Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography · 2019-12-30 ·...

Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

ACKNOWLEDGEMENTS

The Social Studies Office acknowledges the contributions made to the development of these materials by

all social studies staff and especially the following people:

Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade

Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott

Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove

Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel

Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla

Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel

Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter

Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby

Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart

Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart

Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds

Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips

Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt

Diana Jordan

Barbara Ann Lavelle

Cathy Bonneville Hix Social Studies Supervisor


COURSE DESCRIPTION: The course of study for grade eight is World Geography. The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world’s peoples and their cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial concepts of geography will be used as a framework for studying interactions between humans and their environments. Using geographic resources, students will employ inquiry, research, and technology skills to ask and answer geographic questions. Particular emphasis will be placed on students understanding and applying geographic concepts and skills to their daily lives.

THEME: The organizing theme for grade eight is INTERACTION.

KEY CONCEPTS: Students will learn that INTERACTION

defines the network of the language, themes and tools of geography used to study both the past and present world (Geographic Skills).

describes the intersection of positions on the earth’s surface, including the major physical and cultural features of each region (Place Geography).

describes the climate, topography, biogeography, natural resources, and processes that shape patterns on the earth’s surface (Physical Geography).

connects the features of a society as a way of life and the variance of these over time and place (Cultural Geography).

links the ways people make a living with the ways they trade with each other (Economic Geography).

relates politics and territory with the development of political structures over place and time (Political Geography).

conveys the impact of location and development on urban, suburban, and rural areas over time and place (Urban Geography).

explains society is interplay with the natural environment on local, regional, and global scales (Environmental Geography).

illustrates the geography of the past and how geographic patterns have changed over time (Historical Geography).

UNITS and UNIT SECTIONS: I. Introduction to Geography This unit introduces the student to basic geography.

the five themes of geography

the different types of geography

geographic vocabulary

global place geography

the use of the textbook and a variety of resources


II. Physical Geography and Geographic Skills In this unit, students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:

synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;

using geographic information to determine patterns and trends to understand world regions;

creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;

evaluating sources for accuracy, credibility, bias, and propaganda;

using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;

explaining indirect cause-and-effect relationships to understand geospatial connections;

analyzing multiple connections across time and place; and investigating and researching to develop student-produced products orally and in writing.

In this unit students will analyze how physical and ecological processes shape Earth’s surface by:

explaining regional climatic patterns and weather phenomena and their effects on people and places;

describing how humans influence the environment and are influenced by it; and

explaining how technology affects one’s ability to modify the environment and adapt to it.

III. Cultural Geography In this unit students will apply the concept of a region by:

explaining how characteristics of regions have led to regional labels;

describing how regional landscapes reflect the physical environment and cultural characteristics of their inhabitants;

analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide reg ions;

explaining how different cultures use maps and place names to reflect their regional perspectives; and

developing and refining mental maps of world regions.

In this unit students will apply social science skills to analyze past and present trends in human migration and cultural interaction diffusion by:

determining how they are influenced by social, economic, political, and environmental factors.; and

determining how they influence the current human characteristics of places and regions. In this unit students will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by:

explaining and evaluating reasons for the creation of different political divisions; and

describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.


IV. Demographics, Economics & Political Geography In this unit students will apply social science skills to evaluate the significance of natural, human, and capital resources by:

comparing the distribution of major natural resources throughout world regions;

showing their influence on patterns of economic activity and land use; and

evaluating perspectives regarding the use of resources.

In this unit students will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by:

examining demographic data to determine the relative level of development;

distinguishing between developed and developing countries; and

comparing and contrasting the level of economic development to the standard of living and quality of life.

In this unit students will apply social science skills to analyze the patterns of urban development by:

applying the concepts of site and situation to major cities in each region;

explaining how the functions of towns and cities have changed over time; and

describing the unique influence of urban areas and challenges they face.

In this unit students will apply social science skills to analyze the impact of globalization by:

identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;

describing ways that economic and social interactions change over time; and

mapping, describing, and evaluating economic unions.

V. United States and Canada In this unit students will analyze the characteristics of the United States and Canada by:

identifying and analyzing the location of major geographic regions and major cities on maps and globes;

describing major physical and environmental features;

explaining important economic characteristics; and

recognizing cultural influences and landscapes.

VI. Latin America and the Caribbean In this unit students will analyze the characteristics of the Latin America and the Caribbean region by:






VII. Europe

In this unit students will analyze the characteristics of the European region by:





VIII. Russia and Central Asia In this unit students will analyze the characteristics of the Russian and Central Asian regions by:




recognizing cultural influences and landscapes. IX. Sub-Saharan Africa In this unit students will analyze the characteristics of the Sub-Saharan Africa region by:





X. North Africa and Southwest Asia In this unit students will analyze the characteristics of the North African and Southwest Asian regions by:





XI. South and Southeast Asia In this unit students will analyze the characteristics of the South and Southeast Asian regions by:






XII. East Asia In this unit students will analyze the characteristics of the East Asian region by:





XIII. Australia and the Pacific Islands In this unit students will analyze the characteristics of the Australian and Pacific Island regions by:






UNIT I: Introduction to Geography

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,

and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing.

ENDURING UNDERSTANDING: The interaction of humans with their environment affects the development of a region. CONCEPTUAL UNIT QUESTIONS (Essential Questions): What is geography? What are the essential terms needed to study geography? PREVIEW ACTIVITY: Students are asked to draw a map of the world using only their own mental map of the world. Students are encouraged to start with what they know and work out from that point. Praise and encouragement are offered for placing items in the correct hemisphere or region, not necessarily artistic skill. These maps are stored until the end of the year. At that point, students will repeat the activity to visualize their progress. Each student should get a blank sheet of paper and a copy of the student directions, which can be found in the Introduction to Geography folder from this link: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk

TEXTBOOK ALIGNMENT: SEE FILES

https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk


PACING GUIDE:

UNIT

TIME FRAME

DATES

I. Introduction to Geography 4-5 days September

II. Physical Geography and Geographic Skills 20 days September

III. Cultural Geography 10-15 days October

IV. Demographics, Economics and Political Geography 25 days November/December

V. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

VI. Latin America and the Caribbean 15 days

VII. Europe 10 days

VIII. Russia and Central Asia 4 days

IX. Sub-Saharan Africa 15 days

X. North Africa and Southwest Asia 10 days

XI. South and Southeast Asia 15 days

XII. East Asia 15 days

XIII. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units.

WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/

https://newsela.com/

http://www.sheppardsoftware.com/European_Geography.htm

http://www.sporcle.com/

http://www.geoguessr.com/

https://kahoot.it/#/


This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.

BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.

GIS Immigration Region Equator Africa

Maps Inhabitants Location Prime Meridian Antarctica

Globes Migrations Place Hemisphere Arctic Ocean

Satellite images Diversity Movement Latitude Asia

Diagrams Incentives Human Environment Interaction

Longitude Atlantic Ocean

Primary Sources Consequences Human Geography Absolute Location Australia

Data bases Perspective Physical Geography Relative Location Europe

Field Work Pacific Ocean Indian Ocean

Southern Ocean South America North America

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studies.

https://quizlet.com/Jacqueline_Rogers

https://www.cia.gov/library/publications/the-world-factbook/


http://www.gapminder.org/

http://www.apsva.us/Page/13028

https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing


STANDARD WG.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,

and environments;

Essential Understandings Experiences may include but are not limited to the following:

Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.

Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams

Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.

Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.


STANDARD WG.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;


Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its

position on the earth’s surface; where is it?

Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?

Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?

Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?

Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?

Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams

Analyze the relationship between physical and human geography.

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.

Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.

Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.


STANDARD WG.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;


Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.

Interpret a variety of thematic maps to draw conclusions about a region or country.

Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.

Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.


STANDARD WG.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;


It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries


STANDARD WG.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;


The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.

Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities

Create a post for a social media platform highlighting an issue of environmental concern or benefit.


STANDARD WG.1f


f) explaining indirect cause-and-effect relationships to understand geospatial connections;


A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.

Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.

Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.

Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?


STANDARD WG.1g


g) analyzing multiple connections across time and place;


Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.

Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place

Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions


STANDARD WG.1h


h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;


Decision-making models serve several purposes. They can help us

make decisions for the future

better understand the choices people faced in the past

analyze the outcomes of the decisions that people already made.

Decision making involves determining relevant and irrelevant information. Effective decision-making models

compare the expected costs and benefits of alternative choices

identify the costs and benefits of specific choices made.

Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:

Use a cost-benefit analysis chart:

What are the consequences of ethanol fuel subsidies?

BEFORE THE CHOICE WAS MADE

Expected Costs Expected Benefits

Higher monetary costs Lower carbon dioxide emissions

AFTER THE CHOICE WAS MADE—OUTCOME

Unintended Consequences Intended Consequences

Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.

In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.

Decision:

Problem: Rural Brazilian residents making a choice to migrate

Criteria

Alternatives Income Family impact Transportation

Remain in the countryside

Move to megacities

Remain in the countryside and commute to megacities

Decision:


STANDARD WG.1i


i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;


Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process.

Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.


STANDARD WG.1j


j) investigating and researching to develop products orally and in writing.


Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students

formulate a question to investigate

create a goal/hypothesis

conduct research and collaborate with teacher and peers

revisit and revise the goal/hypothesis, if necessary

create a product

write a reflection on the process involved to arrive at the product.

Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.

Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.

Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.

Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.

Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.


UNIT II: Physical Geography and Geographic Skills


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have to led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; and e) developing and refining mental maps of world regions.

ENDURING UNDERSTANDING: Visual representations of geographic information provide an organized way of seeing the many elements in a place. “Relative to nature humans are not in control; nature still has the upper hand.” –National Geographic Video Nature’s Fury CONCEPTUAL UNIT QUESTIONS (Essential Questions): “What makes geography the science of place?” “How does the physical environment affect humans?” PREVIEW ACTIVITY: Post the quote from Nature’s Fury on the board. Ask students to respond in writing whether they agree or disagree, providing three examples supporting their stance and one example that challenges their stance. Open the class for a larger discussion by taking a quick class survey (nature versus humans have more control) and having a couple of students share out from each perspective. Connect student shares with what they will be studying in this unit on physical geography.



