara 2. Oasis 3. Delta 4. Settlement patterns—determining factor 5. Nomad 6. Urbanization—factors contributing to and

problems caused by 7. Impact of human environmental changes 8. Effect of the Suez Canal on world trade

Section 2 1. Cultural hearth 2. Nile River—impact on civilization

Gift of the Nile: Egypt and Its River 3. Canals impact on the environment 4. Cultural and economic impact of Arabs on

North Africa 5. Theocracy

Nystrom Desk Atlas pages 126—127 Teachers Resource Book for Africa Document-Based Assessment -- pg. 423 Writing Task – pg. 423b Essential Questions:

1. How did the location of North Africa lead to cultural diffusion?

2. How has geography affected standards of living in different North African countries?

3. What aspects of culture link North Africa and Southwest Asia?

4. How has geography caused more North Africans to move to the cities?

5. What environmental issues do North Africans face?

6. How does water impact human settlement patterns in North Africa?

7. Why was the development of agriculture important for ancient Egypt?

8. What are three different ways to measure a country’s level of economic development?

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CS 4.1: Compare and contrast common cultural traits. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 5.1: Describe the distribution of major renewable and nonrenewable resources.

Section 3 1. Gross domestic product 2. Human development index—what is

measures

3. Gross domestic product per capita—how it differs from GDP

4. Secularism

Ticket out the Door:

How has North Africa’s location

contributed to cultural diffusion?

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Third Nine Weeks January 8 – March 12

Unit 3: Southwest Asia Chapter 9: Arabia and Iraq

Instructional Time:7 days

January 8 – 17

OC3 Content Standards Content Topics Resources/Activities/Essential Questions

CS 2.1.B: Integrate visual information in order to describe Southwest Asia. CS 3.2.B: Analyze the impact of frequent drought in Southwest Asia. CS 4.2: Describe the world’s major religions. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 5.2.C: Evaluate the effects of the transformation of the Arabian Peninsula through irrigation. CS 2.2.B.3: Integrate visual information to describe cultural hearths. CS 4.1: Compare and contrast common cultural traits. CS 4.6.D: Integrate visual information to explain OPEC’s control of global oil reserves.

Section 1 1. Plate 2. Fossil fuels 3. Economic impact of oil 4. Desalination 5. Urbanized

Section 2 1. Monotheism 2. Dictator 3. Quran 4. Organization of Petroleum Exporting

Countries (OPEC) Primary Source: The Roles of Men and Women in Islam Section 3

1. Islamism 2. Jihad 3. Terrorism

Nystrom Desk Atlas pages 152—157, 164 Regional Overview: pgs. 426-432 Teacher Resource Book for Southwest Asia Game Site: I Like to Learn Document-Based Assessment – pg. 465 Writing Task – pg. 465b Essential Questions:

1. What would be the economic impact of the oil reserves of Arabia and Iraq diminished?

2. How are the supplies of water and oil resources in Arabia and Iraq related?

3. In what ways are Arabia and Iraq dependent upon the region’s geography?

4. How did trade advance civilization and the rich cultural heritage of Arabia and Iraq?

5. How has geography shaped the history of Arabia and Iraq?

6. How have Islamic traditions shaped lives in Arabia and Iraq?

7. What has been the impact of Western involvement in Arabia and Iraq?

8. What are some of the challenges the nations of this region face if oil and gas reserves are depleted?

9. What obstacle might limit the growth of democracy in Saudi Arabia?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 28

CS 2.5.D: Explain the effects of abundant oil supplies in the Persian Gulf region. CS 5.1: Evaluate how economic activities contribute to the development of a country or region. CS 4.5: Compare and contrast the major political systems. CS 4.5.A: Compare and contrast the British crown and the monarchy of Saudi Arabia.

