The Course of Study for Eighth Grade Is World Geography, Emphasizing World Regions

Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

ACKNOWLEDGEMENTS

The Social Studies Department acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people.

8th GRADE

Brendan Blackburn Diana Jordan Phil Hayden Chris McDermott Mitch Pascal

Diana Hasuly-Ackman Social Studies Supervisor

i Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

TABLE OF CONTENTS

OVERVIEW • Arlington Public Schools Social Studies Program Rationale • Social Studies Content Goals • Preface

VIRGINIA STATE STANDARDS OF LEARNING

GUIDE • Course description, theme, key concepts, and units of study • Unit, SOL, enduring understanding, unit question, preview activity, key terms/people • Virginia Curriculum Framework • Sample lesson(s) • Appendicies

SUGGESTED LITERATURE and OTHER SOURCES

SUGGESTED PACING GUIDE

TEXTBOOK ALIGNMENT CHART

ii Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

PROGRAM RATIONALE

The Arlington Public Schools Social Studies program is founded on the premise that democracy demands citizens who are informed, interested in the welfare of individuals and society, and committed to the success of democratic processes and values.

The Arlington Public School Social Studies curriculum is designed to promote

• a chronological approach that places history in its geographic setting accordingly establishing human activities in time and space, • a study of world history that includes the basic ideas of both western and non-western cultures, • an emphasis on the study of fundamental democratic principles, civic values and ethical understandings, • a focus on economic concepts that have influenced the development of civilizations of the past and present, • a scope and sequence in which knowledge and skills are taught in a systematic continuum, • an enriched and broader course of study for the primary grades which includes an introduction to world studies, • a thematic and conceptual approach that organizes content around universal ideas that transcend time, place, and people, • an interdisciplinary approach that integrates history, geography, economics, civics, sociology, psychology, language arts, science, mathematics, and the visual and performing arts, • a multicultural perspective that reflects the contributions of men and women of different racial, religious, and ethnic groups, • a purposeful linking of past and present that draws parallels among civilizations, • a balanced presentation of controversial issues that emphasizes reasonable evidence, not bias or emotion, • a variety of learning activities that include debate and discussion, simulations, oral histories, use of primary and secondary documents, writing for understanding, use of technology, historical research, reading of non-fiction and fiction, development and use of time lines, surveys, charts, graphs, maps, globes, and participating in community activities, • a variety of teaching practices that -make connections to students’ experiences, -are active and hands on, -are inquiry and discovery based, -use multiple intelligences, -simulate real-life situations, -use instructional technology -allow for self-assessment and application of knowledge, -maintain high expectations for student work, and -use higher order thinking.

iii Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

PREFACE

This guide provides the teacher with the curriculum that is necessary for delivering the required instruction for the course of study. It outlines the content and skills to be taught.

This guide reflects academic goals requiring that students • demonstrate a high degree of knowledge. • communicate subject matter clearly. • solve problems using effective processes to reach viable solutions. • apply learning to the world beyond the classroom. • self assess work and reflect on lessons learned.

The Virginia Standards of Learning and the 2008 Virginia Curriculum Framework have been included in this guide. State objectives, essential understandings, questions, content and skills have been included to make appropriate connections to each unit.

The course description gives an overview of the content. The theme for the course of study suggests a universal idea that transcends the people, time, and place and brings coherence to varied key concepts in the course of study. Units of study are ways in which the content has been organized

Enduring understandings are broad generalizations that are related to unit content but applicable to new situations beyond this content. Conceptual Unit questions engage students in uncovering important ideas at the heart of the unit. Preview activities are preliminary exercises that set the stage for learning new content and assessing prior knowledge.

Lists of key terms and people highlight important vocabulary.

Sample lessons provide examples of a ways to instruct segments of the unit.

Suggested literature and other resources offer teachers ways to enrich content through fiction and non-fiction reading and/or internet use.

Approximate timeframes for completion of units are suggested in the pacing guide. Such factors as holidays, diversity of students needs, availability of resources, and others will affect the pacing of content.

An alignment chart cross-references newly adopted textbook pages to curriculum content.

This guide can be accessed on the Arlington Public Schools website at www.arlington.k12.va.us, under the Instruction link.

iv Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

CONTENT GOALS

The student

• understands the significance of the past to private and public lives, and society in general,

• comprehends that cultures are diverse yet share the human condition,

• grasps the complexity of the patterns of historical events,

• understands how things happen and how things change, and how human intentions influence events,

• comprehends the interplay of change and continuity, and that both are probable and natural,

• understands that not all problems have solutions,

• recognizes that personal characteristics of specific individuals have made both positive and negative differences,

• appreciates that non-rational, irrational and accidental forces alter history,

• develops historical empathy as opposed to just present-mindedness by perceiving past events and issues as they were experienced by people at the time, and

• reads widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and between the important and the inconsequential.

