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Assessment – PP Eastern Hemisphere Geography Pre/Post Assessment

GRADE 7 EASTERN HEMISPHERE GEOGRAPHY Pacing Calendar 2017-2018

Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities Process Standards: Graphic Organizers Game Site: I Like to Learn 1. Identify, analyze, and interpret primary Interactive Graphic Organizers and secondary sources and artifacts. Graphic Organizers Print Outs Outline Maps 2. Distinguish between fact and opinion in examining documentary sources Organizing and Analyzing Information Nystrom Desk Atlas including the district website copy 3. Recognize and explain how different GIST Literary Selections/Books correlated to curriculum points of view have been influenced by History Frames (district purchase) History Frame Form social, political, economic, historic and History Frame Pyramid USA Test Prep Mind Maps Websites: 4. Construct timelines of key events, Mind Map Examples for Geography periods, and historically significant Mind Map Forms Mr Roughton Lesson Plans and Resources (New) individuals. One Sentence Summary TED Ed Lessons (New) 5. Explain the relationships between One Word Summary Geography from Tolland Middle School geography and the historical Power Thinking Chart for Geography developments by using maps, graphs, Prediction with Evidence Reynolds Geography Tolland Middle School charts, visual images, and computer- Problem-Solution Chart Think Pair Share Quizlet based technologies. Three Minute Pause Engaging Students with Primary Source Documents 6. Develop discussion, debate, and Three Minute Pause Chart persuasive writing and speaking skills, Analyzing an Historic Event District Geography Power Point Website focusing on enduring issues and APPARTS Geography Power Points demonstrating how divergent viewpoints Five Themes Analysis for Geography have been and continue to be addressed Five Themes Note-taking for Geography Geography Lesson Plans H Diagram Mr. Nussbaum’s Interactive Geography PERSIA Power Point Palooza Writing Literacy: SOAPS Venn Diagram One Sentence Summary Oklahoma Alliance for Geographic Education Venn Variation One Sentence Summary Frames Venn Diagram Alternative Forms National Geographic Xpeditions One Word Summary Word Splash Quick Writes AAG Association of American Geographers Word Walls Ticket-Out-the-Door

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Tweet It! Interactive 7th Grade Social Studies RAFT Writing Geography for Kids Resource Site Discovery Geography Geology and Science

Projects:

Page 43 -– Cereal Box Geography

Create a Travel Brochure on a specific country

Design a Civilization – Complete Lesson Plan

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1st Nine Weeks Overview August 23 – October 18 Essential Questions 1. What is geography and why is it important? 2. In what ways does geography help us understand our world? 3. How do the five major themes of geography interact with and affect life as we know it? Intro to Geography 4. How are geographic tools used to understand and navigate of the world? 5. How do natural resources affect a country’s population distribution and economy? 6. How do different geographic regions affect the way people live, and how do people affect geography? 1. How do different geographic regions affect the way people live, and how do people affect geography? Geography 2. Why do people move? 3. How does geography influence the movement of people? 4. How does human migration affect a ? 1. How does culture develop and how does it shape our lives? People and Culture 2. What role does culture play in our daily lives? 3. What happens when cultures collide?

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

Instructional 1st Nine Weeks Physical Geography August 28- Oct 18 Time: 36 Cur. Map pgs. 4 - 8 August 23 – October 18 Core Concepts days OC3 Content Standards Content Topics Resources/Activities/Essential Questions Five Themes of Geography -- Assessment Nystrom Desk Atlas pages 1—44 CS 1.2: Integrate visual information, draw conclusions, and make predictions from geographic data. Core Concepts Handbook Teacher Resource Book for Core Concepts CS 1.3: Apply the concepts of scale, distance, direction, Pages: 1 - 127 of Pearson relative location, absolute location, and and Printable Maps . Part 1: Tools of Geography – Aug. 28- CS 1.4: Integrate visual information and apply the skill Sept.8 Geography Games (New) of mental … GeoNet Game (New) CS 1.5: Conduct short research projects by 1. Primary Source investigating contemporary events and issues... 2. Secondary Source Websites: 3. Relative Location Geography Sites (New) 4. Absolute Location District Geography Power Point Website 5. Hemisphere Power Point Palooza 6. Latitude OCSS Power Points and Resources 7. Longitude Geography Power Points 8. Scale Geography Lesson Plans (New) 9. Key Geography Resources (New) 10. Compass rose 11. Intermediate directions 12. Cardinal directions (NEW) Activity: Crack the Code 13. Locator map 14. Physical, political, special maps 15. Region Pangaea formed approximately 300 million years ago 16. GIS (Geographic Information Systems) and then began to break apart after about 100 million 17. Mental mapping years. Unlike the present Earth, much of the land 18. Distortion mass was in the . The 19. Projection explanation for Pangaea's formation ushered in the 20. Human-environment interaction modern theory of plate tectonics. 21. Place 22. Location Beginning Activity: Modern Pangaea 23. Movement What if the were suddenly smashed back CS 2.5: Explain and summarize how and why regions 24. Region together, forming a modern version of Pangea, change over time through physical and human keeping the same country borders that exist today? processes which operate to modify Earth’s surface Document-Based Assessment – pg. 15 How would this affect international relations? How

would this change daily life? What would happen to Part 2: Out Planet, Earth -Sept. 11-Sept. 15 tourism, economies, societies, immigration, and government? Would this be a better or worse version 1. of the world? 2. Plateau

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3. Revolution Latitude and Longitude for the Classroom 4. Core 5. Erosion 6. Disposition 7. Solstice

Document-Based Assessment – pg. 29

Part 3: Climates and Ecosystems– Sept. 18- 22

1. Climate 2. Climagraph 3. Water cycle 4. Ecosystem CS 3.2: Analyze from multiple perspectives the impact 5. Vegetation of natural disasters… 6. Arid and semi-arid CS 5.2.A: Evaluate the effects of human modification of 7. Weathering and adaptation to the natural environment including the 8. Precipitation A. Deforestation of ’s rainforests, 9. High Activities 10. Low latitudes 1. Using your mental map, or a map based on your CS 5.1: …describe the distribution of major renewable 11. Altitude memories and experiences, describe your city, and nonrenewable resources… town or neighborhood. Use the five themes of CS 5.2: Evaluate the effects of human modification of Part 3 Assessment- pg. 44 geography in your description. and adaptation to the natural environment… 2. Demonstrate geographic tools by creating your own country. They students will include map keys, compass rose, scale bar and title. Part 4: Human Environment Interaction -- 3. National Geographic Picture of the Day Infer what CS 4.6: Evaluate the effects of human modification of Sept. 25-28 is happening and where it may be, then predict and adaptation to the natural environment… what will happen next. CS 4.4: Compare and contrast the market and 1. Petroleum command economic systems… 2. Spillover CS 4.3: …analyze data used by geographers to measure the human characteristics used to define Document-Based Assessment – pg. 55 developed versus developing countries…

