Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

Unit 1: Geography Basics DATES TEKS: August 20 - August 23 (4 days) 22A, 21A, 22B, 22C, 20A, 5A, 9A, 9B, How Geographers Look at the World Enduring Understandings Essential Questions Geography involves the study of all physical and human 1. How can maps be used to answer geographic questions, infer relationships, and analyze systems on Earth. A geographer gathers information from change? various sources in order to study the complexities that 2. How does geography help us interpret the past, understand the present and plan for the make up our planet. future?

Assurance Statements Students can use maps, graphs and charts to answer and pose questions. Students are able to use maps, graphs, and charts to analyze the different regions of the world, past and present. TEKS Topics and Vocabulary Activities/Book Resources Create a classroom map using TODALSIGS (22) Social studies skills. The student communicates in TODALSIGS Create a cube or a chart showing the Five Themes written, oral, and visual forms. of Geography. 5 Themes of Geography: Location, Place, (a) design and draw appropriate graphics such as maps, Geography Alive! diagrams, tables, and graphs to communicate Movement, Region, Human-Environment The Tools of Geography: 11 geographic features, distributions, and relationships; Interaction A Spatial Way of Thinking: 25 (21) Social Studies Skills: The student applies critical McGraw Hill: thinking skills to organize and use information Types of Maps 2-10 Small vs. Large Scale Maps: 19 acquired from a variety of sources, including electronic technology. DBQ: Primary Source pg. 35

Groups: Divide class into 3 groups: maps and (a) analyze and evaluate the validity and utility of multiple globes; types of maps; and map reading. Have each sources of geographic information such as primary and group create graphic organizers to illustrate their secondary sources, aerial photographs, and maps Map Types: Climate, Economic, Resource, assigned concept(s). Students should then be (b) locate places of contemporary geopolitical significance Physical, Political, Population Density, Road, regrouped so that there is one person representing on a map each concept. Students should teach each other the (c) create and interpret different types of maps to answer Topographic, Population Distribution content geographic questions, infer relationships, and analyze change 20) Science, technology, and society. The student McGraw Hill: understands how current technology affects human GPS/GIS 21-25 interaction. Mastering the TEKS Interpreting a Map/Parts of a Map: 31-38 1 | Page Updated Spring 2018

Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

(a) describe the impact of new information technologies such Information technologies, GPS/GIS, Satellite Political Maps: 246 as the Internet, Global Positioning System (GPS), or Images, aerial photography GPS: 111, 218 Geographic Information Systems (GIS) (5) The student understands how political, economic, and social processes shape cultural patterns and ESPN (economic, social, political, characteristics in various places and regions environmental)

(a) analyze how the culture the character of a place is PERSIA (political, economic, religion, social,

related to its political, economic, social, and cultural intellectual, area) elements

(9) Geography. The student understands the concept of FIRSTCLASS: Concept of a Region region as an area of Earth's surface with related Curriculum and Instruction/Social geographic characteristics. Studies/Secondary Activities/Geography

McGraw Hill: (a) identify physical and/or human factors such as Regions 29-31 climate, vegetation, language, trade networks, Region Spatial Geography 26-28 political units, river systems, and religion that DBQ: “The Island” pg. 31 constitute a region; an Perceptual Regions: 29

(b) describe different types of regions, including formal, Formal, Functional, Perceptual Mastering the TEKS functional, and perceptual regions. Region: 78-79, 142-144 TEKS Verb Content WG.9.A Identify ● physical factors that constitute a region

WG.9.A Identify ● human factors that constitute a region WG.9.B Describe ● different types of regions

WG.5.A Analyze ● how the character of a place is determined by political, economic, social and cultural elements WG.20.A Describe ● the impact of new information technology

WG.21.A Analyze AND evaluate ● the validity of multiple geographic sources

WG.21.B Locate ● places of geographic significance on a map

WG.21.C Create AND Interpret ● different types of maps 2 | Page Updated Spring 2018

Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

WG.22.A Design AND Draw ● appropriate graphics to communicate geographic features, distributions and relationships

Unit 2: Physical Geography & Dates: TEKS August 24 – August 31 (6 days) 3A, 3B, 3C, 4A, 4B, 4C Climate Enduring Understandings Essential Questions By understanding the processes that shape the planet, we 1. What are the basic physical features of the earth’s continents and regions? are better able to make decisions on utilizing, preserving, 2. What are the patterns and characteristics of climate and ecosystems on earth’s surface? and adapting to our home. 3. How do physical processes shape our Earth? Assurance Statements Students are able to analyze how physical geography has impacted daily human life. Students are able to identify how climate has affected the distribution of life on the planet. TEKS Topics and Vocabulary Activities/Book Resources (4) Geography. The student understands the patterns and Book Foldable: Research to find major landforms on 4 characteristics of major landforms on earth and the Elevation continents. Create a flip book detailing how each was interrelated processes that produce them. Latitude formed, where they are located, etc. Include images Ocean Currents and illustrations. ESL/SPED Modifications: Give students an outline of (a) Explain how elevation, latitude, wind systems, ocean Mountain Barriers the foldable to copy and specific landforms to research. currents, position on a continent, and mountain barriers Climate Sentence stems can be used to guide them in their influence temperature, precipitation, and distribution of research. climate regions Plate Tectonics

Convergent/Divergent Boundaries McGraw Hill: Subduction Transform Internal Forces of Change: 46-49 (b) describe different landforms and the physical processes Volcanic Activity External Forces of Change: 49-50 that cause their development. Basic Landform - Review DBQ Tectonic activity: 56 DBQ Eyewitness volcano: 48 (c) explain the influence of climate on the distribution of How life is affected by climate/elevation/ SS Skill Practice Diagrams: 55 biomes in different regions mid, low, high latitudes Mastering the TEKS Processes shaping Earth: 85-93 (3) Geography. The student understands how physical Cartoon: Draw 4 cartoon strips each featuring one processes shape patterns in the physical topic (lithosphere, atmosphere, hydrosphere, and environment. The student is expected to: Seasons biosphere). Show the physical processes that affect Earth Tilt each through the cartoon. (a) explain weather conditions and climate in relation to 3 | Page Updated Spring 2018

Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

annual changes in Earth-Sun relationships Erosion, Soil Building McGraw Hill: (b) describe the physical processes that affect the environment Getting to Know Earth: 42-43 of regions, including weather, tectonic forces, erosion, and Climate Regions and Biomes 69-73 soil building atmosphere, biosphere, hydrosphere, Climate and Weather 60-63 (c) examine the different physical processes that affect the lithosphere lithosphere, atmosphere, hydrosphere and biosphere Mastering the TEKS: Hydrosphere: 94-95 Biosphere: 99-100

TEKS Verb Content WG.4.A Explain how elevation, latitude, wind systems, ocean currents, position on a continent and mountain barriers influence: ● temperature ● precipitation ● distribution of climates

WG.4.B Describe ● major landforms ● physical processes that cause the development of landforms

WG.4.C Explain ● influence of climate on biomes in different regions

WG.3.A Explain ● climate and weather in relation to the Earth-Sun relationship

WG.3.B Describe ● physical processes and their effects on different regions

WG.3.C Examine ● physical processes that affect the lithosphere, atmosphere, hydrosphere and biosphere

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

Unit 3: Human Geography: Dates: TEKS: September 4 - September 12 (7 days) 7D, 16B, 16C, 17A, 17D, 18A, 18C, 18D Culture Enduring Understandings Essential Questions World cultures are becoming increasingly interconnected. 1. What elements make up culture? We divide the world into culture regions based on the 2. How does the spatial diffusion of ideas, products, and traits lead to change, including presence of shared cultural elements. cultural divergence and convergence? 3. How has globalization affected societies and their cultures? Assurance Statements Students are able to identify the unique cultures of the world and identify the elements that make up a culture. TEKS Topics and Vocabulary (16) Culture: The student understands how the 12 Culture Keys: Use the 12 culture keys to have components of culture affect the way people live and students compare and contrast different countries shape the characteristics of regions. around the world. (Appearance, Belief System, Communication, Dates, Entertainment, Food, Government, Homes, Information, (b) describe elements of culture including language, religion, culture, customs, tradition Jobs, Kinds of Environment, Leftovers) beliefs and customs, institutions and technologies.

McGraw Hill: (c) explain the ways various groups of people perceive the Elements of Culture 80-82 characteristics of their own and other cultures, places, and indigenous, ethnic group regions differently. Mastering the TEKS What is Culture? 123-124 (17) Culture: The student understands the distributions, Mastering the TEKS: patterns, and characteristics of different cultures. Multicultural Societies 135

(a) describe and compare patterns of culture such as language, religion, land use, education, and customs that make culture regions, cultural diffusion, cultural specific regions of the world distinctive. hearth

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

groups to multicultural societies. multicultural societies, the “melting pot” (7) Geography: The student understands the growth, Collage: Create a collage poster on construction paper visually distribution, movement and characteristics of word depicting the benefits and challenges of globalization, making sure to differentiate between the two. population. ESL/SPED Modifications: Create a T-Chart together with the class of the benefits and challenges (d) examine the benefits and challenges of globalization, globalization, connectivity, loss of local McGraw Hill: including connectivity, standard of living, pandemics, and culture, pandemics Cultural Change in the Contemporary World 84-85 loss of local culture. Case Study: Globalization 98-99 Mastering the TEKS: Cultural Diffusion and Convergence 190-203 The Challenges of Globalization 304-310 Benefits and Costs of Globalization 320-322 (18) Culture: The student understands the ways in which cultures change and maintain continuity.

(a) analyze cultural changes in specific regions caused by diffusion migration, war, trade, innovations, and diffusion.

(c) identify examples of cultures that maintain traditional traditional cultures ways, including traditional economies.

(d) evaluate the spread of cultural traits to find examples of cultural convergences and divergence such as the spread cultural convergence, cultural divergence of democratic ideas, U.S. based fast food franchises, the English language, technology, or global sports

TEKS Verb Content WG.16.B Describe ● elements of culture

WG.16.C Explain ● ways that people perceive their own and other cultures

WG.17.A Describe AND Compare ● patterns of culture that make specific regions around the world

WG.17.D Evaluate ● multicultural societies

WG.18.A Analyze ● cultural changes in specific regions

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

WG.18.C Identify ● examples of traditional cultures

WG.18.D Evaluate ● the spread of culture through divergence and convergence

WG.7.D Examine ● the benefits and challenges of globalization on connectivity and loss of culture

Unit 4: Human Geography: Dates: TEKS: September 13 - September 21 (7 days) 5A, 5B, 6A, 6B, 7A, 7B, 7C, 16D Population Enduring Understandings Essential Questions Geographers help solve the problems that arise from the 1. How do the characteristics and distribution of human populations affect human and growth and decline of populations around the world. physical geography?

Assurance Statements Students are able to identify patterns of population distribution, growth and decline over time.

TEKS Topics and Vocabulary (5) The student understands how political, economic, and McGraw Hill: social processes shape cultural patterns and Population Patterns and Society and Culture 516-517 characteristics in various places and regions. Skillbuilder- Population Pyramids 520 Skillbuilder- Writing about Geography 526 The Nature of Cities 110-112 (a) analyze how the character of a place is related to its ESPN (economic, social, political,

political, economic, social, and cultural elements. environmental) I-Chart (SSIS pg.89-90): This is a graphic organizer to help students answer the guided and critical questions (b) interpret political, economic, social, and demographic PERSIA (political, economic, religion, while reading through different sources of text. indicators (GDP per capita, life expectancy, literacy, social, intellectual, area) infant mortality) to determine the level of development and standard of living in nations using the terms Human demographic, gross domestic product, Development Index, less developed, newly GDP per capita, life expectancy, literacy, industrialized, and more developed. infant mortality, more developed, less developed 7 | Page Updated Spring 2018

Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

(6) Geography: The student understands types, patterns, Writing: and processes of settlement. Give partners a list of specific locations. Students must examine a map of locations, research facts associated (a) locate and describe human and physical features that physical features affecting settlements, with each, and write a description of how each settlement has been influenced by human and physical influence the size and distribution of settlements. human features affecting settlements features.