Case Study: Patterns of Government in Arabia and Iraq

1. Constitutional Monarchy 2. Absolute Monarchy

Desalination – Persian Gulf Area

OPEC

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 29

Third Nine Weeks January 8 – March 8

Unit 3: Southwest Asia Chapters 10 – Israel and Its Neighbors

Instructional Time: 5 days

January 17 – 23

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.B: Integrate visual information in order to describe Southwest Asia. CS 4.1: Compare and contrast common cultural traits. CS 4.2: Describe the world’s major religions. CS 4.7: Evaluate the impact of geography on population patterns. CS 5.1: Describe the distribution of renewable and nonrenewable resources. CS 2.4.A: Analyze efforts to stabilize Arab-Israeli relations. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 5.1: Evaluate how economic activities contribute to the development of a country or region. CS 2.4: Analyze conflict and cooperation in the Eastern hemisphere. CS 2.4.A: Analyze efforts to stabilize Arab-Israeli relations.

Section 1

1. Fertile Crescent 2. Impact of regional climates 3. Impact of water scarcity

Section 2

1. Agriculture 2. Anti-Semitism 3. Arab-Israeli conflicts -- causes 4. Jerusalem

Southwest Asia Lesson Plans

Gaza: The Two Perspectives

How a Country’s Boundaries Are Shaped

Section 3 1. Parliamentary democracy 2. Autocracy 3. Capital – money or goods used to make

products 4. Comparing standards of living 5. Regional conflict 6. Israeli settlements 7. Oil reserves and trade

Primary Source: Voices of Fear and Hope

Nystrom Desk Atlas page 164 Reference Teachers Resources Overview pg. OK T21-T22.

Teacher Resource Book for Southwest Asia Document-Based Assessment -- pg. 501 Writing Task – pg. 501b

Essential Questions:

1. How do religious patterns in the region contribute to conflict?

2. How has water resources impacted the relationship of Israel and its neighbors?

3. Describe the steps the region has taken to reduce conflict over water resources.

4. Identify some of the reasons for conflict between the Arabs and the Israelis and give an example. How could conflict be avoided?

5. Describe the impact of a strong educational system on the success of Israel.

6. How does the geographic location of oil reserves in the region impact the economies of the rest of the world?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 30

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 31

Third Nine Weeks January 8 – March 8

Unit 3: Southwest Asia Chapters 11 – Iran, Turkey, Cyprus

Instructional Time:4 days

January 24 – 29

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.B: Integrate visual information in order to describe Southwest Asia. CS 3.1: Integrate visual information to identify landforms and bodies of water. CS 4.7: Evaluate the impact of geography on population patterns. CS 4.1: Compare and contrast how cultural diffusion impacts societies. CS 4.5: Compare and contrast the major political systems. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade.

Section 1

1. Strait 2. Importance of Istanbul’s location 3. Population patterns—determining factors 4. Regional renewable and nonrenewable

resources Section 2

1. Genocide 2. Ayatollah 3. Iranian Revolution—contributing factors 4. Nuclear energy program—or nuclear

weapons Primary Source: The Iranian Revolution Section 3

1. Iranian government structure—impact on people

2. Theocracy 3. Nuclear energy program 4. U.S. and Iranian relationship 5. Brain drain 6. Impact of modern Turkey

Nystrom Desk Atlas page 164 Document-Based Assessment – pg. 535 Writing Task – pg. 535b Essential Questions:

1. How have landforms and climate influenced where people live in these countries?

2. What political issues have risen from the ethnic diversity of these countries?

3. What role did corruption play in the Iranian Revolution?

4. Why do the United States and other countries express concern about Iran developing nuclear weapons?

5. What has caused Iran’s brain drain? 6. What political conflict has arisen in Turkey

as a result of different views of religion? 7. How has the founding of modern Turkey

affected that country’s laws and culture?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 32