Part 5: Economics and Geography – Oct. 2-6

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

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5. Economics CS 4.7: Evaluate and summarize the impact of 6. Developed countries geography on population patterns… 7. Developing countries CS 2.1.C: Integrate visual information in order to 8. Supply and demand describe …South … 9. Inflation CS 4.7.A: Evaluate the impact of push and pull factors 10. Tariff on the rural migration to overcrowded urban centers in 11. Trade India,… 12. Embargo

Document-Based Assessment – pg. 71

Part 6: Population and Movement – Oct. 9-Oct. 13

1. Population 2. Population growth 3. Migration 4. Migrant 5. Push-pull factors *** A Proportional Perspective of the World’s 6. Population density Spoken 7. Birth rates Languages 8. Infant mortality 9. Literacy rates 10. Death rates 11. Per capita income CS 4.1: Compare and contrast the common cultural 12. Urban and rural traits… CS 4.2: Describe the world’s major religions… Document-Based Assessment – pg. 83 CS 2.2.B.3: Integrate visual information in order to describe cultural hearths…

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CS 4.5: Compare and contrast the major political systems… CS 2.4: …analyze reasons for conflict and cooperation among groups, societies, countries, and regions of the Eastern Hemisphere… CS 1.6: Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans…

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

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

Writing Activity: Students write a letter persuading a friend to come to America using "push/pull" factors.

You Tube Video How do you decide where to go in a zombie apocalypse? (push/pull)

Teachers-Pay-Teachers Resources  Push/Pull Factors (Free)

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G-PERSIA Social Studies

G-PERSIA is an acronym we will be using in social studies to learn about the way people live in a society. Each letter stands for a word that names an aspect of a society or culture. These seven aspects influence the way people live, work, and play. Physical landscape, climate, nature, plants, animals, environment, natural phenomena or disaster, cultural geography, human geography, economic geography, political geography GEOGRAPHY

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

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

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

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

education, science, new technology, invention INTELLECTUAL

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

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G-PERSIA

COUNTRY/LOCATION:

GEOGRAPHY

POLITICAL

ECONOMIC

RELIGION

SOCIAL

INTELLECTUAL

ARTISTIC

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Continent/Region Analysis -- GREEPS

The region/ that you will be examining is: ______

Atlas Questions Summary – Notes that you will present! What is the overall climate of your Overall climate: Geography region? (hot, cold, dry, wet, tropical, etc.) What are the major natural Major Natural Resources: resources/vegetation?

What are the major religions in your Major religions: Religion region?

What major ethnic groups live in this Major ethnicities: Ethnicity region?

How high is the GDP? (higher GDP = GDP per capita: Economic rich, lower GDP = poor) What is the unemployment rate? (the Unemployment rate: amount of people unemployed in the country) What is the most common form of Type of Government(s): Political government? Do people in this region have a lot of freedom like we do in the United A lot of freedom/rights? States? Why or why not?

Look up: Average life expectancy, average Major languages: Social literacy rate, and average number of Avg. Life Expectancy: computers and cell phones. Based on these Avg. Literacy Rate: statistics, what can you tell about the quality Computers & Cell Phones: of life in your region?

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GREEPS AROUND THE WORLD!! Use this chart to learn about different regions around the world! Region #1: Region #2: Region #3: Region #4:

Overall climate: Overall climate: Overall climate: Overall climate: Geography

Major Natural Resources: Major Natural Resources: Major Natural Resources: Major Natural Resources:

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

Major ethnic groups: Major ethnic groups: Major ethnic groups: Major ethnic groups: Ethnicity

GDP per capita: GDP per capita: GDP per capita: GDP per capita: Economic

Unemployment rate: Unemployment rate: Unemployment rate: Unemployment rate:

Government/ Freedom Government/ Freedom Government/ Freedom index: Government/ Freedom index: Political index: index:

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

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2nd Nine Weeks Unit 1: and Instructional October 23 – Nov. 21 Oct 23 –December 21 Time: 22 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions CS 2.1.A: Integrate visual information in order to Chapter 3 – Nystrom Desk Atlas pages 133—139, 144—147, describe Europe… Oct. 23-Nov. 4 150 CS 2.2.A.3: Integrate visual information in order to describe Rhine- industrial corridor… Section 1 Regional Overview: pgs. 128-133 CS 2.3.A: Explain the inland waterway systems that 1. Peninsula link European trading centers… 2. Plains Reference Teachers Resource Overview pg. OK CS 3.1: Integrate visual information to identify on a 3. Glaciers T20. physical map and describe the major landforms and 4. Loess bodies of water… 5. Tundra (New) CS 4.1: Compare and contrast common cultural 6. Pollution World Geography Lesson Plans-Resources traits… 7. Rhine-Danube Industrial Corridor US Geography Lesson Plans and Resources CS 5.1 …describe the distribution of major World Culture Lesson Plans and Resources renewable and nonrenewable resources… Case Study Geography Lesson Plans 1. Renewable energy Geography Resources 2. Nonrenewable energy 3. Fossil fuel CS 4.4.B: Compare and contrast the economic 4. Biofuels Geography Games: I Like to Learn advantages and disadvantages of Sweden’s mixed 5. Hydropower, hydroelectricity market system. (New) GeoNet Game CS 4.6.A: Integrate visual information to explain Section 2 European Union’s single currency and market… 1. Constitutional Monarchy CS 4.6.B: Integrate visual information to explain 2. Parliament Teacher Resource Book for Europe and Russia how the relative isolation of the 3. Cradle-to-grave requires extensive trade patterns for natural 4. Gross domestic product GDP Document-Based Assessment – pg. 257 resources and markets… 5. Currency CS 4.7.C: Evaluate how recent immigration is 6. Euro Writing Task – pg. 257b changing European cultures. 7. Cultural borrowing CS 5.1.D: Evaluate the contribution of North Writing Prompt or Group Activity: Western petroleum reserves to developed nations’ Europe contains a wide variety of landforms. (a) economies. Describe how geography has shaped the economic development of one region in Western Europe. (b) Describe two ways in which western Europeans have used technology to reshape their environment. Cite evidence from your textbook and/or other sources to support your findings.