(b) explain the processes that have caused changes in Dot Activity: settlement patterns including, urbanization, urbanization Students receive a blank world map and label where transportation, access to and availability of resources, they would put 5 major cities around the world and and economic activities write the reasons why they choose their locations

McGraw Hill: Patterns of Urbanization 112-113

(7) Geography: The student understands the growth, Population Pyramids: Using the website below students distribution, and characteristics of world population. can construct and analyze data to create a population (a) construct & analyze population pyramids and use other pyramid of different countries data, graphics, and maps to describe the population www.populationconnection.org characteristics of different societies to predict future population pyramid ESL/SPED Modifications: Do a population pyramid population trends. together with the class and then create mixed ability groups to research and create their own pyramids (b) explain how political, economic, social, and push and pull factors, environmental push and pull factors and physical categories: political, social, environmental geography affect the routes and flows of human and economic

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

migration.

(c) describe trends in world population growth and population distribution distribution. (16) Culture. The student understands how the McGraw Hill: components of culture affect the way people live Challenges of Urban Growth 114 and shape the characteristics of regions. The

student is expected to

urban, rural (d) compare life in a variety of urban and rural areas in the categories: political, social, environmental world to evaluate political, economic, social, and and economic environmental changes TEKS Verb Content WG.5.A Analyze ● the character of a place based on social, economic, political and environmental factors

WG.5.B Interpret ● demographic indicators to determine levels of development

WG.6.A Locate AND describe ● the distribution of settlements

WG.6.B Explain ● changes in settlement patterns

WG.7.A Construct AND Analyze ● population pyramids to describe different population characteristics

WG.7.B Explain ● how push and pull factors affect human migration patterns

WG.7.C Describe ● trend in world population growth and distribution

WG.16.D Compare ● life in urban and rural areas of the world

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

DATES: TEKS: Unit 5: Political Geography September 24 – October 4 (9 days) 13A, 14A, 14B, 15A, 15B

Enduring Understandings Essential Questions Government systems, throughout the world, have unique 1. How does geography influence a country’s government? characteristics and bring together the elements of 2. How do cooperation and conflict shape the division of Earth’s surface? population, territory and freedom. Assurance Statements Students are able to identify the foundation and function of governments and geography impacted their formation.

Students are able to differentiate between the major political systems; theocracy, absolute monarchy, democracy, republic, oligarchy, constitutional monarchy, totalitarianism

TEKS Topics and Vocabulary (13) Government. The student understands the spatial McGraw Hill: characteristics of a variety of global political units. The Geography and Government 93-94 student is expected to Mastering the TEKS: (a) interpret maps to explain the division of land, including Borders 241-245

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

man-made and natural borders, into separate political natural and political boundaries units such as cities, states, or countries

(14) Government: The student understands the processes Student Choice: Students choose the way in which they that influence political divisions, relationships, and would like to organize their information about the major policies. world governments. They can create a foldable, write a paper, make a poster, write a song/rap, etc. (a) analyze current events to infer the physical and human processes that lead to the formation of boundaries and McGraw Hill: theocracy, absolute monarchy, democracy, Features of Government 91-93 other political divisions. republic, oligarchy, constitutional

monarchy, totalitarianism (b) compare how democracy, monarchy, republic, Mastering the TEKS: theocracy, and totalitarian systems operate in specific Types of Government 229-236 countries

(15) Citizenship: The student understands how different Mastering the TEKS: points of view influence the development of public Nationalism/Patriotism 262-263 policies and decision-making processes on local, Decision Making Process 256-258 state, and national level. Different Points of View 260-261 Citizenship Practice 261

(a) identify and give examples of different points of view point of view that influence the development of public policies and

decision making processes on local, state, national, and international levels.

(b) explain how citizenship practices, public policies, and nationalism, patriotism decision making may be influenced by cultural beliefs, including nationalism and patriotism.

TEKS Verb Content WG.13.A Interpret AND explain ● maps to determine natural and man-made boundaries between countries

WG.14.A Analyze ● current events leading to the formation of boundaries and political divisions

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

WG.14.B Compare ● how major political systems operate in specific countries

WG.15.A Identify ● different points of view that influence the development of public policy

WG.15.B Explain ● how nationalism and patriotism affect the decision making process

DATES: TEKS: Unit 6: Economic Geography October 9 - October 17 (7 days) 5B, 10A, 10B, 10C, 10D, 11A, 11B, 11C

Enduring Understandings Essential Questions The global economy helps move goods, services and labor, while 1. What factors influence where economic activities are located? making countries at various levels of development more dependent 2. How is globalization transforming the world? on one another. 3. How is the level of economic development measured? 4. Which economic activities are most clearly associated with different levels of development? Assurance Students are able to define and analyze the factors that led to industrialization and urbanization. Statements Students are able to identify the differences between free enterprise and communism. Also, be able to show how globalization has affected people around the world. TEKS Topics and Vocabulary (10) Economics: The student understands the distribution, Venn Diagram: Create a VD of the three major

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

characteristics, and interactions of the economic economic systems to compare and contrast how they systems in the world. handle the distribution of goods and services. For each (a) describe the forces that determine the distribution of free enterprise (capitalism, free market), economic system include three examples of a country goods and services in free enterprise, socialist, and socialism, communism that practices it.