Factors of Population Patterns

Urbanization

Environmental Issues

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 33

Third Nine Weeks January 8 – March 8

Unit 4: South and Central Asia Ch. 12 – Central Asia and the Caucasus

Instructional Time: 5 days

January 30 – February 5

OC3 Content Standards Content Topics/ Resources/Activities/Essential Questions

CS 2.1: Integrate visual information to describe the nations of the Eastern Hemisphere. CS 3.1: Integrate visual information to identify landforms and bodies of water. CS 4.1: Compare and contrast how cultural diffusion impacts societies. CS 5.1: Describe the distribution of renewable and nonrenewable resources. CS 5.3.A: Integrate visual information to analyze the Aral Sea’s water resources. CS 4.1: Compare and contrast how cultural diffusion impacts societies. CS 4.5: Compare and contrast major political systems. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 2.1: Integrate visual information to describe the nations of the Eastern Hemisphere. CS 2.4: Analyze conflict and cooperation in the Eastern Hemisphere. CS 4.5: Compare and contrast major political systems. CS 5.1: Describe the distribution of renewable and nonrenewable resources. CS 5.3.A: Integrate visual information to analyze the Aral Sea’s water resources.

Regional Overview: pgs. 538-544 Section 1

1. Landlocked 2. Overgrazing 3. Cultural diversity

Section 2

1. Cultural crossroads 2. Impact of trade 3. Silk Road 4. Impact of Soviet control

Primary Source: A Silk Road City Section 3

1. Aral Sea – shrinking water resource 2. Environmental problems – Virgin Lands

Campaign 3. Economic challenges after independence 4. Government corruption

Case Study: Reforming the Soviet System

1. Importance of education 2. Problems of Soviet educational system

Nystrom Desk Atlas pages 165, 149 Reference OK T22 in Overview Proguide Teacher Resource Book for South and Central Asia Document-Based Assessment -- pg. 573 Writing Task – pg. 573b

Essential Questions:

1. How did Soviet control change the region? 2. What role did horses play in giving nomads

an advantage over sedentary populations? 3. Explain why different empires fought to

control these regions. 4. Should a government choose the official

language of a country with a diverse society?

5. Why were people able to revive religion after the fall of the Soviet Union?

6. What was the impact of political corruption on the economy of Central Asia and the Caucasus?

7. In what ways was it difficult to improve the quality of education?

8. Why is a strong educational system important to a market economy?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 34

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 35

Shrinking Aral Sea

Causes

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 36

Third Nine Weeks January 8 – March 8

Unit 4: South and Central Asia Chapters 13 – South Asia

Instructional Time: 10 days

February 6 - 19

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.2.A: Integrate visual information to describe the Himalayan Mountain Range. CS 2.5.C: Explain the results of the Green Revolution in Central Asia. CS 4.1: Compare and contrast common cultural traits. CS 4.7.A: Evaluate the impact of push and pull factors on migration to urban centers in India. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 2.2.B.3: Integrate visual information to describe cultural hearths. CS 2.4: Analyze conflict and cooperation in the Eastern Hemisphere. CS 4.1: Compare and contrast common cultural traits. CS 4.2: Describe the world’s major religions. CS 2.3.D: Explain barriers to cultural unity in India. CS 2.4.B: Analyze disputes between India and Pakistan resulting in the threat of war. CS 4.5: Compare and contrast major political systems. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 4.6.C: Integrate visual information to explain the outsourcing of jobs to Asia.

Section 1

1. Indian subcontinent 2. Himalayan Mountains 3. Green Revolution 4. Urbanization–cause 5. Subsistence farming 6. Trade routes—economic and cultural

influence Section 2

1. Cultural Hearth 2. Buddhism 3. Caste system 4. Hinduism 5. Effect of British control on India’s economy 6. Gandhi – influence on independence 7. Nehru---modernization of India and

influence on foreign policy 8. Regional conflicts

Primary Source: Nonviolent Protest Section 3

1. Impact of population growth on resources 2. Asian Brown Cloud – influence on climate 3. Political and ethnic conflicts 4. Effect of nuclear weapons 5. Secular democracy 6. Outsourcing 7. Global warming

Nystrom Desk Atlas pages 166 Teacher Resource Book for South and Central Asia Document-Based Assessment – pg. 609 Writing Task – pg. 609b Essential Questions:

1. What roles did the northern mountains of India play in the geography of South Asia?

2. Why are the river valleys among the most densely populated areas of South Asia?

3. How does the geography of a nation help create a common bond among its people and help shape its national identity?

4. What was Gandhi’s approach in the struggle for independence?

5. How did the colony of India serve the economic needs of Britain?

6. What was the impact of British control on India’s own economy?

7. What effect does the possession of nuclear weapons by both India and Pakistan have on the rest of the world?

8. What is the connection between dense population, poverty, and environmental problems?

9. How does India’s economy influence the world economy?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 37

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 38

Third Nine Weeks January 8 – March 8

Unit 5: East and Southeast Asia Chapters 14 – China and Its Neighbors

Instructional Time:13 days

February 20 – March 8

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 1.2: Integrate visual information, draw conclusions, and make predictions from geographic data. CS 2.1.D: Integrate visual information to describe East and Southeast Asia. CS 3.1: Integrate visual information to identity landforms and bodies of water. CS 3.2.D: Analyze the impact of regular flooding on China’s rivers. CS 4.7.D: Evaluate ad summarize the impact of China’s one-child policy. CS 4.4.A: Compare and contrast economic reforms that are moving China toward a market system. CS 4.3: Analyze data used by geographers to define developed and developing countries. CS 5.1.A: Evaluate the contribution of abundant energy resources driving China’s rapid development. CS 5.3.C: Integrate visual information to analyze the Three Gorges Dam in China.

Regional Overview: pgs. 612-618 Section 1

1. Loess 2. Influence of climatic patterns 3. Staple crop 4. Nomadic 5. Arable land 6. Population patterns 7. One-child policy

Section 2

1. Confucianism 2. Daoism 3. Command economy 4. Famine 5. Market economy

Section 3

1. Economic impact of trade 2. Wage 3. Life expectancy 4. Literacy 5. Challenges for women 6. Environmental issues 7. Hydroelectricity 8. Three Gorges Dam

Case Study: Information Control in China

1. Propaganda 2. Cultural Revolution

Nystrom Desk Atlas page 168, 170 Teacher Resource Book for East and Southeast Asia Document-Based Assessment -- pg. 651 Writing Task – pg. 651b

Essential Questions:

1. How do China’s climate patterns influence how people use the land?

2. Why did the Chinese government introduce the one-child policy?

3. Why do people of China live in the areas of the highest population density?

4. What did Confucius think people should do to bring order to society?

5. Why did the Communists create a command economy?

6. What was the result of new leadership in China moving from a command to a market economy?

7. Why is the literacy rate higher in Eastern China than in Western China?

8. Why does the Chinese government try to control its people’s access to information about politics?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 39

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 40

Fourth Nine Weeks March 20-May

Unit 5: East and Southeast Asia Chapters 15 – Japan and the Koreas

Instructional Time: 7 days

March 19 - 27

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.D: Integrate visual information to describe East and Southeast Asia. CS 3.2.A: Analyze the impact of plate tectonics in the Pacific Ring of Fire CS 4.4.C: Compare and contrast Japan’s market system. CS 4.4.D: Compare and contrast North Korea’s command economic system. CS 4.6.B: Integrate visual information to explain how the relative isolation of Japan requires trade. CS 5.2.D: Evaluate the effects of the use of terrace farming and double-cropping in East Asia. CS 2.4: Analyze conflict and cooperation in the Eastern Hemisphere. CS 4.4.C: Compare and contrast Japan’s market system. CS 4.5: Compare and contrast the major political systems. CS 4.6.B: Integrate visual information to explain how the relative isolation of Japan requires trade. CS 4.4.C: Compare and contrast Japan’s market system. CS 4.4.D: Compare and contrast North Korea’s command economic system. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS4.7: Evaluate the impact of geography on population patterns. CS 4.4.D: Compare and contrast North Korea’s command economic system. CS 4.5: Compare and contrast the major political

Section 1 1. Plate tectonics 2. Wind patterns—effect on climate 3. Scarcity 4. Comparative advantage 5. Interdependent 6. Terrace farming 7. Environmental challenges

Section 2

1. Constitutional monarchy 2. Wars and economic recovery

Section 3

1. Limited government 2. Unlimited government 3. Dictator 4. Command economy 5. Threat of nuclear weapons 6. Economic impact on population 7. Cultural borrowing

Nystrom Desk Atlas page 169 Teacher Resource Book for East and Southeast Asia

Document-Based Assessment -- pg. 685 Writing Task – pg. 685b North Korea: “Inside North Korea” video National Geographic.