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CS 2.1.A: Integrate visual information in order to Essential Questions: describe Europe… 1. How does geography affect settlement CS 4.6.A: Integrate visual information to explain patterns? European Union’s single currency and market… 2. How does keeping a river like the Rhine CS 4.7.B: Evaluate the challenges of under- clean benefit Western Europe? population on European labor markets. 3. How do Europe’s coasts and waterways affect settlement? 4. What type of challenges do immigrants face in a new country? 5. What are the benefits of cultural borrowing? CS 2.4.D: Analyze the European Union’s 6. How does migration contribute to cultural coordination of currency and free trade zones. borrowing and cultural diffusion?

CS 4.1: Compare and contrast how cultural 7. What are some of the main causes of diffusion impacts societies. pollution? How has pollution affected Europe?

Cultural Diffusion

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

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

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Instructional 2nd Nine Weeks Unit 1: Europe and Russia Time: 22 Oct 23 – November 21 October 23-December 21 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions Chapters 4 – Nystrom Desk Atlas pages 133—139, 147--149 CS 2.1.A: Integrate visual information in order to Nov. 6-Nov. 10 describe Europe… Reference Teachers Resource Overview pg. OK CS 3.1: Integrate visual information to identify on a Section 1 T20. physical map and describe the major landforms and 1. Acid rain bodies of water… 2. Natural resources Teacher Resource for Europe and Russia CS 4.1: Compare and contrast common cultural 3. Emigrate traits… 4. Holocaust Game Site: I Like to Learn CS 4.7: Evaluate and summarize the impact of 5. Chernobyl geography on population patterns… 6. Coal v. nuclear energy Document-Based Assessment -- pg. 285 CS 5.2.E: Evaluate the environmental disaster at Chernobyl. Writing Task – pg. 285b

Writing Prompt or Group Activity: Western Europe contains a wide variety of landforms. (a) Describe how geography has shaped the economic development of one region in Western Europe. (b) Describe two ways in which western Europeans have used technology to reshape their environment. Cite evidence from your textbook and/or other sources to support your findings. CS 4.1: Compare and contrast common cultural traits… Essential Question: Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 16

1. To join the European Union, countries must Case Study meet certain environmental standards. Do CS 4.1: Compare and contrast common cultural 1. Secularism you think protecting the environment should traits… 2. Nationalism be a requirement? Use supporting evidence CS 4.4: Compare and contrast the market and to explain why or why not. command economic systems. Section 2 CS 4.5: Compare and contrast the major political 1. Ethnic cleansing systems. CS 4.6: Integrate visual information to explain patterns of global economic interdependence and world trade.

2nd Nine Weeks Unit 1: Europe and Russia Instructional Time: 22 October 23 – Nov. 21 October 24-December 21 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions CS 2.1.A: Integrate visual information in order to Chapter 5 – Russia describe Europe… Nov. 13-Nov. 21 Nystrom Desk Atlas pages 133—150, 148--149 CS 2.3.B: Explain how the Mountains divide Europe from Asia. Teaching Geography: Russia Lesson Plans Reference Teachers Resource Overview pg. OK CS 3.1: Integrate visual information to identify on a T20.  Capitalizing on Geography physical map and describe the major landforms and  Yours, Mine, and Ours: Determining bodies of water… Teacher Resource for Europe and Russia Boundaries CS 4.7: Integrate visual information to identify on a physical map and describe the major landforms and Game Site: I Like to Learn Section 1 bodies of water… 1. CS 5.3.B: Integrate visual information to analyze 2. Steppes the impact of economic development on Russia’s Document-Based Assessment -- pg. 319 3. Permafrost Artic regions. 4. Economic development of Artic regions Writing Task – pg. 319b

V-Day “Arlington: Field of Honor” video by PBS, November 11.

CS 4.1: Compare and contrast common cultural Writing Prompt or Group Activity: Western traits… Europe contains a wide variety of landforms. CS 4.5: Compare and contrast the major political (a) Describe how geography has shaped the systems. economic development of one region in Western CS 4.5.B: Compare and contrast the transformation Europe. (b) Describe two ways in which western of the former Soviet Union from an authoritarian Europeans have used technology to reshape their system to the limited representative democracy of environment. Cite evidence from your textbook Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 17

Russia. and/or other sources to support your findings.

Essential Question: CS 4.5: Compare and contrast the major political 1. Why is it in the best interest of governments systems. to invest in transportation systems? 2. What facts can be used to explain why CS 2.4.D: Analyze the European Union’s has a low population density? coordination of currency and free trade zones. 3. How does the Russian government control CS 4.6: Integrate visual information to explain the media? patterns of global economic interdependence and 4. What historical evidence would support the world trade. statement “Russia has a long history of autocratic government?"

CS 4.5.B: Compare and contrast the transformation Section 2 of the former Soviet Union from an authoritarian 1. Communism system to the limited representative democracy of 2. Cold War Russia. 3. Chernobyl CS 4.6: Integrate visual information to explain patterns of global economic interdependence and Primary Source: The Russian Revolution world trade. Pages 306-307 CS 5.1.C: Evaluate the contribution of coal and iron reserves and Russian steel industries. Section 3 1. Superpower

Case Study: The Soviet Industrial Legacy 1. Industrialization 2. Command economy

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Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 19

2nd Nine Weeks Unit 2: Instructional Time: 19 November 27 – Dec 21 October 24-December 21 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions Chapter 6 West and CS 2.1.E: Integrate visual information in order to Nov. 27-Dec. 1st Nystrom Desk Atlas pages 122—125, 128--129 describe Africa. CS 2.2.A.1: Integrate visual information to describe Section 1 Regional Overview: pgs. 322-328 the Sub-Saharan savannas and rainforests. 1. CS 2.5.B: Explain the impact of overgrazing and 2. Vertical climate zones Teacher Resource Book for Africa drought on desertification in the Sahel. 3. Arable land CS 3.1: Integrate visual information go identify 4. Desertification Seven Wonders of Africa and Other Websites landforms and bodies of water. 5. Deforestation CS 5.1: Describe the distribution of major Seven Wonders of Africa Activity renewable and nonrenewable resources.

Document-Based Assessment -- pg. 359

CS 2.4.C: Analyze the impact of multiple ethnic Writing Task – pg. 359b groups on Nigerian political stability.

CS 4.5: Compare and contrast the major political Section 2 Writing Prompt or Group Activity: African nations systems. 1. Atlantic slave trade have experienced rapid cultural change in recent CS 4.6: Integrate visual information to explain 2. Middle passage years. Citing evidence from your textbook and other patterns of global economic interdependence and 3. Colonialism sources, describe how three of the following have world trade. 4. Imperialism contributed to cultural change in one African nation CS 4.7: Evaluate the impact of geography on 5. Pan-Africanism or region: (a) urbanization, (b) education, (c) population patterns. 6. Mecca economic development, (d) population explosion, (e)

westernization, (f) technology.