communist economic systems. ESL/SPED Modification: Give students an outline of the Venn Diagram and fill it in as a class. (b) classify where specific countries fall along the economic spectrum spectrum between free enterprise and communism. Maps/Discussion: Study maps that show trade patterns around the world and have a class discussion about how (c) compare ways people satisfy their basic needs through commercial agriculture, subsistence globalization, outsourcing, and free trade (defined at the production of goods and services such as agriculture, cottage industry, commercial the beginning of class) has helped affect those patterns. Have students do an exit ticket explaining one of the subsistence agriculture versus commercial industries. industry three topics.

globalization, outsourcing, free trade zones (d) compare global trade patterns over time and examine the implications of globalization, including outsourcing and free trade zones (5) Geography: The student understands how political, Graph/Map/Charts: Have students analyze the Human economic, and social processes shape cultural patterns Development Index and other maps/graphs/charts and characteristics in various places and regions. related to standard of living.

ESL/SPED Modification: Use pictures of more and less (b) interpret political, economic, social, and demographic less developed, more developed, GDP developed places to create a compare/contrast chart indicators (GDP per capita, life expectancy, literacy, and to understand the different aspects of infant mortality) to determine the level of development infrastructure. and standard of living in nations using the terms Human

Development Index, less developed, newly industrialized, McGraw Hill: and more developed. Development 102-106 (11) Economics: The student understands how geography Map: Define the types of industries at the beginning of influences economic activities. class. Students then label a world map where they think you would find subsistence, commercial, manufacturing, (a) understand the connections between levels of and service industries and then compare that to maps of where they actually exist. development and economic activities less developed, more developed

(b) identify the factors affecting the location of different types of economic activities including subsistence and economic activities commercial agriculture, manufacturing, and service industries.

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(c) assess how changes in climate, resources, and infrastructure (technology, transportation, and infrastructure communication) affect the location and patterns of economic activities. TEKS Verb Content WG.10.A Describe ● the forces that determine the distribution of goods and services

WG.10.B Classify ● where countries fall on the economic spectrum

WG.10.C Compare ● the ways people satisfy their basic needs through the production of goods and services

WG.10.D Compare AND Examine ● global trade patterns and the implications of globalization

WG.5.B Interpret ● economic indicators to determine levels of development

WG.11.A Understand ● the connection between economic activities and levels of development

WG.11.B Identify ● the factors affecting the location of economic activities

WG.11.C Assess ● how climate, resources, and infrastructure affect the location of economic activities

Dates: TEKS: Unit 7: Latin America October 18 - November 2 Physical: 3.B, 4.A, 4.C, 4.B (12 days) Cultural/Population: 6.B, 1.B, 7.B, 16.B, 16.D, 7.A, Government/Economy: 10.C, 12.A 10.D, 10.B Human Environment Interaction: 19.A, 8.B, 19.C Enduring Understandings Mexico has an ancient and rich culture that is now being influenced by globalization, industrialization, and human migration patterns. Central America not only connects North and South America but is rich in biodiversity and culture. South America’s diverse landscapes, indigenous populations, colonial past, and unequal distribution of wealth have shaped this vast continent. Assurance Students are able to identify the reasons behind human migration.

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Statements Students are able to understand the historical and geographic connection between the countries in the region. Physical Geography Topics and Vocabulary Activities and Book Resources ● Amazon Rainforest - Amazon River McGraw Hill: ● Sierra Madres Physical Geography of Central America and the Caribbean 214-217 ● Panama Canal Landforms South America 236-239 ● Andes Climate, Biomes, Regions South America 239-240

● Atacama Desert - Rainshadow Effect ● Climate Geography Alive! Life in the Central Andes: Adapting to a Mountainous Region ● Ring of Fire - tectonic plate movement - Mexico volcanoes/Chile Dealing with Extreme Weather: Hurricanes in the Caribbean earthquakes = tsunami

Travel Brochure: Students create a travel brochure of countries throughout South America. Focus on climate, landforms, animal life, culture, tourist activities, major cities, types of governments/laws, economy. ESL/SPED Modifications: Give students an outline of the foldable and have them work in groups. Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Legacy of Colonization - language and religion McGraw Hill: ● Columbian Exchange - disease Family and the Status of Women 201 ● Religion - Catholicism Mexican Migration 203 ● Urban vs Rural -- favelas backing up to Rio de Janeiro Spatial Diffusion: The Columbian Exchange 212-213 Columbian Exchange 212-213 ● Population Pyramid - developed vs less developed country Society and Culture Today Central America 221 ● Population - how people live within multigenerational homes DBQ Kuna Culture 222 ● Portuguese vs. Spanish Case Study Haiti 224-225 ● Migration to Developed Countries (Push/Pull Factors) DBQ Costa Rica 232 ● Slums/Favela Mastering the TEKS ● Traditions - Dia de Los Muertos Latin America 146-147 Mexico’s Borders 242 Geography Alive! Spatial Inequality in Mexico: From Cardboard to Castles Indigenous Cultures: the Survival of the Maya of Mesoamerica Political and Economic Geography

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

Topics and Vocabulary Activities and Book Resources ● NAFTA & Maquiladoras - Relationship with USA - Outsourcing - Free Trade McGraw Hill: Zones History and Government Mexico 198-199 ● Tourist Economy (Caribbean) DBQ Maquiladoras 204 ● Cuba - Dictatorship/Communism NAFTA, Trade, and Maquiladoras 204 History and Government Central America 218-219 ● Level of Development of various countries - economic activities Economic Activities South America 247-249 ● Drug Cartels History and Government South America 243-244 ● Military Junta Mastering the TEKS Cottage Industry 279 Cubans Flee Communism 177

Act it Out (SSIS pg. 2-5): Students receive role cards of different leaders in Latin American history that represent democracy, dictatorship, and oligarchy.