PACING GUIDE:

UNIT

TIME FRAME

DATES

XIV. Introduction to Geography 4-5 days September

XV. Physical Geography and Geographic Skills 20 days September

XVI. Cultural Geography 10-15 days October

XVII. Demographics, Economics and Political Geography 25 days November/December

XVIII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

XIX. Latin America and the Caribbean 15 days

XX. Europe 10 days

XXI. Russia and Central Asia 4 days

XXII. Sub-Saharan Africa 15 days

XXIII. North Africa and Southwest Asia 10 days

XXIV. South and Southeast Asia 15 days

XXV. East Asia 15 days

XXVI. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/







This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)


Temperature Monsoons Agricultural terracing Savanna Semiarid

Precipitation Typhoons Orographic (Rainshadow) Effect

Steppe Arid

Seasons Hurricanes Deforestation Taiga Humid Continental

Latitude Tornadoes Desertification Tundra Highland

Elevation Erosion Acid rain Subarctic Tropical wet

Rain forest Deposition Reservoirs Icecap Tropical wet and dray

Middle latitude forest Natural hazards Irrigation Orographic precipitation

Desert Climate Climate change Pollution

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.








STANDARD WG.1a


and environments;







STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a

The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;

Essential Understandings Essential Knowledge

Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.

Climatic characteristics

Temperature

Precipitation

Seasons (hot/cold, wet/dry) Climatic elements

Influence of latitude

Influence of winds

Influence of elevation

Proximity to water

Influence of ocean currents World climatic regions

Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)

Middle latitudes (e.g., semiarid, arid, humid continental)

High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions

Rain forest

Savanna

Desert

Steppe

Middle-latitude forest

Taiga

Tundra


STANDARD WG.2a (continued)



Weather phenomena

Monsoons: South and Southeast Asia

Typhoons: Western Pacific Ocean

Hurricanes: Atlantic Ocean and Eastern Pacific Ocean

Tornadoes: United States Climate has an effect on

crops

clothing

housing

natural hazards.


STANDARD WG.2b

The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;


Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.

Physical and ecological processes

Earthquakes

Floods

Volcanic eruptions

Erosion

Deposition Human impact on environment

Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation

Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)

Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)


STANDARD WG.2c

The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.


Technology has expanded people’s ability to modify and adapt to their physical environment.

Influence of technology

Agriculture (e.g., fertilizers, mechanization)

Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)

Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans

Settlement patterns

Housing materials

Agricultural activity

Types of recreation

Transportation patterns

Need for disaster planning


STANDARD WG.3a

The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;


Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.

Regions are used to simplify the study and understanding of the world. Physical regions

Sahara

Taiga

Rain forest

Great Plains

Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions

Language o Latin America o Francophone world

Ethnic o Chinatowns o Kurdistan o Arab region

Religion o Islam o Buddhism o Roman Catholicism

Economic o Wheat belts o European Union (EU)

Political o North Atlantic Treaty Organization (NATO) o African Union (AU)

Regional labels reflecting changes in perceptions

Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;


Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.

Physical characteristics

Landforms affect transportation, population distribution, and the locations of cities.

Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics

Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing

Human interactions with environment

Deforestation: Amazon Basin, Nepal, Malaysia

Acid rain: Black Forest

Decreased soil fertility: Aswan High Dam

Desertification: Africa, Asia

Impact of physical elements

Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards

Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia


STANDARD WG.3e

The student will apply the concept of a region by e) developing and refining mental maps of world regions.


Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.

Term to Know

mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined

Comparing sketch maps to maps in atlases or other resources

Describing the location of places in terms of reference points (e.g., the equator, prime meridian)

Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)

Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)


UNIT III: Cultural Geography


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.3 The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants. c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions, and d) explaining how different cultural use maps and place names to reflect their regional perspectives.

ENDURING UNDERSTANDING: Shifting economic, political, environmental, and cultural elements contribute to change in beliefs, values and behaviors. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How have people been forced to change their culture? In a globalized society how do you retain a traditional culture? How and why do cultures change? PREVIEW ACTIVITY: Students will respond to scenarios based on their own cultural views. Then, they will be need to look at the same scenarios through the lens of another culture. See the handout in the Cultural Geography folder for details: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing


https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing


PACING GUIDE:

UNIT

TIME FRAME

DATES

XXVII. Introduction to Geography 4-5 days September

XXVIII. Physical Geography and Geographic Skills 20 days September

XXIX. Cultural Geography 10-15 days October

XXX. Demographics, Economics and Political Geography 25 days November/December

XXXI. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

XXXII. Latin America and the Caribbean 15 days

XXXIII. Europe 10 days

XXXIV. Russia and Central Asia 4 days

XXXV. Sub-Saharan Africa 15 days

XXXVI. North Africa and Southwest Asia 10 days

XXXVII. South and Southeast Asia 15 days

XXXVIII. East Asia 15 days

XXXIX. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth.






Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)



Cultural diffusion Traditions International Ethnic Group Polytheistic Religion

Globalization Migrations Material Culture Ethnicity United Nations (UN)

Multinationals Culture Monotheistic Religion Fundamentalism Acculturation

Cultural landscape Cultural Trait Nationalism Innovation Autonomy

Custom Cultural Diffusion Peacekeepers Ethnic Group










STANDARD WG.1a


and environments;







STANDARD WG.1b



Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its position on

the earth’s surface; where is it?











STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.3b

















STANDARD WG.3c

The student will apply the concept of a region by c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;


Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.

Language

Arab world: Arabic

Hispanic America: Spanish

Brazil: Portuguese

Canada: French and English

Switzerland: Multiple languages

English: International language Ethnic heritage

Former Yugoslavia: Serbs, Croats, Bosnians, Albanians

Burundi and Rwanda: Hutus and Tutsis

United States, Switzerland: Multiple ethnicities united in one country

Korea, Japan: Predominantly single ethnicity

Cyprus: Greeks and Turks Religion as a unifying force

Hinduism

Buddhism

Judaism

Christianity

Islam Religion as a divisive force

Conflicts between Hindus and Muslims in Pakistan and India

Conflicts between Catholics and Protestants in Northern Ireland

Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site

Conflicts between Sunni and Shi’a


STANDARD WG.3d

The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;


Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.

Knowledge

Map of Columbus’s time

Map of the world today

GIS (Geographic Information Systems) Perspectives of the world

Australians putting the South Pole at the top of the map

Asian maps centered on the Pacific Ocean

European and American maps centered on the Atlantic Ocean Place names

Taiwan, Republic of China

Palestine, Israel, West Bank, Gaza

Arabian Gulf vs. Persian Gulf

Sea of Japan vs. East Sea

Middle East vs. North Africa and Southwest Asia Boundaries

Africa: In 1914; in present day after independence in the late twentieth century

Europe: Before World War II; after World War II; since 1990

Russia and the former Soviet Union

Middle East: Before 1948; after 1967


UNIT III: Cultural Geography


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.3 The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants. c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions, and d) explaining how different cultural use maps and place names to reflect their regional perspectives.

ENDURING UNDERSTANDING: Shifting economic, political, environmental, and cultural elements contribute to change in beliefs, values and behaviors. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How have people been forced to change their culture? In a globalized society how do you retain a traditional culture? How and why do cultures change? PREVIEW ACTIVITY: Students will respond to scenarios based on their own cultural views. Then, they will be need to look at the same scenarios through the lens of another culture. See the handout in the Cultural Geography folder for details: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing




PACING GUIDE:

UNIT

TIME FRAME

DATES

XL. Introduction to Geography 4-5 days September

XLI. Physical Geography and Geographic Skills 20 days September

XLII. Cultural Geography 10-15 days October

XLIII. Demographics, Economics and Political Geography 25 days November/December

XLIV. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

XLV. Latin America and the Caribbean 15 days

XLVI. Europe 10 days

XLVII. Russia and Central Asia 4 days

XLVIII. Sub-Saharan Africa 15 days

XLIX. North Africa and Southwest Asia 10 days

L. South and Southeast Asia 15 days

LI. East Asia 15 days

LII. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth.






Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)



Cultural diffusion Traditions International Ethnic Group Polytheistic Religion

Globalization Migrations Material Culture Ethnicity United Nations (UN)

Multinationals Culture Monotheistic Religion Fundamentalism Acculturation

Cultural landscape Cultural Trait Nationalism Innovation Autonomy

Custom Cultural Diffusion Peacekeepers Ethnic Group










STANDARD WG.1a


and environments;







STANDARD WG.1b



Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its position on

the earth’s surface; where is it?











STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















UNIT IV: Demographics, Economics, and Political Geography


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;

and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.

ENDURING UNDERSTANDING: How people manage the consumption, production, and distribution of goods and services will influence their lifestyle.


CONCEPTUAL UNIT QUESTIONS (Essential Questions): What economic, demographic, and political indicators describes a culture’s quality of life? How do conflicts impact development? PREVIEW ACTIVITY: Use the slideshow found in the link to gain interest in reading demographic data. There is a placeholder slide for the video, Misleading Graphs. The video has to be downloaded from your Google account and linked to work properly. The show starts with a list of jobs the teacher has held. This helps remind students that they won’t be starting at the top of the business. This also provides the opportunity to remind students that anyone who is working to feed themselves and their family deserves respect regardless of occupation. The opening slides would have to change per teacher experience. The slides and video help students analyze economic and demographic information as a preview to the unit. https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing


PACING GUIDE:

UNIT

TIME FRAME

DATES

LIII. Introduction to Geography 4-5 days September

LIV. Physical Geography and Geographic Skills 20 days September

LV. Cultural Geography 10-15 days October

LVI. Demographics, Economics and Political Geography 25 days November/December

LVII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

LVIII. Latin America and the Caribbean 15 days

LIX. Europe 10 days

LX. Russia and Central Asia 4 days

LXI. Sub-Saharan Africa 15 days

LXII. North Africa and Southwest Asia 10 days

LXIII. South and Southeast Asia 15 days

LXIV. East Asia 15 days

LXV. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD World in the Balance: The Population Paradox – This two part DVD examine worldwide population trends. In the first segment, The People Paradox, NOVA profiles the population challenges of India, Kenya, and Japan. In China Revs Up, they explore the environmental implications of countries undergoing industrialization. WEBSITES



NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)












SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.