CS 2.3: Explain how common characteristics can Essential Questions: link and divide regions. 1. How would the lack of adequate farmland or CS 2.4.C: Analyze the impact of multiple ethnic Section 3 natural resources affect a country groups on Nigerian political stability. 1. Subsistence farming economically? CS 4.1: Compare and contrast how cultural 2. African Union 2. What impact did colonization have on diffusion impacts societies. CS 4.2: Describe the world’s major religions. Africa? What were some lasting effects? 3. What affect does subsistence farming have CS 5.1: Describe the distribution of major renewable and nonrenewable resources. on the economy of a region? 4. How would you use the five themes of CS 4.1: Compare and contrast common cultural geography to describe West and Central traits. Africa? Primary Source: Things Fall Apart

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Things Fall Apart Map, Timeline, Slideshow

Desertification Deforestation

Atlantic Slave Trade Routes Middle Passage

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2nd Nine Weeks Unit 2: Africa Instructional October 24-December 21 Time: 19 November 27 – Dec 21 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions Chapter 7 – Southern and Eastern Africa Nystrom Desk Atlas pages 130—132 CS 2.1.E: Integrate visual information in order to Dec. 4- Dec. 8 describe Africa. Teachers Resource Book for Africa CS 2.4.E: Analyze UN relief efforts to address Section 1 hunger in Africa. 1. Document-Based Assessment -- pg. 391 CS 4.7: Evaluate the impact of geography on 2. Ecosystems population patterns. 3. Importance of water resources Writing Task – pg. 391b CS 5.1: Describe the distribution of major 4. Effect of ecotourism and poaching renewable and nonrenewable resources. 5. Diamond mining--benefits NEW DBQ Conflicts without Borders: Sub- CS 5.1.B: Evaluate the contribution of valuable Saharan Africa minerals to South Africa’s growth.

CS 2.4.F: Analyze the struggle for civil rights and Essential Questions: economic opportunities in South Africa’s post- apartheid era. 1. How was it possible to end apartheid without Section 2 civil war or large-scale conflict? CS 4.6: Integrate visual information to explain 1. Importance of early civilizations patterns of global economic interdependence and 2. How did colonialism lead to conflicts in Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 22 world trade. 2. Ethnocentrism Southern and Eastern Africa? CS 4.7: Evaluate the impact of geography on 3. Impact of colonialism – Cecil Rhodes poster 3. What major consequences of apartheid has population patterns. on page 375 South Africa faced? 4. Apartheid – consequences/impact on black 4. What has caused ethnic violence in some parts South Africans of Africa? CS 2.3.E: Explain civil war and genocide in 5. Nelson Mandela 5. What geographic and human factors have and Rwanda. contributed to the slow economic progress for CS 2.4.E: Analyze UN relief efforts to address this region? hunger in Africa. Section 3 6. How has movement of people in this region CS 4.1: Compare and contrast common cultural 1. Indigenous influenced religion, culture, and language in traits. 2. Characteristics of ethnic groups Southern and Eastern Africa? CS 4.2: Describe the world’s major religions. 3. How colonialism caused conflict CS 4.5: Compare and contrast the major political 4. Genocide systems. 5. Economic barriers

CS 2.4.F: Analyze the struggle for civil rights and economic opportunities in South Africa’s post- apartheid era. Case Study: The Effects of Colonialism 1. Scramble for Africa

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Scramble for Africa

The "Scramble for Africa" was the invasion, occupation, division, Africa’s distinctive physical feature, the Great Rift Valley, formed about 30 colonization and annexation of African territory by European powers million years ago. It formed when the tectonic plates of Africa and Arabia during the period of New Imperialism, between 1881 and 1914. It is separated cutting a 30-40 mile wide and up to a mile deep gaping also called the Partition of Africa and the Conquest of Africa. In geological depression cutting up to a mile deep ridge through western and 1870, only 10 percent of Africa was under European control; by 1914 southern Tanzania. It run goes north south from the Jordan Valley it had increased to 90 percent of the continent, with southward 4,000 miles to Mozambique. Tanzania is transected by the only Ethiopia (Abyssinia), the Dervish State [1]and Liberia still being Great Rift Valley which is responsible for creating some of the oldest and independent. deepest lakes in the world, including Lake and Lake Tanganyika that border western Tanzania.

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2nd Nine Weeks Unit 2: Africa Instructional November 27 – Dec 21 October 24-December 21 Time: 19 days OC3 Content Standards Content Topics Resources/Activities/Essential Questions CS 2.1.E: Integrate visual information in order Chapter 8 – Nystrom Desk Atlas pages 126—127 to describe Africa. Dec. 11-Dec. 15 CS 2.2.B.1: Integrate visual information to Teachers Resource Book for Africa describe the nomadic peoples of the Sahel and Section 1 . 1. Sahara Document-Based Assessment -- pg. 423 CS 2.5.A: Explain cultural diffusion resulting 2. Oasis from North Africa’s location. 3. Delta Writing Task – pg. 423b CS 3.1: Integrate casual information to identify 4. Settlement patterns—determining factor landforms and bodies of water. 5. Nomad Essential Questions: CS 3.2.B: Analyze the impact of frequent 6. Urbanization—factors contributing to and 1. How did the location of North Africa lead to drought in northern Africa. problems caused by cultural diffusion? CS 5.1: Describe the distribution of major 7. Impact of human environmental changes 2. How has geography affected standards of renewable and nonrenewable resources. 8. Effect of the Suez Canal on world trade living in different North African countries? Essential Questions: How did the location of 3. What aspects of culture link North Africa and North Africa lead to cultural diffusion? Southwest Asia? 4. How has geography caused more North CS 2.2.B.3: Integrate visual information to Africans to move to the cities? describe cultural hearths. 5. What environmental issues do North Africans CS 2.3.C: Explain how the Sahara Desert face? divides North Africa from Sub-Sahara Africa. 6. How does water impact human settlement CS 2.4.A: Analyze efforts to stabilize Arab- patterns in North Africa? Israeli relations. 7. Why was the development of agriculture CS 4.2: Describe the world’s major religions. important for ancient Egypt? Essential Questions: How does physical 8. What are three different ways to measure a geography shape the development of a country? country’s level of economic development?

Section 2 1. Cultural hearth 2. River—impact on civilization Gift of the Nile: Egypt and Its River 3. Canals impact on the environment 4. Cultural and economic impact of Arabs on North Africa 5. Theocracy

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CS 4.1: Compare and contrast common cultural traits. CS 4.6: Integrate visual information to explain patterns of global economic interdependence Section 3 and world trade. 1. Gross domestic product CS 5.1: Describe the distribution of major 2. Human development index—what is renewable and nonrenewable resources. measures 3. Gross domestic product per capita—how it differs from GDP 4. Secularism

Ticket out the Door:

How has North Africa’s location contributed to cultural diffusion?