Philosophical Chairs (SSIS pg. 109): Split the class into two groups. One side supports maquiladoras and NAFTA and the other side does not. Have them research their side of the topics and then conduct a debate. Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Rain Forest - Slash & Burn McGraw Hill: ● Deforestation - impacts on country/world Managing Resources South America 252-256 ● Pollution - slums El Nino 238 ● Panama Canal - strategic location Amazon in the Balance 251-251 DBQ Lake Titicaca 254

Report Cards (SSIS Report Cards pg. 141-142): Students give a “grade” to South American countries and their ability to handle environmental issues Geography Alive! Land Use Conflict in the Amazon Rainforest

Mastering the TEKS South America 67-68

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

Dates: TEKS: Unit 8: Europe November 5 – November 16 Physical: 4.A, 4.C, 4.B (10 days) Cultural/Population: 7.B, 7.C, 6.A, 7.A, 17.A, 18.A Government/Economy: 1.A, 2.A, 14.C, 14.B, 18.B, 12.A, 11.B, 10.B Human Environment Interaction: 2.B, 8.A, 8.B, 19.C, 8.C

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Conroe ISD Social Studies: 2018-2019 9th Grade World Geography Scope and Sequence

Enduring Understandings Northern European countries are ranked the highest in the world for happiness and the people adapt to a variety of unique landscapes. Northwestern Europe has played a pivotal role in world history from the Industrial Revolution to the formation of the European Union. The people of Northwestern Europe make up an ethnically diverse population that represents many cultures. Southern Europe, for thousands of years, has been an important region for culture, innovation, architecture, politics, philosophy, trade and agriculture. Eastern Europe’s past is characterized by conflict, war and large empires from both Europe and Asia. Independence and growth is the trend in the time period following major conflicts. Assurance Students are able to describe how people have to modify the environment for settlement purposes Statements Students are able to explain how industrialization led to the expansion of European influence Physical Geography Topics and Vocabulary Activities and Book Resources ● Mountain Ranges - Alps, Ural, Pyrenees, Balkans McGraw Hill: ● Peninsulas - Balkans, Italian, Iberian, Scandinavian Landforms and Water Systems Northern Europe 271-273 ● Bodies of Water - English Channel, Mediterranean Sea, Strait of Gibraltar, Climates, Biomes, and Resources Northern Europe 273-274 Danube River DBQ Baltic Sea Diversity 282, DBQ The Alps 293, Icelandic Volcano 268-269 Landforms, Water Systems Northwestern Europe 290-293 ● Northern European Plain Climate, Biomes, Resources Northwestern Europe 293-294 ● Fjords Landforms, Water Systems, Climate, Biomes, Resources Southern Europe 316- ● Tundra - Permafrost 320 Physical Geography of Eastern Europe 336-340

Mastering the TEKS Europe 70-71 ; 147-148 Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Negative growth population McGraw Hill: ● SO MANY Languages Population Patterns Northern Europe 277-278 ● Vatican City - Catholicism Suburban Growth 288-289 ● Population Distribution - landlocked countries Labor Migration from North Africa 314-315 Population Patterns Southern Europe 323-324 ● Traditions - Royalty Society and Culture Southern Europe 324-326 ○ Option: host a Royalty Day DBQ Olive Oil 319 ● Refugee population Population Patterns, Society, Culture Eastern Europe 343-346

Geography Alive! Population Dilemmas in Europe

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Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Ports - trade significance McGraw Hill: ● European Union Economic Activities Northern Europe 280 ● Human Development Index - East vs. West (why is there the separation) DBQ Working Women 280 ● Types of Government - absolute monarchy, constitutional monarchy, History and Government Northwestern Europe 295-299 Economic Activities Northwestern Europe 300-301 parliament The European Union 301-302 ● Resources - lack of resources leads to imperialism - fuels Industrial European Union 304-305, 312 Revolution History and Government Southern Europe 321-322 ● Communist/ Command Economy History and Government Eastern Europe 341-343 ● Shatterbelt Breakup of Yugoslavia 334-335 ● Ethnic cleansing DBQ Poland 347 ● Terrorism - refugees Economic Activities Eastern Europe 346-347 People and Their Environment Eastern Europe 348-352

Geography Alive! Supranational Cooperation in the European Union

Cartoon Capers (SSIS pg.27): Students illustrate the reading about human-environment interaction in Eastern Europe as they read. ESL/SPED Modification: Read the passage together and stop to illustrate specific points in the text.

Mastering the TEKS Poland’s Shifting Borders 243 Jewish Migration 176 Greek and Roman trade Routes 212

Beat the Teacher (SSIS pg.23): Students and the teacher create questions about passages they are reading. This helps with difficult concepts like this one in which the past has affected the future. ESL/SPED Modification: Find easier reading passages and switch between teacher questions and student questions for each passage.

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Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Polders McGraw Hill: ● Plague - Black Death Managing Resources Northern Europe 281-284 ○ Option: host a Plague day Managing Resources Northwestern Europe 306-310 ● Pollution - acid rain - Black Forest Managing Resources Southern Europe 327-330 ● Green movements throughout Europe ● Chernobyl

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Unit 9: Russia & Eurasian Dates: TEKS: November 26 – December7 Physical: 4.A, 3.B Republics (Central Asia) (10 days) Cultural/Population: 17.B, 16.B, 6.A Government/Economy: 14.B, 2.A, 14.C, 10.B, 11.C Human Environment Interaction: 19.A, 8.A Enduring Understandings Following major conflicts, the Russian Core experiences immense changes culturally, politically, and economically. The Central Asian Region has been a crossroads of trade and culture for many centuries. The people have had to create a unique identity in the varying landscapes of mountain, desert, and grassland. Assurance Students understand the impact rapid industrialization and growth of factories has on the environment Statements Students are able to identify the characteristics that make up the political and economic systems of the region Physical Geography Topics and Vocabulary Activities and Book Resources ● Siberia - Taiga/Tundra - permafrost McGraw Hill: ● Lake Baikal (largest freshwater lake in the world!) Physical Geography of the Russian Core 358-362 ● Caspian Sea, Black Sea, Aral Sea Arctic Oil 370-371 ● Caucasus Mountains Physical Geography Central Asia 478-482

Mastering the TEKS Tundra 73 Russia 148-149

Geography Alive! Russia’s Varied Landscape: Physical Processes at Work

Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Traditions - family McGraw Hill: ● Religion - Islam, Atheism (from Communism), Catholicism Population Patterns, Society and Culture Central Asia 485-488 ● Population distribution - where do they live and why?