Natural resources Primary Economic Activities Globalization Developed economies

Urbanization

Human resources Secondary Economic Activities

Economic Development Developing economies

Government policy

Capital resources Tertiary Economic Activities GDP per capita Standard of living Overpopulation

Renewable Quaternary Economic Activities

Urban-rural ratio Quality of life Religious persecution

Nonrenewable Interdependence Population growth rate Birth rate Political persecution

Infrastructure Imperialism Literacy rate Death rate Natural hazards

Investment Colonialism Life expectancy rate Migration Environmental degradation

Deforestation Commercial Agriculture Infant mortality rate Male/Female distribution

Arable land

Entrepreneurial abilities Subsistence Farming Urban/rural distribution Industrialization Refugees




STANDARD WG.1a


and environments;







STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.4a

The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;


Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.

Natural resources

Renewable: Soil, water, forests

Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources

Level of education

Skilled and unskilled laborers

Entrepreneurial and managerial abilities Capital resources

Level of infrastructure

Availability and use of tools, machines, and technologies Levels of economic activity

Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)

Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)

Tertiary: Services (e.g., transportation, retail trade, information technology services)

Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)

Effects of unequal distribution of resources

Interdependence of nations, trading in goods, services, and capital resources

Uneven economic development; dependence on outside assistance

Energy producers and consumers

Imperialism/Colonialism

Conflict over control of resources Influence of natural resources on economic activity

Fertile soil and availability of water lead to agriculture.

Natural resources and availability of human resources lead to industry.

High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).


STANDARD WG.4b

The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;


The location of resources influences economic activity and patterns of land use.

Patterns of land use

Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)

Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)


STANDARD WG.4c

The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.


The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.

Changes in the use of energy resources and technology over time

Wood (deforestation)

Coal (pollution, mining problems, competition with oil and gas)

Petroleum (transportation, environmental considerations)

Nuclear (contamination, waste)

Solar, wind (cost, aesthetics)


STANDARD WG.14a

The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;


Levels of economic development vary from country to country and from place to place within countries.

Indicators of economic development

Urban–rural ratio

Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)

Gross Domestic Product (GDP) per capita

Educational achievement


STANDARD WG.14b

The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;


Many criteria are used to assess the standard of living and quality of life.

Demographics typical of developed economies

High per capita Gross Domestic Product (GDP)

High life expectancy

Low population growth rate

Low infant mortality rate

High literacy rate Demographics typical of developing economies

Low per capita Gross Domestic Product (GDP)

Low life expectancy

High population growth rate

High infant mortality rate

Low literacy rate Differences between developed and developing nations

Access to natural resources

Access to capital resources (investment in technology and infrastructure)

Number and skills of human resources

Levels of economic development

Standard of living and quality of life

Relationships between economic development and quality of life


STANDARD WG.14c

The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.


Availability of resources and technology influences economic development and quality of life.

Characteristics of human populations

Birth and death rates (war, disease, migration)

Age distribution

Male/female distribution

Life expectancy

Infant mortality rate

Urban/rural distribution

Gross Domestic Product (GDP)

Education Factors that influence population growth rates

Modern medicine and hygiene

Education

Industrialization and urbanization

Economic development

Government policy

Role of women in society


STANDARD WG.15a

The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.

Push factors

Overpopulation

Religious persecution

Lack of job opportunities

Agricultural decline

Conflict

Political persecution

Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)

Limits on personal freedom

Environmental degradation Pull factors

Religious freedom and/or religious unity

Economic opportunity

Land availability

Political freedom and stability

Ethnic and family ties

Arable land Impact of migrations on regions

Language

Religion and religious freedom

Customs and traditions

Cultural landscape


STANDARD WG.15b

The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.


Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.

Evidence of cultural interaction

Diffusion of United States culture to other regions

Popularization of other cultural traditions in the United States

Refugee crises around the world due to conflict or oppression


UNIT V: United States and Canada


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.5 The student will analyze the characteristics of the regions of the United States and Canada by


a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;

and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.16 The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; and c) describing the unique influence of urban areas and challenges they face. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): Which has greater impact on America’s development, physical or cultural characteristics?


PREVIEW ACTIVITY: Draw a Venn Diagram on the board. In the overlapping space, have students share words that suggest ways in which Canada and the United States are alike. In the other sections have students list the differences between the two. Encourage students to consider physical and cultural features, including governments, language, and religion. This activity may also be completed in students’ interactive notebooks.


PACING GUIDE:

UNIT

TIME FRAME

DATES

LXVI. Introduction to Geography 4-5 days September

LXVII. Physical Geography and Geographic Skills 20 days September

LXVIII. Cultural Geography 10-15 days October

LXIX. Demographics, Economics and Political Geography 25 days November/December

LXX. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

LXXI. Latin America and the Caribbean 15 days

LXXII. Europe 10 days

LXXIII. Russia and Central Asia 4 days

LXXIV. Sub-Saharan Africa 15 days

LXXV. North Africa and Southwest Asia 10 days

LXXVI. South and Southeast Asia 15 days

LXXVII. East Asia 15 days

LXXVIII. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle

http://www.bbc.co.uk/nature/humanplanetexplorer/




www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)


Provinces Global Marketplace Sun Belt Multinational corporations

Multicultural Societies

Territories Diversified Economies Rust Belt Literacy Rate Rural

Land forms Forestry Wheat Belt Standard of Living Suburban

NAFTA Petroleum Harbor site Confluence site Urban

Infrastructure NATO Fall line site










STANDARD WG.1a


and environments;







STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.5a

The student will analyze the characteristics of the regions of the United States and Canada by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


The United States and Canada are located on the North American continent. Canada is located north of the

United States of America. North America includes a variety of geographic regions.

Major regions of the United States

Northeastern United States

Midwest

South

West Major regions of Canada

Atlantic Provinces

Core Provinces

Prairie Provinces

Pacific Provinces and territories Major cities of the United States

Washington, D.C.

Chicago

New York City

Los Angeles

Houston Major cities of Canada

Toronto

Montreal

Ottawa

Québec City

Vancouver


STANDARD WG.5b

The student will analyze the characteristics of the regions of the United States and Canada by b) describing major physical and environmental features;


The United States and Canada

contain many of the major physical features in North America. The physical features of North

America have influenced the development

of the United States and Canada.

Major physical and environmental features

Rivers o St. Lawrence o Mackenzie o Mississippi o Colorado o Rio Grande

Other water features o Gulf of Mexico o Great Lakes o Arctic Ocean o Pacific Ocean o Atlantic Ocean o Hudson Bay o Niagara Falls

Land forms o Appalachian Mountains o Pacific Coastal Ranges o Rocky Mountains o Canadian Shield o Great Plains o Interior Lowlands o Atlantic Coastal Plain

Continental Divide o Varied climatic regions


STANDARD WG.5c

The student will analyze the characteristics of the regions of the United States and Canada by c) explaining important economic characteristics;


The United States and Canada have a wide variety of natural resources. The abundance of natural resources helped the United States and Canada develop diversified economies.

Economic characteristics

Major exporters of technology, information systems, and foodstuff

Highly developed infrastructures

Highly diversified economies

Rich supply of mineral, energy, and forest resources

North American Free Trade Agreement (NAFTA)

Multinational corporations

A key center of world financial markets (New York Stock Exchange)

Economic growth

Disparity of income distribution

Export of culture via the global marketplace (e.g., McDonald’s, Coca-Cola, entertainment, fashion)

High literacy rate

High standard of living Major natural resources

Forestry

Petroleum

Minerals

Fertile soil

Water


STANDARD WG.5d

The student will analyze the characteristics of the regions of the United States and Canada by d) recognizing cultural influences and landscapes.


Europeans exerted the major cultural influences on the United States and Canada. Canada was initially settled primarily by the French and British. Western Europeans (from Britain, France, Spain, and Germany) settled in the United States. Every country has cultural landscapes that help define the national identity.

Cultural influences

Colonized by the Europeans

Multicultural societies

Increasingly diverse populations through immigration

Canada’s struggle to maintain a national identity

World’s longest unfortified border divides the United States and Canada

Democratic forms of government

Arts that reflect the cultural heritage of multicultural societies

North Atlantic Treaty Organization (NATO) Cultural landscape

Parliament Hill

CN Tower

U.S. Capitol

Golden Gate Bridge

Washington Monument

Rural, suburban, and urban landscapes

Diverse ethnic settlements (urban neighborhoods)

Bilingual signs

Influence of the automobile (e.g., gas stations, motels, interstate highways, drive-up services)


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.16a

The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region;


Site and situation are important geographic concepts when studying the growth of cities. Patterns of urban development occur according to site and situation.

Terms to know

site: The actual location of a city

situation: Relative location (i.e., the location of a city with respect to other geographic features, regions, resources, and transport routes)

Examples of site (local characteristics)

Harbor sites: New York City; Istanbul, Turkey

Island sites: Hong Kong; Singapore

Fall line site: Richmond, Virginia

Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania

Hilltop sites: Rome; Athens

Oasis site: Damascus, Syria

Sites where rivers narrow: London; Québec City Examples of situation (regional/global connections)

Baghdad: Command of land between the Tigris and Euphrates rivers

Istanbul: Command of straits and land bridge to Europe

Mecca, Saudi Arabia; Varanasi (Benares), India: Focal point of pilgrimage

Cape Town, South Africa; Hawaii, United States: Supply station for ships

Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway


STANDARD WG.16b

The student will apply social science skills to analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time;


The functions of towns and cities change over time.