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Third Nine Weeks Unit 3: Southwest Asia Instructional January 8 – 17 January 8 – March 12 Chapter 9: Arabia and Iraq Time:7 days OC3 Content Standards Content Topics Resources/Activities/Essential Questions CS 2.1.B: Integrate visual information in order to Section 1 Nystrom Desk Atlas pages 152—157, 164 describe Southwest Asia. 1. Plate CS 3.2.B: Analyze the impact of frequent 2. Fossil fuels Regional Overview: pgs. 426-432 drought in Southwest Asia. 3. Economic impact of oil CS 4.2: Describe the world’s major religions. 4. Desalination Teacher Resource Book for Southwest Asia CS 5.1: Describe the distribution of major 5. Urbanized renewable and nonrenewable resources. Game Site: I Like to Learn CS 5.2.C: Evaluate the effects of the transformation of the through Document-Based Assessment – pg. 465 irrigation. Writing Task – pg. 465b

Essential Questions: 1. What would be the economic impact of the oil CS 2.2.B.3: Integrate visual information to reserves of Arabia and Iraq diminished? describe cultural hearths. 2. How are the supplies of water and oil CS 4.1: Compare and contrast common cultural resources in Arabia and Iraq related? traits. 3. In what ways are Arabia and Iraq dependent CS 4.6.D: Integrate visual information to explain upon the region’s geography? OPEC’s control of global oil reserves. 4. How did trade advance civilization and the rich cultural heritage of Arabia and Iraq? 5. How has geography shaped the history of Section 2 Arabia and Iraq? 1. Monotheism 6. How have Islamic traditions shaped lives in 2. Dictator Arabia and Iraq? 3. Quran 7. What has been the impact of Western 4. Organization of Petroleum Exporting involvement in Arabia and Iraq? Countries (OPEC) 8. What are some of the challenges the nations of this region face if oil and gas reserves are Primary Source: The Roles of Men and Women in depleted? Islam 9. What obstacle might limit the growth of democracy in Saudi Arabia? Section 3 1. Islamism 2. Jihad

3. Terrorism

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Case Study: Patterns of Government in Arabia CS 2.5.D: Explain the effects of abundant oil and Iraq supplies in the region. 1. Constitutional Monarchy CS 5.1: Evaluate how economic activities 2. Absolute Monarchy contribute to the development of a country or region.

CS 4.5: Compare and contrast the major political systems. CS 4.5.A: Compare and contrast the British crown and the monarchy of Saudi Arabia.

Desalination – Persian Gulf Area OPEC

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Third Nine Weeks Unit 3: Southwest Asia Instructional January 17 – 23 January 8 – March 8 Chapters 10 – Israel and Its Neighbors Time: 5 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions CS 2.1.B: Integrate visual information in order to Nystrom Desk Atlas page 164 describe Southwest Asia. Section 1 CS 4.1: Compare and contrast common cultural 1. Reference Teachers Resources Overview pg. OK traits. 2. Impact of regional climates T21-T22. CS 4.2: Describe the world’s major religions. 3. Impact of water scarcity CS 4.7: Evaluate the impact of geography on Teacher Resource Book for Southwest Asia population patterns. CS 5.1: Describe the distribution of renewable and Document-Based Assessment -- pg. 501 nonrenewable resources. Writing Task – pg. 501b CS 2.4.A: Analyze efforts to stabilize Arab-Israeli relations. Essential Questions: 1. How do religious patterns in the region contribute to conflict? CS 4.6: Integrate visual information to explain Section 2 2. How has water resources impacted the patterns of global economic interdependence and 1. Agriculture relationship of Israel and its neighbors? world trade. 2. Anti-Semitism 3. Describe the steps the region has taken to CS 5.1: Evaluate how economic activities contribute 3. Arab-Israeli conflicts -- causes reduce conflict over water resources. to the development of a country or region. 4. Jerusalem 4. Identify some of the reasons for conflict Southwest Asia Lesson Plans between the Arabs and the Israelis and give  Gaza: The Two Perspectives an example. How could conflict be avoided?  How a Country’s Boundaries Are Shaped 5. Describe the impact of a strong educational system on the success of Israel. CS 2.4: Analyze conflict and cooperation in the 6. How does the geographic location of oil Eastern hemisphere. Section 3 reserves in the region impact the economies CS 2.4.A: Analyze efforts to stabilize Arab-Israeli 1. Parliamentary democracy of the rest of the world? relations. 2. Autocracy 3. Capital – money or goods used to make products 4. Comparing standards of living 5. Regional conflict 6. Israeli settlements 7. Oil reserves and trade

Primary Source: Voices of Fear and Hope

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

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

Third Nine Weeks Unit 3: Southwest Asia Instructional January 24 – 29 January 8 – March 8 Chapters 11 – Iran, Turkey, Cyprus Time:4 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions

CS 2.1.B: Integrate visual information in order to Section 1 Nystrom Desk Atlas page 164 describe Southwest Asia. 1. Strait CS 3.1: Integrate visual information to identify 2. Importance of Istanbul’s location Document-Based Assessment – pg. 535 landforms and bodies of water. 3. Population patterns—determining factors CS 4.7: Evaluate the impact of geography on 4. Regional renewable and nonrenewable Writing Task – pg. 535b population patterns. resources

Section 2 Essential Questions: CS 4.1: Compare and contrast how cultural diffusion 1. Genocide 1. How have landforms and climate influenced impacts societies. 2. Ayatollah where people live in these countries? CS 4.5: Compare and contrast the major political 3. Iranian Revolution—contributing factors 2. What political issues have risen from the systems. 4. Nuclear energy program—or nuclear ethnic diversity of these countries? weapons 3. What role did corruption play in the Iranian Revolution? Primary Source: The Iranian Revolution 4. Why do the and other countries express concern about Iran developing nuclear weapons? Section 3 5. What has caused Iran’s brain drain? CS 4.6: Integrate visual information to explain patterns 1. Iranian government structure—impact on 6. What political conflict has arisen in Turkey of global economic interdependence and world trade. people as a result of different views of religion? 2. Theocracy 7. How has the founding of modern Turkey 3. Nuclear energy program affected that country’s laws and culture? 4. U.S. and Iranian relationship 5. Brain drain 6. Impact of modern Turkey

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Factors of Population Patterns Urbanization