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Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Communist/command economy - Stalin McGraw Hill: ● Totalitarian governments History and Government 363-366 ● Cold War Russia’s Population 356-357 ● Economic development DBQ Poetry in Russia 367 Economic Activities 367-369 Privatization 369

Pick a Card, Any Card (SSIS pg.111-112): Students use different prompts to further analyze a topic or section of reading within a group. ESL/SPED Modification: Create mixed ability groups or answer the prompts as a class.

Mastering the TEKS Major World Power 249 Chechnya 263-264

Geography Alive! New Nation States from the Old Soviet Empire: Will They Succeed?

Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Aral Sea destruction McGraw Hill: ● Trans-Siberian Railroad People and Their Environment: The Russian Core 371-376 DBQ Chernobyl 375 Human Impact 492-493 Aral Sea 492

Geography Alive! The Aral Sea: Central Asia’s Shrinking Water Source

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Invisible Borders: Transboundary Pollution in Europe

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Unit 10: The Middle East; Dates: TEKS: January 9 – January 31 Physical: 4.A, 4.C Southwest Asia & North Africa (16 days) Cultural/Population: 18.C, 17.A, 17.B, 16.B, 17.C, 6.A, 16.C Government/Economy: 15.B, 14.C, 18.B, 11.C, 12.A Human Environment Interaction: 19.A, 19.C, 19.B, 20.B Enduring Understandings The Eastern Mediterranean has been a cultural hearth and birthplace of monotheistic religions. The history and culture of this region is full of conflict and tension. The Northeast consists of many ethnic groups, but has been dominated by Islam for most of its history. The discovery of oil and the necessity of water, has made the Arabian Peninsula a land of contrasts in both population patterns and culture. North African history, culture, politics, and economics have all been influenced by its location near Europe and Asia. The contrasts in the North African landscape have made people adapt in many different ways. Assurance Students are able to describe how people from various racial, ethnic, and religious groups affect a country. Statements Students are able to describe how technological innovations help shape the life of people in specific places. Students are able to understand that oil on the Arabian Peninsula has caused conflict throughout the world. Physical Geography Topics and Vocabulary Activities and Book Resources ● Deserts - arid McGraw Hill: ● Fertile crescent/Mesopotamia - alluvial soil - irrigation Physical Geography of the Eastern Mediterranean 414-418 ● Bodies of water; Mediterranean Sea, Dead Sea, Black Sea, Caspian Sea, Bosporus Strait, Landforms and Water Systems 436-438 Persian Gulf Landforms, Water Systems, Climate, Biomes, Resources Arabian Peninsula 458-461 Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Traditional; nomads, Bedouins McGraw Hill: ● Birthplace of monotheism/Holy Land; Judaism, Christianity, Islam Civilizations and Religion 419-420 ● Shari’ah Law DBQ Sunni and Shia Beliefs 446-447 ● Cultural hearth Population Patterns, Society and Culture Northeast 440-444 ● Population distribution - access to water Society and Culture Arabian Peninsula 464-466 ● Cultural perceptions DQB Islamic Law and Women’s Rights 474

Chalk Talk (SSIS pg.33) Islam is usually a touchy subject to talk about in class. By using this silent activity, students can express their opinions and ideas about Islam after learning about it in a safe and appropriate way.

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Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Nationalism McGraw Hill: ● Revolutions; Arab Spring Independence and Conflict Eastern Mediterranean 420-425 ● Stateless nation; Kurds Israel-Palestine Conflict 412-413 ● Terrorism - refugees DBQ Lebanon 418 ● Oil industry; OPEC History and Government Northeast 440-444 History and Government Arabian Peninsula 462-463 DBQ Iran Energy 439 DBQ Iraq energy 454 The Kurds 434-435 Economic Activities Arabian Peninsula 466-467 Migrant workers 456-457

Geography Alive! Oil in Southwest Asia: How “Black Gold” Has Shaped a Region

Mastering the TEKS Iran Nuclear Conflict 266-267 Israel-Palestine Conflict 265-266 Israel-Palestine Borders 244-245 Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Water scarcity McGraw Hill: ● Desertification People and Their Environment Northeast 426-430 ● Overgrazing DQB Desertification in Syria 428 ● Desalination People and Their Environment Northwest 448-452 ● Suez Canal Managing Resources Arabian Peninsula 468-470 ● Aswan High Dam DBQ Threats to the Gulf 470 People and Their Environment Arabian Peninsula 468-472 Air Conditioning 460

Mastering the TEKS

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Air Conditioning 218 The Middle East 72 Geography Alive! Istanbul: A Primate City Throughout History

Dates: TEKS: Unit 11: South Asia February 1 – February 22 Physical: 3.B, 4.A (15 days) Cultural/Population: 16.B, 17.A, 16.D, 17.B, 17.C, 18.D Government/Economy: 2.A, 14.C, 10.D, 18.B, 18.C Human Environment Interaction: 8.A, 8.B Enduring Understandings South Asia’s populations have not only adapted to a wide variation of climates and biomes, but have/are adapting to political, economic and culture pressures from abroad.