Functions of towns and cities

Security, defense

Religious centers

Trade centers (local and long distance)

Government administration

Manufacturing centers

Service centers

Education centers Examples of cities whose functions have changed over time

Rio de Janeiro: Move of Brazil’s capital from Rio de Janeiro to Brasilia

Pittsburgh, Pennsylvania: Early function connected to defense, then became steel-manufacturing center, later shifted to diverse services (financial, light manufacturing)

New York City: Changes in trade patterns—coastal and transatlantic trade, trade from the Great Lakes via the Erie Canal, worldwide trade and finances

Mining towns, “ghost” towns: Resource depletion, changes in the environment


STANDARD WG.16c

The student will apply social science skills to analyze the patterns of urban development by c) describing the unique influence of urban areas and challenges they face.


Urban populations exercise a powerful influence in shaping the world’s cultural, political, and economic ideas and systems. Urban development may lead to problems related to human mobility, social structure, and the environment.

Influences of urban areas on their regions and countries

Nation-building (monuments, symbols)

Transportation/communication hubs

Magnets for migration

Seedbeds of new ideas and technologies

Diversity, leading to creativity in the arts

Universities, educational opportunities

Corporate headquarters, regional offices

Media centers (news, entertainment) Problems associated with growth of urban areas

Transportation problems emerge, especially as automobile travel increases.

Rich and poor neighborhoods exist in different areas, isolated from one another.

Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a problem (e.g., for cities in Latin America, Africa, and Asia).

Air, water, and noise pollution increase.

Sprawl results in conversion of agricultural land to urban uses, especially in North America. In developing countries, major cities are connected more to regions outside the country than to regions within the country.


STANDARD WG.17a

The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;


Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.

Term to know

comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services

Factors that influence economic activity

Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.

Access to funds (investment capital) to purchase capital resources

Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks

Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])


Specialization in goods and services that a country can market for profit

Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)

Some countries’ use of resources

Japan: Highly industrialized nation despite limited natural resources

Russia: Numerous resources, many of which are not economically profitable to develop

United States: Diversified economy, abundant natural resources, specialized industries

Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods

Switzerland: Limited natural resources, production of services on a global scale



The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;


Reasons why countries engage in trade

To import goods and services that they need

To export goods and services that they can market for profit Effects of comparative advantage on international trade

Enables nations to efficiently produce goods and services that they can trade, increasing total output

Supports specialization and efficient use of resources


STANDARD WG.17b

The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;


Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.

Changes over time

Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)

Migration from rural to urban areas

Industrialized countries export labor-intensive work to developing nations

Growth of trade alliances

Growth of service (tertiary) industries

Growth of financial services networks and international banks (quaternary)

Internationalization of product assembly (e.g., vehicles, electronic equipment)

Technology that allows instant communication among people in different countries

Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)

Widespread marketing of products

Globalization of markets, using technology (e.g., e-commerce, containerized shipping)

Agribusiness replacing family farms


STANDARD WG.17c

The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.


As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.

Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions

EU: European Union

NAFTA: North American Free Trade Agreement

ASEAN: Association of Southeast Asian Nations

OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions

More efficient industries

Access to larger markets

Access to natural, human, and capital resources without restrictions

Greater influence on the world market Disadvantages of economic unions

Closing of some industries

Concentration of some industries in certain countries, leaving peripheral areas behind

Difficulty in agreeing on common economic policies


STANDARD WG.18a

The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;


Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.

Examples of political divisions

Neighborhoods

Election districts

School districts

Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)

Cities

Counties

States Reasons for political divisions

Desire for government closer to home

Need to solve local problems

Need to administer resources more efficiently Reasons for conflict

Boundary disputes

Cultural differences

Economic differences

Competition for scarce resources Reasons for cooperation

Natural disasters

Economic advantages (attract new businesses)

Cultural similarities, ethnic neighborhoods

Addressing regional issues (e.g., waste management, magnet schools, transportation)


STANDARD WG.18b

The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.


Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.


North Atlantic Treaty Organization (NATO)

European Union (EU)

United Nations (UN)

Organization of American States (OAS)

League of Arab States

African Union (AU) Reasons for political divisions

Differences in culture, language, religion

Retention of historical boundaries

Imperial conquest and control

Economic similarities and differences Reasons for conflict

Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)

Cultural differences: Canada (Québec)

Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)

Ethnic differences (Kurds) Examples of cooperation

Humanitarian initiatives (e.g., Red Cross and Red Crescent)

Cultural alliances (e.g., Francophone world, Commonwealth of Nations)

Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)

Programs to promote international understanding (e.g., Peace Corps)


UNIT VI: Latin America and the Caribbean


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources.


SOL WG.6 The student will analyze the characteristics of the Latin American and Caribbean regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;

and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How did the collision of three cultures contribute to Latin American society today? PREVIEW ACTIVITY: Examine the mural below. What do you see that you think reflects Latin American culture? Share your thoughts to create a brainstorm of class ideas. Post this list (with a copy of the mural) in the classroom for the unit. Refer back to it periodically, and revisit it at the end of the unit. Can students add anything? Do they want to make changes to their original ideas?


Source: http://www.geograph.ie/photo/1767536 This mural is actually located in Belfast, Northern Ireland. It was commissioned by Northern Ireland’s Latin America Association to celebrate Latin American culture.


PACING GUIDE:

UNIT

TIME FRAME

DATES

LXXIX. Introduction to Geography 4-5 days September

LXXX. Physical Geography and Geographic Skills 20 days September

LXXXI. Cultural Geography 10-15 days October

LXXXII. Demographics, Economics and Political Geography 25 days November/December

LXXXIII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

LXXXIV. Latin America and the Caribbean 15 days

LXXXV. Europe 10 days

LXXXVI. Russia and Central Asia 4 days

LXXXVII. Sub-Saharan Africa 15 days

LXXXVIII. North Africa and Southwest Asia 10 days

LXXXIX. South and Southeast Asia 15 days

XC. East Asia 15 days

XCI. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Where Angels Glide at Dawn: New Stories from Latin America by J.B. Lippincott, publisher. A collection of short stories by a variety of Latin American authors, including Ariel Dorfman, Julio Cortazar, and Maria Rosa Fort. The Jacob Ladder by Gerald Hausman and Uton Hinds. When his father leaves home, 12-year old Tall T struggles to hold his family together. A Jamaican coming-of-age story, rich in island culture. Red Midnight by Ben Michaelson. When soldiers burn his village and kill his family, Santiago escapes with his little sister to Florida, surviving horrendous odds. The Tequila Worm by Viola Canales. The story of a young girl in a Mexican barrio and her family.

http://www.geograph.ie/photo/1767536


I Lived On Butterfly Hill by Marjorie Agosin. The story of a girl who has to leave Chile during the military coup. She stays in Maine for several years, then returns to Chile. Caminar by Skila Brown. Novel in verse about joining a guerrilla band to flee soldiers in 1981 Guatemala. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Harvest of Empire – This documentary is about the political and social roots behind migration from Latin America to the United States. A teacher’s guide with an annotated synopsis of the documentary and lessons plans are available on Blackboard: Social Studies Organization, under Documents tab. Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot


https://en.wikipedia.org/wiki/Discovery_Channel






https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)


Isthmus Cash crops Squatter settlements Subsistence farming NAFTA

Altiplano Food Crops maquiladora Plantation Agriculture Indigenous

Pampas Gauchos Land redistribution Slash-and-burn Agriculture Megacities

Llanos Deforestation Mestizos Orographic (Rainshadow) Effect

Archipelagoes Pollution Favela Organization of American States (OAS)

Vertical Zonation Income disparity Mulatos Itaipu Dam










STANDARD WG.1a


and environments;







STANDARD WG.1b



Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography

Location: Defined according to its position on the earth’s surface; where is it?











STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.6a

The student will analyze the characteristics of the Latin American and Caribbean regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


Mexico, the Caribbean region, and Central America are located on the North American continent but are culturally tied to South America.

Major regions and countries

North America o Mexico o Central America

– Guatemala – Honduras – Nicaragua – Costa Rica – Panama

o Caribbean – Cuba – Haiti – Dominican Republic – Jamaica

South America o Venezuela o Colombia o Brazil o Peru o Argentina o Chile

Major cities

Caracas

Sao Paulo

Rio de Janeiro

Mexico City

Lima

Santiago


STANDARD WG.6b

The student will analyze the characteristics of the Latin American and Caribbean regions by b) describing major physical and environmental features;


The physical features of Latin America and the Caribbean have influenced their settlement and development.


Major mountain ranges: Andes, Sierra Madres

Isthmus of Panama

Rain forests

Altiplano

Coastal desert: Atacama

Reversed seasons south of the equator

Amazon River Basin

Orinoco and Paraguay/Paraná rivers

Grasslands: Pampas, llanos

Tropical climates predominate

Volcanoes and earthquakes

Archipelagoes

Vertical zonation (tierra caliente, tierra templada, tierra fría)


STANDARD WG.6c

The student will analyze the characteristics of the Latin American and Caribbean regions by c) explaining important economic characteristics;


The Latin American and Caribbean regions have a wide variety of natural resources. The abundance of natural resources helped the Latin American and Caribbean countries develop diversified economies.


Diverse economies

Subsistence farming

Plantation agriculture

Slash-and-burn agriculture

Cash crops and food crops

Cattle ranches, gauchos

Deforestation, especially in rain forests

Heavy smog, pollution: Mexico City

Disparity of income distribution

Panama Canal

North American Free Trade Agreement (NAFTA): Mexico, Canada, United States Major natural resources

Forestry

Minerals

Fertile soil

Water


STANDARD WG.6d

The student will analyze the characteristics of the Latin American and Caribbean regions by d) recognizing cultural influences and landscapes.