Environmental Issues

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Third Nine Weeks Unit 4: South and Instructional January 30 – February 5 January 8 – March 8 Ch. 12 – Central Asia and the Time: 5 days OC3 Content Standards Content Topics/ Resources/Activities/Essential Questions Regional Overview: pgs. 538-544 CS 2.1: Integrate visual information to describe the Nystrom Desk Atlas pages 165, 149 nations of the Eastern Hemisphere. Section 1 CS 3.1: Integrate visual information to identify 1. Landlocked Reference OK T22 in Overview Proguide landforms and bodies of water. 2. Overgrazing CS 4.1: Compare and contrast how cultural 3. Cultural diversity Teacher Resource Book for South and Central diffusion impacts societies. Asia CS 5.1: Describe the distribution of renewable and nonrenewable resources. Document-Based Assessment -- pg. 573 CS 5.3.A: Integrate visual information to analyze the ’s water resources. Writing Task – pg. 573b Section 2 1. Cultural crossroads CS 4.1: Compare and contrast how cultural 2. Impact of trade diffusion impacts societies. 3. Silk Road Essential Questions: CS 4.5: Compare and contrast major political 4. Impact of Soviet control 1. How did Soviet control change the region? systems. 2. What role did horses play in giving nomads CS 4.6: Integrate visual information to explain Primary Source: A Silk Road City an advantage over sedentary populations? patterns of global economic interdependence and 3. Explain why different empires fought to world trade. control these regions. 4. Should a government choose the official Section 3 language of a country with a diverse CS 2.1: Integrate visual information to describe the 1. Aral Sea – shrinking water resource society? nations of the Eastern Hemisphere. 2. Environmental problems – Virgin Lands 5. Why were people able to revive religion CS 2.4: Analyze conflict and cooperation in the Campaign after the fall of the Soviet Union? Eastern Hemisphere. 3. Economic challenges after independence 6. What was the impact of political corruption CS 4.5: Compare and contrast major political 4. Government corruption on the economy of Central Asia and the systems. Caucasus? CS 5.1: Describe the distribution of renewable and 7. In what ways was it difficult to improve the nonrenewable resources. Case Study: Reforming the Soviet System quality of education? CS 5.3.A: Integrate visual information to analyze 1. Importance of education 8. Why is a strong educational system the Aral Sea’s water resources. 2. Problems of Soviet educational system important to a market economy?

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

Shrinking Aral Sea

Causes

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

Third Nine Weeks Unit 4: South and Central Asia Instructional January 8 – March 8 Chapters 13 – Time: 10 February 6 - 19 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions Nystrom Desk Atlas pages 166 CS 2.2.A: Integrate visual information to describe Section 1 the Himalayan Mountain Range. 1. Teacher Resource Book for South and Central CS 2.5.C: Explain the results of the Green 2. Himalayan Mountains Asia Revolution in Central Asia. 3. Green Revolution CS 4.1: Compare and contrast common cultural 4. Urbanization–cause traits. 5. Subsistence farming Document-Based Assessment – pg. 609 CS 4.7.A: Evaluate the impact of push and pull 6. Trade routes—economic and cultural factors on migration to urban centers in India. influence Writing Task – pg. 609b CS 5.1: Describe the distribution of major renewable and nonrenewable resources. Essential Questions: CS 2.2.B.3: Integrate visual information to describe Section 2 1. What roles did the northern mountains of cultural hearths. 1. Cultural Hearth India play in the geography of South Asia? CS 2.4: Analyze conflict and cooperation in the 2. Buddhism 2. Why are the river valleys among the most Eastern Hemisphere. 3. Caste system densely populated areas of South Asia? CS 4.1: Compare and contrast common cultural 4. Hinduism 3. How does the geography of a nation help traits. 5. Effect of British control on India’s economy create a common bond among its people CS 4.2: Describe the world’s major religions. 6. Gandhi – influence on independence and help shape its national identity? 7. Nehru---modernization of India and 4. What was Gandhi’s approach in the struggle influence on foreign policy for independence? 8. Regional conflicts 5. How did the colony of India serve the economic needs of Britain? Primary Source: Nonviolent Protest 6. What was the impact of British control on India’s own economy? 7. What effect does the possession of nuclear CS 2.3.D: Explain barriers to cultural unity in India. Section 3 weapons by both India and Pakistan have CS 2.4.B: Analyze disputes between India and 1. Impact of population growth on resources on the rest of the world? Pakistan resulting in the threat of war. 2. Asian Brown Cloud – influence on climate 8. What is the connection between dense CS 4.5: Compare and contrast major political 3. Political and ethnic conflicts population, poverty, and environmental systems. 4. Effect of nuclear weapons problems? CS 4.6: Integrate visual information to explain 5. Secular democracy 9. How does India’s economy influence the patterns of global economic interdependence and 6. Outsourcing world economy? world trade. 7. Global warming CS 4.6.C: Integrate visual information to explain the outsourcing of jobs to Asia.

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

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

Third Nine Weeks Unit 5: East and Instructional February 20 – March 8 January 8 – March 8 Chapters 14 – China and Its Neighbors Time:13 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions Regional Overview: pgs. 612-618 Nystrom Desk Atlas page 168, 170 CS 1.2: Integrate visual information, draw conclusions, and make predictions from geographic Section 1 Teacher Resource Book for East and Southeast data. 1. Loess Asia CS 2.1.D: Integrate visual information to describe 2. Influence of climatic patterns East and Southeast Asia. 3. Staple crop Document-Based Assessment -- pg. 651 CS 3.1: Integrate visual information to identity 4. Nomadic landforms and bodies of water. 5. Arable land Writing Task – pg. 651b CS 3.2.D: Analyze the impact of regular flooding on 6. Population patterns China’s rivers. 7. One-child policy CS 4.7.D: Evaluate ad summarize the impact of Essential Questions: China’s one-child policy. 1. How do China’s climate patterns influence how people use the land? 2. Why did the Chinese government introduce CS 4.4.A: Compare and contrast economic reforms Section 2 the one-child policy? that are moving China toward a market system. 1. Confucianism 3. Why do people of China live in the areas of 2. Daoism the highest population density? 3. Command economy 4. What did Confucius think people should do 4. Famine to bring order to society? 5. Market economy 5. Why did the Communists create a command economy? 6. What was the result of new leadership in CS 4.3: Analyze data used by geographers to Section 3 China moving from a command to a market define developed and developing countries. 1. Economic impact of trade economy? CS 5.1.A: Evaluate the contribution of abundant 2. Wage 7. Why is the literacy rate higher in Eastern energy resources driving China’s rapid 3. Life expectancy China than in Western China? development. 4. Literacy 8. Why does the Chinese government try to CS 5.3.C: Integrate visual information to analyze 5. Challenges for women control its people’s access to information the Three Gorges Dam in China. 6. Environmental issues about politics? 7. Hydroelectricity 8. Three Gorges Dam