Terrace Farming in SE Asia

Essential Questions:

1. How does geography affect how land is used in this region?

2. How does scarcity make countries interdependent?

3. Why has North Korea’s nuclear program created conflict in the region?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 41

systems. Case Study: Governments and Citizens in Japan and the Koreas

1. Presidential system 2. Parliamentary system

4. How has Japan’s aging population caused economic problems?

5. Why is outside information limited by the North Korean government?

6. How does geography impact the differences between North and South Korea?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 42

Fourth Nine Weeks March 19-May

Unit 5: East and Southeast Asia Chapters 16 – Southeast Asia

Instructional Time:5 days

March 28 – Apr. 2

OC3 Content Standards Content Topics Resources/Activities/Essential

Questions CS 2.1.D: Integrate visual information to describe East and Southeast Asia. CS 3.1: Integrate visual information to identify landforms and bodies of water. CS 3.2.C: Analyze the impact of monsoon and typhoon activity. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 4.1: Compare and contrast common cultural traits. CS 4.2: Describe the world’s major religions. CS 4.5: Compare and contrast the major political systems.

Section 1

1. Peninsula 2. Archipelago 3. Tsunami 4. Monsoon 5. Typhoon 6. Natural resources and settlement patterns 7. Impact of population growth 8. Ring of Fire

Section 3

1. Secular 2. Population effect on environment 3. Free trade area (zone)

Nystrom Desk Atlas page 167 Teacher Resource Book for East and Southeast Asia Document-Based Assessment – pg. 715 Writing Task – pg. 715b Essential Questions:

1. How has geography influenced population patterns?

2. Why is it difficult for Southeast Asian nations to solve environmental problems?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 43

CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 5.2.A: Evaluate the effects of the deforestation of Indonesia’s rainforests.

Fourth Nine Weeks March 19 – May 24

Unit 6: Australia and the Pacific And Antarctica

Instructional Time: 4 days

April 3 - 6

OC3 Content Standards Content Topics Resources/Activities/Essential Questions

CS 2.1.F: Integrate visual information in order to describe Oceania. CS 2.2.A.2: Integrate visual information to describe the Pacific Ring of Fire. CS 3.2.A: Analyze the impact of plate tectonics in the Pacific Ring of Fires. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 4.7: Evaluate the impact of geography on population patterns. CS 4.1: Compare and contrast common cultural traits. CS 4.7: Evaluate the impact of geography

Section 1

1. Outback 2. Coral reef—Great Barrier Reef

Bleaching of the Great Barrier Reef New Photos Show the Rapid Bleaching

3. Atoll 4. Plate tectonics 5. Climate patterns and effect on population

patterns 6. Natural resources and population patterns

Section 2

1. Aborigines 2. Effect of British colonization

Nystrom Desk Atlas pages 171—182 Regional Overview: pgs. 718-724 Reference OK T23 in Overview Proguide Resources

Teacher Resource Book for Australia and the Pacific Writing Activity: How does the rising sea level affect the Pacific islands? (Textbook page 746) Document-Based Assessment -- pg. 757

Writing Task – pg. 757b Essential Questions:

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 44

on population patterns. CS 4.1: Compare and contrast common cultural traits. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade. CS 5.1: Describe the distribution of major renewable and nonrenewable resources. CS 5.3: Integrate visual information to analyze problems in the Eastern Hemisphere. CS 2.2: Integrate visual information to describe the physical regions of the Eastern Hemisphere. CS 2.4: Analyze conflict and cooperation in the Eastern Hemisphere.