The major cultural influences on the Latin American and Caribbean regions were from indigenous (native) peoples’ influences. Europeans exerted major cultural influences on the Latin American and Caribbean regions. Mexico and most of Central and South America were initially settled primarily by the Spanish. There was some settlement by Britain and France. Brazil was primarily settled by Portugal. Africans who were brought to the area had a strong cultural impact on the regions. Every country has cultural landscapes that help define its national identity.

Cultural influences

Indigenous civilizations

African traditions

Influence of European colonization

Predominance of Roman Catholic religion

Rigid social structure

Location of settlements: coastal in South America

Megacities, squatter settlements

Rapid population growth

Out-migration Cultural heritage

Music: African influences, calypso, steel drum bands, reggae

Spanish, Portuguese languages Cultural landscape

Pyramids

Cathedrals

Machu Picchu

Tikal

Christ the Redeemer statue

Itaipu Dam


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)
















UNIT VII: Europe



and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.7 The student will analyze the characteristics of the European region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and


d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How has economic interdependence encouraged trust and/or led to disunity among countries? PREVIEW ACTIVITY: Students will make observations about the physical and cultural landscapes of various images from a Europe photo gallery. These photos, along with questions the teacher poses, cause students to consider what type of landscapes they consider European and make inferences about the location, people, and place in the images. Directions and the Europe photo gallery can be found in the Europe folder from


this link. https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing


PACING GUIDE:

UNIT

TIME FRAME

DATES

XCII. Introduction to Geography 4-5 days September

XCIII. Physical Geography and Geographic Skills 20 days September

XCIV. Cultural Geography 10-15 days October

XCV. Demographics, Economics and Political Geography 25 days November/December

XCVI. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

XCVII. Latin America and the Caribbean 15 days

XCVIII. Europe 10 days

XCIX. Russia and Central Asia 4 days

C. Sub-Saharan Africa 15 days

CI. North Africa and Southwest Asia 10 days

CII. South and Southeast Asia 15 days

CIII. East Asia 15 days

CIV. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Girl of Kosovo by Alice Mead. Based on a true story, a testimony to the horrors of war, and a powerful account of human resilience and the process of overcoming bitterness. For the Love of Venice by Donna Jo Napoli. Percy is a teenage boy spending the summer in Venice while his father is designing a seawall to help alleviate the city’s flooding problem. Many social and political issues. The Other Side of Truth by Beverley Naidoo. After their mother’s murder, Sade and her brother are smuggled to London to live with an uncle. Their plans fall apart, however, and the two are sent to foster homes. Teenage Refugees from Eastern Europe Speak Out by Carl Rollyson. Teenagers from Eastern European countries tell their own stories of life after the fall of communism. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/




Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA

https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units.

Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world.

Sporcle

www.sporcle.com This is a quiz site for practically everything including history and geography.

Geoguessr

www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth.

Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics.












The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)



Peninsulas NATO Nationalism Prime Minister Chunnel

Fjord Hilltop site Constitutional Monarchy Alliance European Union (EU)

North Atlantic Drift Land bridge Dike, polder Annex Trade Interdependence

Polders Strait Holocaust Arable Infrastructure

Chernozem Euro Imperialism Autonomy Neutral

Industrial Revolution navigable





STANDARD WG.1a


and environments;







STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.7a

The student will analyze the characteristics of the European region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


Europe, considered the third-smallest continent, is the western peninsula of Eurasia and is located in the Northern Hemisphere.


Northern Europe o Ireland, United Kingdom, Norway, Sweden, Denmark, Baltic states

Low Countries o Belgium, Netherlands, Luxembourg

Central Europe o France, Germany, Switzerland, Austria

Mediterranean Europe o Portugal, Spain, Italy, Greece, Balkan states

Eastern Europe o Poland, Hungary, Czech Republic, Romania, Ukraine

Major cities

London

Paris

Berlin

Rome

Athens

Kiev

Vienna

Budapest


STANDARD WG.7b

The student will analyze the characteristics of the European region by b) describing major physical and environmental features;


Europe is composed of many peninsulas, islands, large plains, and mountains.


Part of large landmass called Eurasia

Peninsulas: Iberian, Italian, Scandinavian, Balkan

Islands: Great Britain, Ireland, Sicily, Iceland

Mountains: Alps, Pyrenees

North European Plain

Fjords

Water features o Rivers: Danube, Rhine, Seine o Seas: Mediterranean, Baltic, Black, North o Oceans: Atlantic, Arctic o Strait of Gibraltar

Varied climatic regions: middle to high latitudes

Effects of the North Atlantic Drift and prevailing westerlies on Europe’s climates

Reclaimed land: Polders in the Netherlands


STANDARD WG.7c

The student will analyze the characteristics of the European region by c) explaining important economic characteristics;


Europe’s abundance of natural resources has helped to develop and shape lifestyles and the economy.


Mountain regions: Tourism, recreation, mineral resources

Areas threatened by air and water pollution because of industry o Rivers and canals serving as major transportation links o Oil reserves in the North Sea

Well-educated work force: Industrial and technological societies

Advanced farming techniques, high crop yields, fertile soils, black earth (chernozem)

Well-developed infrastructure (e.g., the Chunnel)

Differences in Western and Eastern European industrial development due to differing economic systems in prior years

Replacement of communism with capitalism in Eastern Europe

European Union; trade interdependence

Large role of government in some economies


STANDARD WG.7d

The student will analyze the characteristics of the European region by d) recognizing cultural influences and landscapes.


Europe’s cultural landscape has been and is currently being changed by its settlers and by global, religious, and ethnic conflicts. As a result, diversity has increased.

Cultural influences

Birthplace of western culture: Greece and Rome

Spread of European culture to many other parts of the world (through exploration, colonization, imperialism)

Birthplace of the Industrial Revolution

Highly urbanized

Many ethnic groups with different languages, religions, and customs

Sporadic conflict among groups (wars, revolutions)

One of the world’s most densely populated areas

North Atlantic Treaty Organization (NATO) Cultural landscape

Westminster Abbey, Big Ben, Tower of London

Notre Dame, Arc de Triomphe, Louvre, Eiffel Tower

Colosseum, Leaning Tower of Pisa, St. Peter’s Basilica

Parthenon

Windmills

Neuschwanstein Castle


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.16a




Terms to know

















STANDARD WG.16b





Security, defense

Religious centers




Service centers







STANDARD WG.16c



















STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)

















UNIT VIII: Russia and Central Asia


and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.8


The student will analyze the characteristics of the Russian and Central Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How has past and present political unrest affected the former Soviet Republics?


PREVIEW ACTIVITY: In this preview the teacher projects two political maps: one of the Soviet Union, 1991 and the former Soviet Union, 1992. The teacher then asks a series of spiral questions that help students read the maps for meaning. The map and instructions can be found in the folder titled, Unit VIII: Russia and Central Asia.



PACING GUIDE:

UNIT

TIME FRAME

DATES

CV. Introduction to Geography 4-5 days September

CVI. Physical Geography and Geographic Skills 20 days September

CVII. Cultural Geography 10-15 days October

CVIII. Demographics, Economics and Political Geography 25 days November/December

CIX. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

CX. Latin America and the Caribbean 15 days

CXI. Europe 10 days

CXII. Russia and Central Asia 4 days

CXIII. Sub-Saharan Africa 15 days

CXIV. North Africa and Southwest Asia 10 days

CXV. South and Southeast Asia 15 days

CXVI. East Asia 15 days

CXVII. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Girl of Kosovo by Alice Mead. Based on a true story, a testimony to the horrors of war, and a powerful account of human resilience and the process of overcoming bitterness. Teenage Refugees from Eastern Europe Speak Out by Carl Rollyson. Teenagers from Eastern European countries tell their own stories of life after the fall of communism. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture.





WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028

CultureGrams database World History in Context database












Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)


Tundra Icons Eurasia Heavy Industry Peter the Great

Taiga Matryoshka dolls Siberia Kremlin Privatization

Steppe Mosques Bolshevik Revolution Lake Baykal Red Square

Chernozem Minarets Catherine the Great Light Industry Soviet

Fertile Triangle Tran-Siberian Railroad Contaminate Meltdown Toxic

Permafrost Chernobyl (pollution) Coup Capitalism

Tsar/Czar Aral Sea Ethnic Minority Nationalism

Communism Confluence site Free Market Economy Nuclear Power

Command economy Ural Mountains Glasnost Perestroika




STANDARD WG.1a


and environments;


Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.





STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.8a

The student will analyze the characteristics of the Russian and Central Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


Asia is the largest continent, covering one-third of Earth’s land area. Russia and Central Asia occupy flat plains that stretch across the western and central areas, while the southern and eastern areas are mountainous.

Major countries

Russia

Kazakhstan

Uzbekistan

Turkmenistan Major cities

Moscow

St. Petersburg

Novosibirsk

Vladivostok


STANDARD WG.8b

The student will analyze the characteristics of the Russian and Central Asian regions by b) describing major physical and environmental features;


Asia makes up the eastern portion of Eurasia. Varied physical and environmental features greatly influence the abundance and use of Asia’s natural resources.


Vast land area: Spans two continents (Europe and Asia)

Vast areas of tundra, taiga, and steppe

Varied climatic regions

Permafrost found in high latitudes

Black earth belt (rich chernozem soil)

Mountains (e.g., Ural Mountains, which divide Europe from Asia, Caucasus)

Siberia (“the sleeping land”), located east of the Urals

Water features o Volga River o Ob River o Amur River o Lake Baikal o Caspian Sea o Aral Sea o Pacific Ocean o Arctic Ocean

Some rivers flow northward to the Arctic Ocean


STANDARD WG.8c

The student will analyze the characteristics of the Russian and Central Asian regions by c) explaining important economic characteristics;


Within the past 100 years, Russia and Central Asia have experienced long periods of economic and political change.