Case Study: Information Control in China 1. Propaganda 2. Cultural Revolution

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

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

Instructi Fourth Nine Weeks Unit 5: East and Southeast Asia onal March 19 - 27 March 20-May Chapters 15 – Japan and the Time: 7 days Resources/Activities/Essential OC3 Content Standards Content Topics Questions CS 2.1.D: Integrate visual information to describe Section 1 Nystrom Desk Atlas page 169 East and Southeast Asia. 1. Plate tectonics CS 3.2.A: Analyze the impact of plate tectonics in 2. Wind patterns—effect on climate Teacher Resource Book for East and the Pacific Ring of Fire 3. Scarcity Southeast Asia CS 4.4.C: Compare and contrast Japan’s market 4. Comparative advantage system. 5. Interdependent Document-Based Assessment -- pg. 685 CS 4.4.D: Compare and contrast North ’s 6. Terrace farming command economic system. 7. Environmental challenges Writing Task – pg. 685b CS 4.6.B: Integrate visual information to explain how the relative isolation of Japan requires trade. North Korea: “Inside North Korea” video CS 5.2.D: Evaluate the effects of the use of terrace National Geographic. farming and double-cropping in . Terrace Farming in SE Asia CS 2.4: Analyze conflict and cooperation in the Eastern Hemisphere. CS 4.4.C: Compare and contrast Japan’s market system. CS 4.5: Compare and contrast the major political systems. CS 4.6.B: Integrate visual information to explain how the relative isolation of Japan requires trade.

CS 4.4.C: Compare and contrast Japan’s market Section 2 system. 1. Constitutional monarchy CS 4.4.D: Compare and contrast North Korea’s 2. Wars and economic recovery command economic system.

CS 4.6: Integrate visual information to explain patterns of global economic interdependence and Section 3 world trade. 1. Limited government Essential Questions: CS4.7: Evaluate the impact of geography on 2. Unlimited government 1. How does geography affect how land is population patterns. 3. Dictator used in this region? 4. Command economy 2. How does scarcity make countries CS 4.4.D: Compare and contrast North Korea’s 5. Threat of nuclear weapons interdependent? command economic system. 6. Economic impact on population 3. Why has North Korea’s nuclear program CS 4.5: Compare and contrast the major political 7. Cultural borrowing created conflict in the region? Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 40 systems. 4. How has Japan’s aging population caused economic problems? Case Study: Governments and Citizens in Japan 5. Why is outside information limited by the and the Koreas North Korean government? 1. Presidential system 6. How does geography impact the 2. Parliamentary system differences between North and South Korea?

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

Fourth Nine Weeks Unit 5: East and Southeast Asia Instructional March 28 – Apr. 2 March 19-May Chapters 16 – Southeast Asia Time:5 days

Resources/Activities/Essential OC3 Content Standards Content Topics Questions CS 2.1.D: Integrate visual information to describe Nystrom Desk Atlas page 167 East and Southeast Asia. Section 1 CS 3.1: Integrate visual information to identify 1. Peninsula Teacher Resource Book for East and Southeast landforms and bodies of water. 2. Archipelago Asia CS 3.2.C: Analyze the impact of monsoon and 3. Tsunami typhoon activity. 4. Monsoon Document-Based Assessment – pg. 715 CS 4.6: Integrate visual information to explain 5. Typhoon patterns of global economic interdependence and 6. Natural resources and settlement patterns Writing Task – pg. 715b world trade. 7. Impact of population growth 8. Ring of Fire

CS 4.1: Compare and contrast common cultural Essential Questions: traits. Section 3 1. How has geography influenced population CS 4.2: Describe the world’s major religions. 1. Secular patterns? CS 4.5: Compare and contrast the major political 2. Population effect on environment 2. Why is it difficult for Southeast Asian nations systems. 3. Free trade area (zone) to solve environmental problems?

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

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

Fourth Nine Weeks Unit 6: and the Pacific Instructional April 3 - 6 March 19 – May 24 And Time: 4 days OC3 Content Standards Content Topics Resources/Activities/Essential Questions Nystrom Desk Atlas pages 171—182 CS 2.1.F: Integrate visual information in Section 1 order to describe . 1. Regional Overview: pgs. 718-724 CS 2.2.A.2: Integrate visual information to 2. Coral reef—Great Barrier Reef describe the Pacific Ring of Fire. Bleaching of the Great Barrier Reef Reference OK T23 in Overview Proguide Resources CS 3.2.A: Analyze the impact of plate New Photos Show the Rapid Bleaching tectonics in the Pacific Ring of Fires. 3. Atoll Teacher Resource Book for Australia and the Pacific CS 4.6: Integrate visual information to 4. Plate tectonics explain patterns of global economic 5. Climate patterns and effect on population interdependence and world trade. patterns Writing Activity: How does the rising sea level affect the CS 4.7: Evaluate the impact of geography 6. Natural resources and population patterns Pacific islands? (Textbook page 746) on population patterns. Document-Based Assessment -- pg. 757

CS 4.1: Compare and contrast common Section 2 Writing Task – pg. 757b cultural traits. 1. Aborigines CS 4.7: Evaluate the impact of geography 2. Effect of British colonization Essential Questions:

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 43 on population patterns. 3. Assimilation 1. How has the movement of plates affected the 4. Ethnocentrism region? 2. How does the availability of resources affect the population of the region? 3. How have geography and climate influenced where people live? 4. What effect do climate, location and resources have on the development of Australia, , and the Pacific Islands? 5. What affect did colonization have on native peoples of this region? 6. What are the most important economic activities in the Pacific islands? 7. How are the Pacific islands working to improve their economies? 8. Why is environmental protection an important

economic issue?

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

CS 4.1: Compare and contrast common Section 3 cultural traits. 1. Indigenous people CS 4.6: Integrate visual information to 2. Cultural diversity explain patterns of global economic 3. Primary industry (primary level of economic interdependence and world trade. activity) CS 5.1: Describe the distribution of major 4. Secondary industry (secondary level of renewable and nonrenewable resources. economic activity) CS 5.3: Integrate visual information to 5. Tertiary industry (service industry) analyze problems in the Eastern 6. Environments influence on economy Hemisphere. 7. Drought 8. Climate change

Case Study: The Economy of the Pacific Islands 1. Subsistence farming CS 2.2: Integrate visual information to 2. Pacific Island Countries Trade Agreement describe the physical regions of the Eastern Hemisphere. Section 4--Antarctica CS 2.4: Analyze conflict and cooperation 1. Effect of geography on life in the Antarctica in the Eastern Hemisphere.

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2. Influence of Antarctica’s climate on the environment 3. Ozone layer

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

Cereal Box Geography Project Directions on the following page.