3. Assimilation 4. Ethnocentrism

Section 3 1. Indigenous people 2. Cultural diversity 3. Primary industry (primary level of economic

activity) 4. Secondary industry (secondary level of

economic activity) 5. Tertiary industry (service industry) 6. Environments influence on economy 7. Drought 8. Climate change

Case Study: The Economy of the Pacific Islands

1. Subsistence farming 2. Pacific Island Countries Trade Agreement

Section 4--Antarctica

1. Effect of geography on life in the Antarctica

1. How has the movement of plates affected the region?

2. How does the availability of resources affect the population of the region?

3. How have geography and climate influenced where people live?

4. What effect do climate, location and resources have on the development of Australia, New Zealand, and the Pacific Islands?

5. What affect did colonization have on native peoples of this region?

6. What are the most important economic activities in the Pacific islands?

7. How are the Pacific islands working to improve their economies?

8. Why is environmental protection an important economic issue?

9. Why are educational issues a concern for the region’s economic future?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 45

2. Influence of Antarctica’s climate on the environment

3. Ozone layer

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 46

Cereal Box Geography Project Directions on the following page.

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 47

WORLD GEOGRAPHY

CEREAL BOX COUNTRY PROJECT

Cumulative Project – 7th

Grade

Students will select a teacher-approved country from the Eastern Hemisphere that was covered in class. Students will create a Cereal Box display for their selected country both in school and at home. Students will decorate a real cereal box (student must provide own cereal box) with illustrations and information related to their country using the directions below: FRONT OF BOX:

1. First, make sure to cover your cereal box with white or colored paper. You may also choose to spray paint your cereal box from colors related to your country.

2. Design a cover for your box. a. Include the name of the cereal with a picture of the country (map, famous landmark, or famous artifact). Example: ‘Mercia

Marshmallow Bits b. Invent a name for the cereal that is related to the country that sounds like a cereal. (Ex. ‘Merica Marshmallow Bits, Canada

Crunch ) c. Do not use just the country as your title. d. The front of the box also needs to have the country’s flag in color. (printed or hand drawn)

RIGHT SIDE OF BOX: Following the “Nutrition Facts” format found on a cereal box, create a Country Table including the information below:

Level of Development (More, Less, Developing)

GNP Per Capita Income

Life Expectancy

Type of Currency Used

Major Religion

Main Export

Main Import

Type of Government

Also include your name as the creator of the box near the bottom of the right side of the box.

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 48

LEFT SIDE OF THE BOX: Additional facts about the country should be included that would make someone want to visit your selected country. Must include at least 2 of the following

1. Fun facts (Did you know that America was founded in 1783 after a 13 year war with Great Britain?) 2. Important historical/tourist sites (Liberty Bell in PA, Monuments in DC, etc.) 3. Types of food your country offers. The US is known for its fresh CA strawberries and Maine Blueberries.

BACK OF BOX: The entire back of the box should have a combination of the following. Make sure it includes information about your country. (Must have at least 3)

illustration, pictures, population graph, puzzle game, word puzzle, a word search, a word scramble, a maze, a crossword puzzle, a hidden picture illustration or any other fun fact activity that might be found on the back of a cereal box.

TOP OF BOX: Include the country’s official name, how to say “HELLO” in that country’s language. Also, include the total population for your country. You can also “rate” your country by giving it 1 to 5 stars as a travel critic. The maximum number of stars would be five. FOOD (optional): Bring a food item that represents the flag for your country. See example for USA Flag below using Hot Dogs: (10 extra points for most creative- voted on by the class)

PRIZE (Optional 10 pts extra credit): Cereal boxes often include a prize. Your prize must be something related to your selected country. You can even include a picture of the prize on the front of the box to let your audience know what is inside the box.

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 49

Use Dr. Seuss's The Lorax to Explore Environmental Issues The book is commonly recognized as a parable. A parable is a brief succinct story, in prose or verse, which illustrates a moral or religious lesson. What is the lesson in The Lorax? The Lorax is also describe as an allegory. Allegory: Presentation of a subject, such as an idea, that is disguised as something else. Identifying an allegory: Identifying a narrative in which characters, settings, and events have disguised meanings. The story centers on a plea for the preservation of the environment on behalf of the Lorax, the story’s main character. In opposition to deforestation by the Once-ler and comrades, the Lorax speaks for the trees and advocates environment preservation and awareness of the human impact on the environment.