Transition from command economy to a limited market economy

Farming and industry concentrated in the Fertile Triangle region, rich chernozem soils (wheat farming)

Infrastructure: Trans-Siberian Railway, systems of rivers, canals, and railroads

Energy resources: Hydroelectric power, oil, natural gas

Exporters of oil, natural gas, and mineral resources

Russian natural resources not fully developed due to climate, limited transportation links, and vastness of the country

Foreign competition for investment in the region (oil pipelines)

Widespread pollution due to growth in industry

Shrinking of the Aral Sea, declining cotton production in Central Asia

Political and economic difficulties after the breakup of the Soviet Union


STANDARD WG.8d

The student will analyze the characteristics of the Russian and Central Asian regions by d) recognizing cultural influences and landscapes.


A massive area, extremes in climate, and historic events have created a diverse cultural landscape that combines the customs and traditions of various ethnic groups.

Cultural influences

Diverse ethnic groups, customs, and traditions (many people of Turkic and Mongol heritage) Cultural heritage

Ballet

Fabergé eggs

Music

Icons

Matryoshka dolls Cultural landscape

Russian Orthodox churches (e.g., St. Basil’s Cathedral, Moscow)

Red Square

The Kremlin

Mosques, minarets

Siberian villages

Soviet-style apartment blocks


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.16a




Terms to know

















STANDARD WG.16b





Security, defense

Religious centers




Service centers







STANDARD WG.16c



















STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)

















UNIT IX: Sub-Saharan Africa




The student will analyze the characteristics of the Sub-Saharan African region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How does Africa’s physical and human geography impact Africa today? PREVIEW ACTIVITY: Students will take a true or false “quiz” on Sub-Saharan Africa. This “quiz” serves an anticipation guide of the content covered in the unit. Students will take notes at they review the answers. See the quiz and answer sheet for details: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk


PACING GUIDE:

UNIT

TIME FRAME

DATES

CXVIII. Introduction to Geography 4-5 days September



CXIX. Physical Geography and Geographic Skills 20 days September

CXX. Cultural Geography 10-15 days October

CXXI. Demographics, Economics and Political Geography 25 days November/December

CXXII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

CXXIII. Latin America and the Caribbean 15 days

CXXIV. Europe 10 days

CXXV. Russia and Central Asia 4 days

CXXVI. Sub-Saharan Africa 15 days

CXXVII. North Africa and Southwest Asia 10 days

CXXVIII. South and Southeast Asia 15 days

CXXIX. East Asia 15 days

CXXX. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Things Fall Apart by Chinua Achebe. The simple story of a man living in a Nigerian village during European occupation. Waiting for the Rain by Sheila Gordon. A collection of 10 short stories about South Africa, 5 by black, 5 by white South Africans. The Return by Sonia Levitin. Desta and other members of her Beta Yisorel family (black Jews suffering discrimination in Ethiopia) finally flee the country and reach Israel through Operation Moses. Journey to Jo’burg by Beverley Naidoo. During South Africa’s apartheid era, two youngsters trek to Johannesburg to find their mother and save their little sister. A Long Way Gone by Ishmael Beah. Chilling memoir of a child soldier in Sierra Leone that tells the personal story of Ishmael’s life in the army, his escape, and finally his rehabilitation following years of abuse, murder, and war. A Long Walk to Water by Linda Sue Park Details the conflict in Sudan between tribes, the refugee conflict, and the lengths women must go to to fetch fresh water on a daily basis. Highlights the story of a native son who travels from his country only to return to build wells to help his people. Accessible for all reading levels. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS Danger of a Single Story - In this Ted Talk, Chimamanda Ngozi Adichie describes her experience growing up in Nigeria. She discusses stereotypes and cautions the audience about using one person to represent a region. It can be accessed using the following link: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story God Grew Tired of Us - DVD - This is the story of the Lost Boys (from Sudan). It shows their migration, life as refugees, and struggles with acculturating to life in the United States.

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story


The Good Lie - DVD - Sudanese refugees make their way to Kansas City and experience the ups and downs of life here in America while searching for family back in Sudan and Kenya. Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Invictus - DVD - Nelson Mandela and the South African Rugby. Tells the story of how Mandela managed to bring unity to South Africa after apartheid by rallying behind the South African team as they struggle to win the World Cup. Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/













This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)



Plateau Cash crops African Union (AU) Food Crops Nomadic herding

Escarpments Food crops Islam Raw Materials Slash-and-burn agriculture

Cataracts Infrastructure Nomadic Genocide Sahel

Landlocked Per capita income Pastoralism Despot Colonization

Desertification Refugees Rift Valley Dictator Mosques

Subsistence agriculture Griots Deforestation Apartheid Minarets

Sanction Plantation agriculture Escarpments World Bank Cash Crops





STANDARD WG.1a


and environments;








STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.9a

The student will analyze the characteristics of the Sub-Saharan African region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


Africa is the second-largest continent and is situated over both sides of the equator, which provides for the variation in its vegetation, climate, and population structures. Sub-Saharan Africa’s economic and political development has been influenced by colonialism, local African cultures, and changes in the gold-trading empires.


West Africa: Senegal, Mali, Niger, Nigeria, Côte d’Ivoire

Horn of Africa: Ethiopia, Somalia, Kenya

Central Africa: Tanzania, Rwanda, Democratic Republic of Congo, Gabon

Southern Africa: Botswana, South Africa, Mozambique, Madagascar, Namibia Major cities

Lagos

Dakar

Johannesburg

Nairobi


STANDARD WG.9b

The student will analyze the characteristics of the Sub-Saharan African region by b) describing major physical and environmental features;


Although the continent of Africa is covered by an enormous plateau, the Sub-Saharan African region contains very distinctive landforms, water features, and landlocked countries.


Continent composed of a huge plateau, escarpments

River transportation impeded by waterfalls, rapids, and cataracts

Location of equator through middle of region; similar climatic patterns north and south of the equator

Smooth coastline; few harbors

Large number of landlocked countries

Limited fertility of rain-forest soils

Limited water resources

Kalahari, Namib, and Sahara Deserts

Sahel

Desertification

Bodies of water o Nile River o Zambezi River o Niger River o Congo River o Atlantic Ocean o Indian Ocean o Red Sea o Lake Victoria

Nature preserves and national parks

Great Rift valley o Mt. Kilimanjaro o Victoria Falls


STANDARD WG.9c

The student will analyze the characteristics of the Sub-Saharan African region by c) explaining important economic characteristics;


The limited economic development of the Sub-Saharan economy can be traced to many historical factors. Colonial governments, for example, structured many national economies to become mineral or commodity exporters. These economies are dependent on imports for equipment, capital goods, consumer goods, and technology.


Large percentage of population engaged in agriculture (primary activity)

Subsistence agriculture

Nomadic herding

Slash-and-burn agriculture

Plantation agriculture

Cash crops and food crops

Poorly developed infrastructure

Substantial mineral wealth (diamonds, gold, and other metals)

Major exporters of raw materials

Wide range of per capita incomes

Productivity that lags behind population growth


STANDARD WG.9d

The student will analyze the characteristics of the Sub-Saharan African region by d) recognizing cultural influences and landscapes.


A variety of cultural traditions exist as a result of the diversity of ethnicities and populations throughout the region. This range of ethnicity can be found both from state to state and within states.

Cultural characteristics

Uneven population distribution

Many ethnic groups, languages, and customs

Large numbers of refugees as a result of political, ethnic, and environmental crises

Knowledge of history through oral tradition (i.e., through griots) Cultural heritage

Masks

Sculpture

Dance

Music, drumming

Colorful traditional dress

Jewelry

Griots Cultural influences

European influences from colonization and decolonization have greatly influenced the region. Cultural landscape

Markets

Churches

Mosques, minarets

Villages

Modern city cores and schools


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)
















UNIT X: North Africa and Southwest Asia



and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.10 The student will analyze the characteristics of the North African and Southwest Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and


d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): Is the Middle East destined to be a region of conflict?

PREVIEW ACTIVITY: Students will take a true or false “quiz” on North Africa and Southwest Asia. This “quiz” serves an anticipation guide of the content covered in the unit. Students will take notes at they review the answers. See the quiz and answer sheet for details: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk


PACING GUIDE:



UNIT TIME FRAME DATES

CXXXI. Introduction to Geography 4-5 days September

CXXXII. Physical Geography and Geographic Skills 20 days September

CXXXIII. Cultural Geography 10-15 days October

CXXXIV. Demographics, Economics and Political Geography 25 days November/December

CXXXV. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

CXXXVI. Latin America and the Caribbean 15 days

CXXXVII. Europe 10 days

CXXXVIII. Russia and Central Asia 4 days

CXXXIX. Sub-Saharan Africa 15 days

CXL. North Africa and Southwest Asia 10 days

CXLI. South and Southeast Asia 15 days

CXLII. East Asia 15 days

CXLIII. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Habibi by Naomi Shihab Nye. 14 -year old Palestinian American Liyana Abboud must learn to fit into a new world and understand the political conflicts when her family moves from St. Louis to Jerusalem. Children of Israel, Children of Palestine: Our Own True Stories by Laurel Holliday. What is it like to grow up in the war zone of the Middle East? That is the subject of this collection, which begins with memories about childhood before the 1948 war and ends with accounts of young Palestinians and Israelis growing up now. Santa Claus in Baghdad by Elsa Marston. Collection of 8 tales based in the Middle East that dispel stereotypes and provide a glimpse of what it’s like to be a young person in the Arab world today. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS To Die in Jerusalem – DVD – This HBO documentary explores the Palestinian-Israeli conflict through the personal loss of two families. Children of Heaven - DVD - This is an Iranian foreign film that shows life in a developing country. Conflict Zone- YouTube - National Geographic documentary examining the Arab-Israeli conflict. 4 parts Maps of War - In less than two minutes, this website has a great visual of the major world religions, as well as the imperial history of the Middle East. It can be accessed using the following link: http://mapsofwar.com/ Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/

http://mapsofwar.com/



Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028

CultureGrams database













World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)



Steppes Canal Bazaars League of Arab States Theocracy

Strait Guest workers Suq/Souk Aswan High Dam Secularism

Peninsula Sea lanes Middle East Desalinization Embargo

Alluvial soils Urbanization Land bridge Minarets Islam

Delta regions Modernization Strait OPEC Christianity

Oases Monotheistic Oasis site Qu’ran (Koran) Judaism

Wadis Nomadic Imam Partition

Pastoralism Mosques Sect Autonomy




STANDARD WG.1a


and environments;








STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.10a

The student will analyze the characteristics of the North African and Southwest Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


Known also as the Middle East, the North African and Southwest Asian regions are comprised of various countries on two continents.