Assurance Students are able to give examples of how modern culture in India has been influences by its contact with the world. Statements Students understand the importance of India’s ancient culture on the world. Physical Geography Topics and Vocabulary Activities and Book Resources ● Ganges River - Ganges Delta - alluvial plains McGraw Hill: ● Himalayas - Mt. Everest Physical Geography of India 632-636 ● Monsoon seasons Flooding 654-655, 659 Physical Geography of Pakistan and Bangladesh 656-659 Physical Geography of Bhutan, Nepal, Sri Lanka and the Maldives 678-682 DBQ Mount Everest 680

Geography Alive! Mount Everest: Climbing the World’s Tallest Physical Feature Waiting for the Rains: the Effects of Monsoons in South Asia

Mastering the TEKS: South Asia 75-76, 152 Subcontinent 75 Monsoon 76 Mountain Barriers 211

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Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Hinduism McGraw Hill: ● Caste System DBQ Hindu Pilgrims 633 ● British Imperialism DBQ Salt March 638 ● Bollywood - Diffusion of culture Population Patterns, Society and Culture 639-643 ● Buddhism; karma India’s Population 630-631 ● Rural vs. Urban life Human Geography of Bhutan, Nepal, Sri Lanka and the Maldives ● Important people; Mahatma Gandhi 683-692 ● Arranged marriages Geography Alive! Tech Workers and Time Zones: India’s Comparative Advantage

Double Bubble (SSIS pg.57): Compare and contrast the life in rural and urban India Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Conflict in Tibet and Kashmir McGraw Hill: ● British Imperialism History and Government of India 637-638 ● Outsourcing - tie to U.S. Human Geography of Pakistan and Bangladesh 660-665 ● Traditional economies Geopolitics 644-645 Nepal’s Role as a Buffer State 676-677 DBQ Nuclear Threats 666-667

Four Corners Debate (SSIS pg.69-71): After learning about the issues in Tibet, you can have students debate how they feel about the takeover with this activity. After the debate students should be able to write a well thought out statement. ESL/SPED Modification: Only have students pick from agree/disagree and have the two sides write a statement together as a group. Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Pollution - Ganges River McGraw Hill:

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● Flooding People and Their Environment 646-650

Dates: TEKS: Unit 12: East Asia February 25 – March 22 Physical: 3.B, 4.A, 4.B (14 days) Cultural/Population: 6.B, 7.C, 7.A, 16.D, 17.B, 18.A, 18.D Government/Economy: 1.B, 2.A, 14.B, 14.A, 10.D Human Environment Interaction: 12.A, 19.A, 19.C, 8.B Enduring Understandings Physical geography and ancient histories shape the countries that make up the region of East Asia and many of them have become major world powers in recent years. Assurance Students understand the impact overpopulation has on a population Statements Students are able to compare the empires of China’s past with its modern communism Physical Geography Topics and Vocabulary Activities and Book Resources ● Monsoons seasons McGraw Hill: ● Ring of Fire; volcanoes and earthquakes Physical Geography China 706-710 ● Gobi Desert Physical Geography Japan 730-733 ● Plateau of Tibet; Steppe Physical Geography Korea 754-757

● Huang He river Mastering the TEKS: ● Yangtze River Japan 151 ● Rice bowl East Asia 74 ● Archipelago; island resources China 151

Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● One child policy McGraw Hill: ● Overpopulation Population Patterns 714

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● Urbanization Case Study 718-719 ● Population density Society and Culture Today 714-715 ● Religion : Shintoism, Confucianism, Buddhism DBQ Spread of Hip-Hop 715 ● Cultural convergence - diffusion of culture Population Patterns Japan 738-739 Japan’s Aging Population 728-729

Society and Culture Today Japan 739-740

DBQ Origami 740 Human Geography Korea 758-764 Two Koreas 752-753

Mastering the TEKS: Spread of Chinese Culture 194

Geography Alive! China: the World’s Most Populous Country Population Density in Japan: Life in a Crowded Country Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Communism McGraw Hill: ● Outsourcing History and Government China 711-713 ● Globalization Economic Activities China 716-717 ● The DMZ Zone History and Government Japan 736-738 Economic Activities Japan 741 ● People of importance: The DMZ 757 ○ Mao Zedong

○ Genghis Khan Geography Alive! ○ Kim family in North Korea The Global Sneaker: From Asia to Everywhere ● The Silk Road Mastering the TEKS: Mao Zedong 249 Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Three Gorges Dam McGraw Hill: ● Hydroelectric power People and Their Environment China 720-724 ● Earthquakes 3 Gorges Dam 722

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● Tsunamis Earthquakes and Tsunamis 734-735 ● Terrace farming People and Their Environment Korea 765-768

Question Dice (SSIS pg.130): Students read a piece of text in a group, and at certain stopping points,

one student rolls the dice and creates a question for the group to

discuss. This is a good way to break up a long piece of reading.

Unit 13: Southeast Asia Dates: TEKS: March 25 – April 18 Physical: 3.B, 4.B & Oceanic (19 days) Cultural/Population: 17.A, 18.C, 5.B, 6.A Government/Economy: 1.A, 2.A, 14.B, 11.C, 20.B Human Environment Interaction: 8.A, 8.C Enduring Understandings Southeast Asia and the Pacific World are the most diverse regions in the world based on people, biodiversity and unique landforms Assurance Students understand how different regions create different kinds of economic activities Statements Students are able to explain the ways Islam has influenced Southwest Asia and the Pacific World Physical Geography Topics and Vocabulary Activities and Book Resources ● Biodiversity McGraw Hill: ● Mekong River Physical Geography 782-786 ● Malay Peninsula/Delta DBQ Mekong Giant Catfish 796 ● Archipelago; atolls and lagoons Physical Geography Australia 804-808 Physical Geography Oceania 828-831 ● Ring of Fire Antarctica 847-853

Mastering the TEKS: Australia/Oceania 153-154 Australia 76 Southeast Asia 153

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Antarctica 76

Geography Alive! Relative and Absolute Location: what Makes Australia Unique? The Pacific Islands: Adapting to Life Surrounded by Ocean Antarctica: Researching Climate Change at the Coldest Place on Earth

Alpha Boxes (SSIS pg. 9-10): Students are able to organize all the information and important vocabulary they learned about Southeast Asia’s physical geography into the Alpha Boxes. Great activity for ESL and SPED students.

Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Religion - Islam McGraw Hill: ● Population distribution Population Patterns, Society and Culture 787-790 ● Traditions - indigenous/aborigines Human Geography Australia 809-815 ● Human Development Index - less and more developed countries Human Geography Oceania 832-837

Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Colonization and imperialism McGraw Hill: ● Singapore History and Government 787-790 ● Communism DBQ Vietnam War 800 ● Trade routes; Strait of Malacca Economic Activities 792-793 Emerging Markets 780-781

DBQ Regional Cooperation

Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Global warming - effects on Islands/glaciers in New Zealand McGraw Hill:

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People and Their Environment 794-798 People and Their Environment Australia 818-822 People and Their Environment Oceania 840-844

Dates: TEKS: Unit 14: Sub-Saharan Africa April 23 – May 17 Physical: 4.A, 4.C, 4.B, 3.B (19 days) Cultural/Population: 18.C, 6.B, 7.C, 5.B, 16.B, 17.A, 17.B, 7.B Government/Economy: 1.A, 1.B, 2.A, 18.B, 12.A, 10.C, 11.B, 20.B Human Environment Interaction: 12.B, 8.B Enduring Understandings The Transition Zone is significant because it defines the shift in Africa from desert to tropical, and Muslim to Christian. East Africa is an example of a region struggling to find its place in the modern world. Despite many hardships the people are trying to industrialize and raise the standard of living. West Africa’s abundance of natural resources has led to a history full of conflict, war, poverty, hunger, and loss of culture. Equatorial Africa has long been under the influence of European rule, but has made significant strides in modernizing since gaining independence.. South Africa’s storied history has made it a region of contrasts; white and black, traditional and modern, wealth and poverty, urban and rural. Assurance Students are able to describe how colonialism affected different regions throughout Africa Statements Students are able to identify the reasons behind Africa’s diverse populations Physical Geography Topics and Vocabulary Activities and Book Resources ● Transition Zone - Sahara/Sahel McGraw Hill: ● Rift Valley Physical Geography of the Transition Zone 508-512 ● Nile River Landforms, Water Systems East Africa 532-535 ● Climate zones 32 | Page Updated Spring 2018

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○ Savanna Export Crops 530-531 Great Rift Valley 533 DBQ Blue Nile Dam 544-545, DBQ Tanzania 549, DBQ Lake Chad 572, DBQ Senegal 576 Physical Geography of West Africa 556-560 Physical Geography of Equatorial Africa 580-584 Physical Geography of Southern Africa 602-606

Mastering the TEKS: Sub-Saharan Africa 150 Cultural and Population Geography Topics and Vocabulary Activities and Book Resources ● Traditional culture; nomads, clans/tribes, Bantu McGraw Hill: ● Carrying capacity Population Patterns and Society and Culture Transition Zone 516-517 ● Urbanization - Slums Human Geography of East Africa 537-543 ● Population distribution DBQ Education for Girls 541, Empowering Women 554-555, HIV/AIDS 600- ● Levels of Development 601 ● Disease Population Patterns, Society, Culture West Africa 564-567 ○ HIV/AIDS Society and Culture Today South Africa 612 ○ Malaria ● Animism Geography Alive! Nigeria: A Country of Many Cultures

Save One-Get One (SSIS 147): Human Geography in East Africa is a very large topic to cover and this strategy helps break it down. Political and Economic Geography Topics and Vocabulary Activities and Book Resources ● Colonization; Berlin Conference McGraw Hill: ● Conflict/Blood diamonds History and Government Transition Zone 513-515 ● Genocide Economic Activities Transition Zone 518-519 ● Subsistence farming Conflict Diamonds 568-569 ● Atlantic Slave Trade History and Government West Africa 561-563 ● Important people; Nelson Mandela History and Government Equatorial Africa 585-589 ● Apartheid South Sudan - Independence and Conflict 578-579 ● Poaching/Ivory trade 33 | Page Updated Spring 2018

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Economic Activities Equatorial Africa 590-591 History and Government South Africa 607-612 Economic Activities South Africa 613 DBQ Conflict in Sudan 515, DBQ Somalia 528, DBQ Crime in Kinshasa 589, DBQ South Africa Townships 612, DBQ Nelson Mandela 620

Geography Alive! Resources and Power in Post-apartheid South Africa Micro-entrepreneurs: Women’s Role in the Development of Africa Mastering the TEKS: Forced Migration 181-182 Atlantic Slave Trade 180 Burundi and Rwanda 178 Decision Tree (SSIS pg.45-46): Students use this graphic organizer to define African colonization, analyze the pros and cons and then alternatives to what could have happened to Africa. ESL/SPED Modification: Fill out the decision tree as a class and ask questions or give hints to lead students to the right answers. Editorial Debate Page (SSIS pg.58-59): Students take a stance on “conflict diamonds and create an editorial on the subject in groups to present to the class. ESL/SPED Modification: Choose the stance the groups will take and give them sentence stems Diamante Poem (SSIS pg.48): Students create a 7-line diamond shaped poem, using adjectives, to describe genocide. Human Environment Interaction Geography Topics and Vocabulary Activities and Book Resources ● Desertification McGraw Hill: ● Water scarcity People and Their Environment Transition Zone 521-525 Managing Resources Equatorial Africa 592-593 Human Impact Equatorial Africa 593-595 People and Their Environment South Africa 614-618 Human Impact on East Africa 548

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