The book has been banned from some schools and libraries. Should it be banned? Why or why not? National Geography Standards Element Five: Environment and Society 14. How human actions modify the physical environment. 15. How physical systems affect human systems. 16. The changes that occur in the meaning, use, distribution, and importance of resources. State Geography Standards Content Standard 5: The student will analyze the interactions of humans and their environment in the Eastern Hemisphere. 1. Cite specific textual and visual evidence to describe the relationship between the distribution of major renewable and nonrenewable

resources and evaluate how the three levels of economic activities (primary, secondary, and tertiary) contribute to the development of a country or region.

2. Evaluate the effects of human modification of and adaptation to the natural environment Overview: Literature is a rich source of geographic information and concepts. Integrating the two is a great way to reinforce many skills and concepts. Using The Lorax by Dr. Seuss, students will explore the concept of resource consumption and how people can make wiser use of resources. Purpose: In this lesson, students will analyze the actions of a fictional character on his environment and suggest possible ways that the character could have made a less harmful impact on his environment.

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 50

Objectives: The student will be able to: 1. Identify the renewable and nonrenewable resources in the story. 2. State the impact of the Onceler's actions on the environment. 3. Devise ways the Onceler could have lessened his impact on the environment. Lesson: 1. Four groups

2. Read the book aloud. The reader’s theater copy does follow the book.

3. Each group answers one of the sets of questions.

Group 1 – The Lorax speaks for the trees

Group 2 -- The Lorax also tries to speak for the Brown Bar-ba-loots, the Swomee Swans, and the Humming Fish.

Group 3 -- The Once-ler finally cuts down all of the Truffula trees.

Group 4 – UNLESS

Follow-up:

What can one person do to save or destroy the environment?

What could Once-ler have done to be more responsible?

Dr. Seuss like to make up words. Ask students to “define” the words.

We only see part of the Once-ler. Ask students to draw what that character looks like.

ACTIVITIES FOR TEACHING HUMAN-ENVIRONMENT INTERACTION The Lorax. Read aloud the book The Lorax (by Dr. Seuss), a wonderful example of human-environment interaction for all ages. Talk about the different characters in the book. 1. How do students feel about each of them? 2. Who does each character symbolize? How is each character affected by the Once-ler? 3. Who is the Somebody?

Students could create their own “Seuss-like books.” On the left side they could illustrate a cause (chopping down the trees) and on the right side illustrate the effect (no food for the animals). They could do this for three cause/effects in the book. Then the last two pages would be the Onceler comes to Arizona. What does he do now?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 51

Option: Read the book aloud to students, and give them a copy of the questions below to use as a guide while they listen. 1. What resources did the Onceler abuse? Were they renewable or non-renewable resources? 2. What

other resources suffered because of the Onceler? What happened to them? Were they renewable or non-renewable?

3. What drove the Onceler to be so uncaring about the resources around him? 4. How could the Onceler have had less impact on the environment? 5. Why do you think the Onceler changed his ways? 6. What message do you get from this story?

General Discussion Question for The Lorax

1. What was the land of the Lorax like before the Once-ler arrived? Did it seem like someplace you'd like to live? What parts of your

own environment would you be sad to see go?

2. What kind of person is the Once-ler? Why won't he listen to the Lorax? The Lorax says to the Once-ler, "You are crazy with greed." Why does the Lorax say that? Do you agree or disagree?

3. Why does the Lorax speak for the trees? Why is it important to speak up for others? Have you ever spoken up for someone else? Has someone else ever spoken up for you?

4. How does the Once-ler's Thneed business hurt the land of the Lorax? What happens to the Swomee-swans, the Brown Bar-ba-loots, and the Humming-fish? How could things have been different if the Once-ler listened to the Lorax?

5. What do you think the boy hearing the story will do with the Truffula seed that the Once-ler tosses to him? What would you do if you were the boy?