North Africa o Morocco, Libya, Egypt, Sudan

Southwest Asia o Turkey, Syria, Israel, Saudi Arabia, Kuwait, Qatar, United Arab Emirates (UAE), Iraq, Iran,

Afghanistan Major cities

Baghdad

Cairo

Istanbul

Jerusalem

Mecca

Tehran

Dubai

Rabat


STANDARD WG.10b

The student will analyze the characteristics of the North African and Southwest Asian regions by b) describing major physical and environmental features;


Physical and environmental features such as peninsulas, mountains, rivers, seas, and deserts have created borders, influenced interactions, and led to isolation.


Crossroads of Europe, Africa, and Asia

Desert and semiarid climates: Sahara, steppes

Mountains o Atlas o Taurus o Zagros

Water features o Mediterranean Sea o Red Sea o Black Sea o Persian/Arabian Gulf o Strait of Hormuz o Bosporus Strait o Dardanelles Strait o Nile River o Tigris River o Euphrates River

Seasonal flooding, alluvial soils, delta regions, oases, wadis

Peninsulas o Sinai o Arabian


STANDARD WG.10c

The student will analyze the characteristics of the North African and Southwest Asian regions by c) explaining important economic characteristics;


Most of the economies in North Africa and Southwest Asia are dominated by the petroleum industry.


Heavy reliance on primary economic activity (oil drilling, agriculture, pastoralism)

Major producer of the world’s oil

Oil revenues: Positive and negative effects

Organization of the Petroleum Exporting Countries (OPEC)

Water: The region’s most precious resource

Great variation in standard of living, ranging from very high to poverty-stricken

Regional conflicts; political unrest that affects tourism

Aswan High Dam: Positive and negative effects

Suez Canal: Enhanced shipping routes in the region

Guest workers

Wide range of per capita incomes and levels of development

Contemporary trade routes (sea lanes)


STANDARD WG.10d

The student will analyze the characteristics of the North African and Southwest Asian regions by d) recognizing cultural influences and landscapes.


The cultural landscapes of the North African and Southwest Asian regions are influenced by religious traditions and ongoing modern conflicts.

Cultural influences

Rapid urbanization

Modernization centered in urban areas while traditional life continues in rural areas

Population unevenly distributed

Arab countries and Arabic language

Non-Arab countries: Turkey, Iran, and Israel

Birthplace of three major monotheistic religions: Judaism, Christianity, and Islam

Conflict over Israel/Palestine

Nomadic lifestyles

Art that reflects the diversity of religions (e.g., stained glass, geometric tiles, calligraphy, mosaics, prayer rugs)

Cultural landscape

Mosques, minarets

Church of the Holy Sepulcher

Hagia Sophia

Bazaars, suqs (souks)

Western Wall

Dome of the Rock

Kaaba

Pyramids

Walled cities


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.16a




Terms to know

















STANDARD WG.16b





Security, defense

Religious centers




Service centers







STANDARD WG.16c



















STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)

















UNIT XI: South and Southeast Asia




The student will analyze the characteristics of the South Asian and Southeast Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: There are both costs and benefits of globalization to a nation’s economy, policies, demographics, and culture. CONCEPTUAL UNIT QUESTION (Essential Question): Do the benefits of globalization outweigh its costs? PREVIEW ACTIVITY: Students will explore the impact of globalization by looking at their shirt, shoes, and cars. See the activity for details. https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk


PACING GUIDE:

UNIT

TIME FRAME

DATES

CXLIV. Introduction to Geography 4-5 days September

CXLV. Physical Geography and Geographic Skills 20 days September



CXLVI. Cultural Geography 10-15 days October

CXLVII. Demographics, Economics and Political Geography 25 days November/December

CXLVIII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

CXLIX. Latin America and the Caribbean 15 days

CL. Europe 10 days

CLI. Russia and Central Asia 4 days

CLII. Sub-Saharan Africa 15 days

CLIII. North Africa and Southwest Asia 10 days

CLIV. South and Southeast Asia 15 days

CLV. East Asia 15 days

CLVI. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Homeless Bird by Gloria Whelan. 13-year old Koly journeys from poverty in rural India to an arranged marriage to widowhood and independence in the holy city of Vrindavan. Rice without Rain by Minfong Ho. After social rebels convince the headman of a small village in northern Thailand to resist the land rent, his 17-year-old daughter Jinda finds herself caught up in the student uprising in Bangkok. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world.






Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)



Typhoons Subsistence agriculture Batik Hinduism Deforestation

Tsunamis Commercial agriculture Mosques Islam Global market










Monsoons Environmental

degradation Minarets Christianity Plateau

Arable land Green revolution Pagodas Taj Mahal Densely populated

Strait Rural Temples Ankor Wat Sparsely populated

ASEAN Urban Shrines Buddhism Polytheism

Stupa Terraced rice fields




STANDARD WG.1a


and environments;








STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.11a

The student will analyze the characteristics of the South Asian and Southeast Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


South Asia consists of countries that reach from eastern India to China. Southeast Asian island nations in the Pacific, South Asia, and Southeast Asia are extensions of the Asian continent.


South Asia o Pakistan o Nepal o Bangladesh o India

Southeast Asia o Philippines o Indonesia o Thailand o Cambodia o Myanmar (Burma) o Vietnam o Singapore

Major cities

New Delhi

Mumbai

Bangkok

Islamabad

Manila


STANDARD WG.11b

The student will analyze the characteristics of the South Asian and Southeast Asian regions by b) describing major physical and environmental features.


There are varying physical features that distinguish the mainland from the islands of the South Asian and Southeast Asian regions. The region lies between the tropics, with temperatures that are generally warm.


Influence of mountains on population, settlements, movement, and climate

Mountains o Himalayas o Western and Eastern Ghats o Hindu Kush

Varied climatic regions, ranging from low- to middle-latitude climates

Natural hazards: Flooding, typhoons, volcanic eruptions, earthquakes, and tsunamis

Influence of wind and water (rivers, seas, ocean currents, and monsoons) on agriculture, trade, and transportation

Bodies of water o Arabian Sea o Indian Ocean o Bay of Bengal o Ganges River o Indus River o Brahmaputra River o Mekong River o Straits of Malacca

Abundant arable land


STANDARD WG.11c

The student will analyze the characteristics of the South Asian and Southeast Asian regions by c) explaining important economic characteristics;


The economies of South and Southeast Asia have seen rapid integration into the global economy, which has led to many benefits and challenges.


Varied economies in the region, ranging from subsistence and commercial agriculture to high-tech industrial manufacturing and service industries

Increased participation in global markets

Environmental degradation

Deforestation

Fishing

ASEAN (Association of Southeast Asian Nations)

Rice, tropical crops, cotton, tea

Green revolution


STANDARD WG.11d

The student will analyze the characteristics of the South Asian and Southeast Asian regions by d) recognizing cultural influences and landscapes.


A distinctive feature of the region is its cultural diversity. In the past, differences in the physical environment have enabled various areas to develop in isolation and adapt to the environment. Over the years, external influences have given way to a blend of different customs and traditions.

Cultural influences

Areas of extremely dense and sparse population

Contrast between rural and urban areas

Religious diversity: Hinduism, Islam, Buddhism, Christianity

Religious conflicts (Hindu vs. Muslim) Cultural heritage

Silks

Batik

Jewels Cultural landscape

Taj Mahal

Angkor Wat

Mosques, minarets

Pagodas

Temples and shrines

Terraced rice fields

Stupas


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)

















UNIT XII: East Asia




The student will analyze the characteristics of the East Asian region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How does a nation address the challenges of a growing or shrinking population?


PREVIEW ACTIVITY: Ask students, “Given what you know about population changes (as studied in the Demographics Unit) so far, predict what might be some challenges of a growing or shrinking population.” You might consider dividing the class in half, assigning one half to answer the growing population question and the other half the shrinking population issue. Have several students share their responses. Then explain that students will be studying this region focusing in on countries that are addressing the issues that come with a growing (China) and shrinking (Japan) populations.


PACING GUIDE:

UNIT

TIME FRAME

DATES

CLVII. Introduction to Geography 4-5 days September

CLVIII. Physical Geography and Geographic Skills 20 days September

CLIX. Cultural Geography 10-15 days October

CLX. Demographics, Economics and Political Geography 25 days November/December

CLXI. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

CLXII. Latin America and the Caribbean 15 days

CLXIII. Europe 10 days

CLXIV. Russia and Central Asia 4 days

CLXV. Sub-Saharan Africa 15 days

CLXVI. North Africa and Southwest Asia 10 days

CLXVII. South and Southeast Asia 15 days

CLXVIII. East Asia 15 days

CLXIX. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Year of Impossible Goodbyes by Sook Nyul Choi. A North Korean family barely survives the Japanese occupation during WWII, only to find that after the war, they must flee Russian Communists. Traveling Man: The Journey of Ibn Battuta by James Rumford. Readers join the Marco Polo of the Islamic world on his epic 14th century journey from Morocco to China. Chinese Cinderella by Adeline Yen Mah. The author returns to her roots to paint an authentic portrait of twentieth century China as well as to tell the story of her painful childhood and her courage and triumph over despair. Red Scarf Girl by Ji-li Jiang. Memoir from China’s Cultural Revolution through the eyes of the 12-year old author. Boy on the Lion Throne: The Childhood of the 14th Dalai Lama by Elizabeth Cody Kimmel. The book chronicles the Dalai Lama’s life from a simple mountain village to the thousand-room Potala Palace, as well as his perilous escape into exile. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units.