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

WORLD GEOGRAPHY CEREAL BOX COUNTRY PROJECT Cumulative Project – 7th Grade

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

FRONT OF BOX: 1. First, make sure to cover your cereal box with white or colored paper. You may also choose to spray paint your cereal box from colors related to your country. 2. Design a cover for your box. a. Include the name of the cereal with a picture of the country (map, famous landmark, or famous artifact). Example: ‘Mercia Marshmallow Bits b. Invent a name for the cereal that is related to the country that sounds like a cereal. (Ex. ‘Merica Marshmallow Bits, Crunch ) c. Do not use just the country as your title. d. The front of the box also needs to have the country’s flag in color. (printed or hand drawn)

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

Level of Development (More, Less, Developing) GNP Per Capita Income Life Expectancy Type of Currency Used Major Religion Main Export Main Import Type of Government

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

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

LEFT SIDE OF THE BOX: Additional facts about the country should be included that would make someone want to visit your selected country. Must include at least 2 of the following 1. Fun facts (Did you know that America was founded in 1783 after a 13 year war with Great Britain?) 2. Important historical/tourist sites (Liberty Bell in PA, Monuments in DC, etc.) 3. Types of food your country offers. The US is known for its fresh CA strawberries and Maine Blueberries.

BACK OF BOX: The entire back of the box should have a combination of the following. Make sure it includes information about your country. (Must have at least 3)  illustration, pictures, population graph, puzzle game, word puzzle, a word search, a word scramble, a maze, a crossword puzzle, a hidden picture illustration or any other fun fact activity that might be found on the back of a cereal box.

TOP OF BOX: Include the country’s official name, how to say “HELLO” in that country’s language. Also, include the total population for your country. You can also “rate” your country by giving it 1 to 5 stars as a travel critic. The maximum number of stars would be five.

FOOD (optional): Bring a food item that represents the flag for your country. See example for USA Flag below using Hot Dogs: (10 extra points for most creative- voted on by the class)

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

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

Use Dr. Seuss's The Lorax to Explore Environmental Issues

The book is commonly recognized as a parable. A parable is a brief succinct story, in prose or verse, which illustrates a moral or religious lesson. What is the lesson in The Lorax?

The Lorax is also describe as an allegory. Allegory: Presentation of a subject, such as an idea, that is disguised as something else. Identifying an allegory: Identifying a narrative in which characters, settings, and events have disguised meanings. The story centers on a plea for the preservation of the environment on behalf of the Lorax, the story’s main character. In opposition to deforestation by the Once-ler and comrades, the Lorax speaks for the trees and advocates environment preservation and awareness of the human impact on the environment.

The book has been banned from some schools and libraries. Should it be banned? Why or why not?

National Geography Standards Element Five: Environment and Society 14. How human actions modify the physical environment. 15. How physical systems affect human systems. 16. The changes that occur in the meaning, use, distribution, and importance of resources.

State Geography Standards Content Standard 5: The student will analyze the interactions of and their environment in the Eastern Hemisphere. 1. Cite specific textual and visual evidence to describe the relationship between the distribution of major renewable and nonrenewable resources and evaluate how the three levels of economic activities (primary, secondary, and tertiary) contribute to the development of a country or region. 2. Evaluate the effects of human modification of and adaptation to the natural environment

Overview: Literature is a rich source of geographic information and concepts. Integrating the two is a great way to reinforce many skills and concepts. Using The Lorax by Dr. Seuss, students will explore the concept of resource consumption and how people can make wiser use of resources.

Purpose: In this lesson, students will analyze the actions of a fictional character on his environment and suggest possible ways that the character could have made a less harmful impact on his environment.

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

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

Lesson: 1. Four groups 2. Read the book aloud. The reader’s theater copy does follow the book. 3. Each group answers one of the sets of questions.  Group 1 – The Lorax speaks for the trees  Group 2 -- The Lorax also tries to speak for the Brown Bar-ba-loots, the Swomee Swans, and the Humming Fish.  Group 3 -- The Once-ler finally cuts down all of the Truffula trees.  Group 4 – UNLESS

Follow-up:

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

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

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

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

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

Students could create their own “Seuss-like books.” On the left side they could illustrate a cause (chopping down the trees) and on the right side illustrate the effect (no food for the animals). They could do this for three cause/effects in the book. Then the last two pages would be the Onceler comes to Arizona. What does he do now? Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 50

Option: Read the book aloud to students, and give them a copy of the questions below to use as a guide while they listen. 1. What resources did the Onceler abuse? Were they renewable or non-renewable resources? 2. What other resources suffered because of the Onceler? What happened to them? Were they renewable or non-renewable? 3. What drove the Onceler to be so uncaring about the resources around him? 4. How could the Onceler have had less impact on the environment? 5. Why do you think the Onceler changed his ways? 6. What message do you get from this story?

General Discussion Question for The Lorax

1. What was the land of the Lorax like before the Once-ler arrived? Did it seem like someplace you'd like to live? What parts of your own environment would you be sad to see go?

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

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

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

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

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

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

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

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

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

Discussion Questions: The Lorax The Lorax tries to speak for the trees. When the Lorax first appears to speak on behalf of the tress, the Once-ler claims he is doing no harm by cutting down Truffula Trees to make Thneeds.

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

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

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

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

4. The Lorax claims that it was harmful for the Once-ler to cut down the tree. Are trees the kinds of things that can be harmed? Can anything not be harmed?

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

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

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

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

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

1. The Once-ler's business making and selling Thneeds is very successful. Is the Once-ler's success a good thing? Why or why not? What might make it good? What might make it bad?

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

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

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

4. Why does the Once-ler keep expanding his business after the Brown Bar-ba-loots leave? Why does the Once-ler think that everyone needs Thneeds? Is he right?

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

6. How are the problems for the Bar-ba-loots, Swomee-Swans, and Humming Fish all related to the Once-ler cutting down Truffula Trees? Can the same thing happen in real life?

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 54

7. Why do you think the Once-ler keeps expanding more and more anyway? Is what the Once-ler doing morally wrong? Why? Is it morally wrong when these same things happen in real life?

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

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

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

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

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

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

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

Jones Public Schools—Grade Seven: Eastern Hemisphere Geography Page 55

UNLESS

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

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

2. The Once-ler says that he didn't mean to cause the harm he caused. Does not meaning to cause harm make you less responsible? How do you take responsibility for the things you have harmed? # Do we ever have a responsibility to repair the harm someone else has caused? Why or why not?

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

4. In the beginning of the story, the Once-ler claims that everyone needs Thneeds, but at the end he claims that what everyone really needs is Truffula trees. Why does he change his mind? What is different about the value of trees and the value of Thneeds? What makes trees more valuable?

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