6. Do you think the Lorax and his friends will come back if new Truffula Trees grow? Where do you think they have been?

7. The Once-ler says, "Unless someone like you cares a whole awful lot, nothing is going to get better. It's not." What does the Once-ler mean? Can one person make a difference? Can you? What are some things you can do to better your own environment?

8. How does the Once-ler feel about what his Thneed business did to the Lorax and friends?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 52

9. Dr. Seuss used bright colors on some pages of the book and dull colors on others. Did you notice this? Why do you think he did that?

Discussion Questions: The Lorax

The Lorax tries to speak for the trees.

When the Lorax first appears to speak on behalf of the tress, the Once-ler claims he is doing no harm by cutting down Truffula Trees to

make Thneeds.

1. Was it harmful when the Once-ler cut down the first tree? If so, who, or what did it harm?

2. What does it mean to do something harmful? How can you tell things that are harmful from things that are not? Is it harmful to cut down just one tree?

3. Why do the Lorax and the Once-ler disagree on this? Do you agree with the Lorax or the Once-ler? Why?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 53

4. The Lorax claims that it was harmful for the Once-ler to cut down the tree. Are trees the kinds of things that can be harmed?

Can anything not be harmed?

5. The Lorax tells the Once-ler that his idea for Thneeds makes him sound crazy with greed. What is greed? How can you tell if a person is greedy?

6. Is the Once-ler greedy? Why do you think so?

7. Is being greedy harmful? Is it ever not harmful to be greedy? Is the Once-ler's greediness harmful?

The Lorax also tries to speak for the Brown Bar-ba-loots, the Swomee Swans, and the Humming Fish.

The Once-ler ignores the Lorax and continues quickly expanding his business, cutting down more and more trees at a faster and faster

clip...

1. The Once-ler's business making and selling Thneeds is very successful. Is the Once-ler's success a good thing? Why or why

not? What might make it good? What might make it bad?

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2. Now that the Once-ler is cutting down lots of trees, is this harmful? Why is cutting down one tree ok, but cutting down many trees

harmful?

3. What happens to the Brown Bar-ba-loots? Why does this happen? Did cutting down the trees harm the Bar-ba-loots?

4. Why does the Once-ler keep expanding his business after the Brown Bar-ba-loots leave? Why does the Once-ler think that

everyone needs Thneeds? Is he right?

5. Why do the Swomee-Swans leave? How about the Humming Fish? What happened to their habitats? Why doesn't the Once-ler

care about what is happening around him?

6. How are the problems for the Bar-ba-loots, Swomee-Swans, and Humming Fish all related to the Once-ler cutting down Truffula

Trees? Can the same thing happen in real life?

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7. Why do you think the Once-ler keeps expanding more and more anyway? Is what the Once-ler doing morally wrong? Why? Is it

morally wrong when these same things happen in real life?

The Once-ler finally cuts down all of the Truffula trees.

When the Once-ler realizes what has happened, it seems like it is already too late.

1. What happens to the Once-ler's factory once all the Truffula Trees are gone?

2. What is the world around the factory like? Describe the details. Is this a nice place to be?

3. Could the Once-ler have prevented this from happening?

4. Do you think that there could have been a way for the Once-ler to make Thneeds, without causing harm? Why or why not?

5. Do you think that if the Once-ler was not greedy, that he would have tried harder to be less harmful?

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UNLESS

Once the Lorax leaves, and the Once-ler is alone, he discovers a message on a pile of small stones.

1. Why does the Lorax leave the word "UNLESS" on a pile of rocks? What does "unless" mean?

2. The Once-ler says that he didn't mean to cause the harm he caused. Does not meaning to cause harm make you less

responsible? How do you take responsibility for the things you have harmed? # Do we ever have a responsibility to repair the

harm someone else has caused? Why or why not?

3. Do you think that if we take the seed and follow the Once-ler's new advice that the Lorax and his friends will come back?

4. In the beginning of the story, the Once-ler claims that everyone needs Thneeds, but at the end he claims that what everyone

really needs is Truffula trees. Why does he change his mind? What is different about the value of trees and the value of

Thneeds? What makes trees more valuable?