DVDS Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder












http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)


Subsistence agriculture Pagodas Archipelago Environmental Degradation

Harbor sites

Commercial agriculture Temples Ring of Fire Densely populated Confucianism

Global Market Shrines Loess Sparsely populated Daoism

Shipping Magnets Terraced rice fields Three Gorges Dam Ideograms Shintoism

Deforestation Island site Ancestors Proliferation Demilitarized Zone (DMZ)

Seismic Alluvial Plain






STANDARD WG.1a


and environments;








STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.12a

The student will analyze the characteristics of the East Asian region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


The physical landscape of East Asia includes peninsulas and archipelagos.

Major countries

Mongolia

China (People’s Republic of China)

Japan

Taiwan (Republic of China)

North Korea

South Korea Major cities

Tokyo

Beijing

Shanghai

Hong Kong

Seoul


STANDARD WG.12b

The student will analyze the characteristics of the East Asian region by b) describing major physical and environmental features;


The vast land expanses of East Asia include plateaus, plains, basins, foothills, mountains, and varied waterways.


Influence of mountains on population, settlements, movement, and climate o Mountains: Himalayas and Mount Fuji o Flooding and wind

Varied climatic regions, ranging from low- to middle-latitude climates

Natural hazards: Typhoons, volcanic eruptions, earthquakes, and tsunamis

Bodies of water o Pacific Ocean o Sea of Japan/East Sea o Yangtze River (Chang Jiang) o Yellow River (Huang He) o South China Sea

Abundant arable land o Loess o Plateau of Tibet o Gobi Desert


STANDARD WG.12c

The student will analyze the characteristics of the East Asian region by c) explaining important economic characteristics;


Many East Asian countries are a crucial link in the production network and are under competitive pressure. Their cooperative relations with neighboring countries put them in a position to upgrade their industrial capabilities from low-tech to high-tech.


Varied economies in the region, ranging from subsistence and commercial agriculture, to high-tech industrial manufacturing, to service jobs

Strong participation in global markets

Automotive

Electronics

Shipping magnates

China is in transition from a centrally planned economy

Environmental degradation

Deforestation

Fishing

Rice


STANDARD WG.12d

The student will analyze the characteristics of the East Asian region by d) recognizing cultural influences and landscapes.


The East Asian region traces its cultural landscape back to ancient civilizations that arose in China and influenced the region.

Cultural influences

Areas of both extremely dense and sparse population

Contrast between rural and urban areas

Religious diversity: Buddhism, Christianity, Taoism, Shintoism, Confucianism

Respect for ancestors Cultural heritage

Silks

Wood and ivory carvings

Ideograms, unique alphabets Cultural landscape

Great Wall of China

Pagodas

Temples and shrines

Terraced rice fields


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.16a




Terms to know

















STANDARD WG.16b





Security, defense

Religious centers




Service centers







STANDARD WG.16c



















STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)

















UNIT XIII: Australia and Pacific Islands




The student will analyze the characteristics of the Australian and Pacific Islands regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;


ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How does location shape life within the borders of island and island nations? PREVIEW ACTIVITY: Have students list animals they associate with Australia. List some of the animals as students share out. Share that some animals (rabbits and toads) were introduced to Australia and have become invasive species to the island due to lack of predators. Project a world map with Australia and the Pacific Islands circled. Ask students explain how it’s location in the world and the fact it is an island might impact life for a country like Australia. Connect the conversation to how they’ll study the location of Australia and the Pacific Islands and how it shapes their everyday lives.


PACING GUIDE:


UNIT

TIME FRAME

DATES

CLXX. Introduction to Geography 4-5 days September

CLXXI. Physical Geography and Geographic Skills 20 days September

CLXXII. Cultural Geography 10-15 days October

CLXXIII. Demographics, Economics and Political Geography 25 days November/December

CLXXIV. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.

CLXXV. Latin America and the Caribbean 15 days

CLXXVI. Europe 10 days

CLXXVII. Russia and Central Asia 4 days

CLXXVIII. Sub-Saharan Africa 15 days

CLXXIX. North Africa and Southwest Asia 10 days

CLXXX. South and Southeast Asia 15 days

CLXXXI. East Asia 15 days

CLXXXII. Australia and Pacific Islands 1 day

LITERATURE AND OTHER RESOURCES: LITERATURE Mutiny on the Bounty by Charles Bernard Nordhoff. The famous 1787 mutiny of the crew of the Bounty, a British war vessel, against their infamous captain, William Bligh. Kon Tiki: Across the Pacific by Raft by Thor Heyerdahl. To prove that Polynesia could have been settled by pre-Incas from South America, the author and five men sailed across the Pacific on a replica of an ancient balsa-log raft. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world.






Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics.

The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.

Vegetation Sparsely populated Alien Species Primary economic activities

Outback










Volcanic islands Subsistence farming Endemic Species Tertiary economic

activities Maori

Coral islands Indigenous Atoll Quaternary economic activities

Aborigines

Continental islands Thatched-roof dwellings Marsupial Lagoon Oceania

Arid Continental Island Volcanic Island Coral Island




STANDARD WG.1a


and environments;








STANDARD WG.1b















STANDARD WG.1c









STANDARD WG.1d







STANDARD WG.1e







STANDARD WG.1f











STANDARD WG.1g








STANDARD WG.1h






















Decision:


Criteria



Move to megacities


Decision:


STANDARD WG.1i










STANDARD WG.1j









create a product








STANDARD WG.2a





Temperature

Precipitation



Influence of winds


Proximity to water





Rain forest

Savanna

Desert

Steppe


Taiga

Tundra





Weather phenomena





crops

clothing

housing

natural hazards.


STANDARD WG.2b





Earthquakes

Floods

Volcanic eruptions

Erosion






STANDARD WG.2c








Settlement patterns

Housing materials


Types of recreation




STANDARD WG.3a





Sahara

Taiga

Rain forest

Great Plains








Middle East

Sun Belt

Rust Belt


STANDARD WG.3b

















STANDARD WG.3c




Language

Arab world: Arabic


Brazil: Portuguese









Hinduism

Buddhism

Judaism

Christianity







STANDARD WG.3d




Knowledge

















STANDARD WG.3e




Term to Know







STANDARD WG.4a




Natural resources



Level of education



















STANDARD WG.4b








STANDARD WG.4c











STANDARD WG.13a

The student will analyze the characteristics of the Australian and Pacific Islands regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;


The Australian and Pacific Islands regions have vast and diverse landforms, resources, people, cultures, and economies.

Major countries

Australia

New Zealand Major cities

Canberra and the Australian Capital Territory (ACT)

Sydney

Auckland


STANDARD WG.13b

The student will analyze the characteristics of the Australian and Pacific Islands regions by b) describing major physical and environmental features;


The Australian and Pacific Islands regions contain peninsulas, volcanoes, coral reefs, and an abundance of islands.


Wide range of vegetation, from tropical rain forests to desert shrubs (Australia is mostly desert)

The Great Dividing Range

The Great Barrier Reef

Australia: Isolation, resulting in unique animal life

Pacific Islands: Volcanic, coral, or continental


STANDARD WG.13c

The student will analyze the characteristics of the Australian and Pacific Islands regions by c) explaining important economic characteristics;


The physical environment of the region influences the distribution of economic activities.


Air and water travel bring goods and services to remote areas

Arid areas of Australia well suited to cattle and sheep ranching

Consequences of introducing nonnative plants and animals

Ranching, mining (primary activities)

Communication and financial services (tertiary and quaternary activities)

Tourism and traditional economies in the Pacific Islands


STANDARD WG.13d

The student will analyze the characteristics of the Australian and Pacific Islands regions by d) recognizing cultural influences and landscapes.


Although many locations are isolated and populations are small, the vast ocean environment of the region influences contemporary culture.

Cultural influences

Pacific Islands are sparsely populated.

Most of Australia’s population lives near the coasts.

Traditional culture continues to shape life in the Pacific Islands.

Lifestyles range from subsistence farming to modern city living.

Cultures reflect the interaction of European and indigenous cultures (e.g., Maori, Aboriginal people). Cultural landscape

Sydney Opera House

Cattle and sheep stations (Australia)

Thatched-roof dwellings (Pacific Islands)


STANDARD WG.14a





Urban–rural ratio





STANDARD WG.14b











Low life expectancy











STANDARD WG.14c






Age distribution


Life expectancy






Education



Government policy



STANDARD WG.15a




Push factors

Overpopulation




Conflict







Land availability




Language



Cultural landscape


STANDARD WG.15b









STANDARD WG.17a




Term to know

















STANDARD WG.17b




Changes over time














STANDARD WG.17c





EU: European Union












STANDARD WG.18a





Neighborhoods

Election districts

School districts


Cities

Counties





Boundary disputes




Natural disasters





STANDARD WG.18b






European Union (EU)

United Nations (UN)
















Textbook Alignment Chart Grade 8-World Geography


Textbook: Exploring Our World: People, Places and Cultures (Glencoe/McGraw)

Units Student Textbook Pages

VI. Introduction to Geography

VII. Physical Geography and Geographic Skills

VIII. Cultural Geography IX. Demographics, Economics & Political Geography X. United States and Canada

IX. Latin America and the Caribbean

X. Europe

XI. Russia and Central Asia XIV. Sub-Saharan Africa

XV. North Africa and Southwest Asia

XVI. South and Southeast Asia

XVII. East Asia

XVIII. Australia and the Pacific Islands

Pages 12-41 Pages 42-69 Pages 70-101 Pages 70-101 Pages 102-175 Pages 176-2455 Pages 256-359 Pages 360-425 and Pages 440-511 Pages 512-595 Pages 426-511 Pages 596-761 Pages 672-761 Pages 762-833

Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography · 2019-12-30 ·...

Documents

Transcript of Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography · 2019-12-30 ·...