Adapted from: The Bradley Commission on History in Schools

v Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

COURSE DESCRIPTION: The course of study for eighth grade is world geography, emphasizing world regions. It includes the study of fundamental geographic skills and tools, absolute and relative location of people and places, physical and cultural characteristics of place, adaptation to environments, migration and settlement patterns, and the relationship of geography, politics, and economics. Students will continue to learn fundamental geographic concepts as applied to their daily lives.

THEME: The organizing theme for grade eight is INTERACTION.

KEY CONCEPTS: Students will learn that INTERACTION • defines the network of the language, themes and tools of geography used to study both the past and present world (Geographic Skills). • describes the intersection of positions on the earth’s surface, including the major physical and cultural features of each region (Place Geography). • describes the climate, topography, biogeography, natural resources, and processes that shape patterns on the earth’s surface (Physical Geography). • connects the features of a society as a way of life and the variance of these over time and place (Cultural Geography). • links the ways people make a living with the ways they trade with each other (Economic Geography). • relates politics and territory with the development of political structures over place and time (Political Geography). • conveys the impact of location and development on urban, suburban, and rural areas over time and place (Urban Geography). • explains society is interplay with the natural environment on local, regional, and global scales (Environmental Geography). • illustrates the geography of the past and how geographic patterns have changed over time (Historical Geography).

UNITS and UNIT SECTIONS:

I. Introduction to Geography This unit introduces the student to basic geography. • the five themes of geography • the different types of geography • geographic vocabulary • global place geography • the use of the textbook and a variety of resources

II. Geographic Skills This unit develops an understanding of fundamental geographic skills which the students will use throughout the course. • reading and interpreting maps • using globes • calculating latitude and longitude • understanding and interpreting grids • analyzing charts and graphs • using atlases

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III. Physical Geography This unit focuses on space, the atmosphere, land, water and their interaction. • regional climatic patterns and weather phenomena and their effects on people and places • human’s influence on the environment • environment’s influence on humans • tectonic plates

IV. Cultural Geography This unit introduces the concept of culture. • different cultures and the characteristics that define those cultures • regional demographic statistics • the effects of conflict and cooperation on cultures and regions • physical and human characteristics of places and regions • past and present trends in human migration

V. Economic Geography This unit focuses on basic economic theory and the development of different economic systems. • economic indicators, standard of living, quality of life • natural, human, and capital resources • global patterns and networks of interdependence • developed and developing countries

VI. North America This unit addresses the developing interrelationships between the United States, Canada, and Mexico through examination of NAFTA and other trade agreements. • the physical and cultural geography of the United States, Canada and Mexico • place geography of North America • global patterns and networks of economic interdependence

VII. Latin America This unit focuses on understanding Latin America as a region, the characteristics of developing economies, human rights, and regional politics. • physical and cultural geography of the region and of selected countries • place geography of Latin America • past and present trends in human migration and cultural interaction

VIII. South, Southeast, and East Asia This unit addresses contemporary issues such as trade and human rights. • cultures of the countries in this region • place geography

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• physical geography • historical geography

IX. Africa This unit focuses on the history and economics of Africa. • physical and cultural geography of selected countries • the place geography of Africa

X. Southwest Asia and North Africa This unit examines historic and contemporary conflicts, ancient cultures and civilizations, and the selected economic issues. • physical, economic, and cultural characteristics of the region • conflict and cooperation affect the division of control of the earth’s surface

XI. Polar Regions This unit focuses on the Arctic environment and Antarctica. • economic, cultural and physical geography • ecological processes • regional climate patterns and weather phenomena • role of international organizations

XII. Europe This unit focuses on contemporary issues. • physical and cultural geography • place geography • economic geography

XIII. Russia and Central Asia This unit focuses on contemporary issues of the environment and conflict. • compare and contrast the political and economic systems with that of the United States • physical and cultural geography of the region and of selected countries • the place geography of Eastern Europe, Russia, and Northern Eurasia

XIV. Australia and Oceania This unit focuses on the theme of human-environment interaction and examines the legacy of European culture. • physical and cultural geography of the region • ecological processes • economic characteristics of the region including natural, human and capital resources • interpreting the past and understanding the present to plan for the future

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XV. Local Geography This unit focuses on the geography of Virginia, the Washington Metropolitan Area, and of Arlington. • demographics of the area • patterns of urban development • site and situation • spatial division at local and regional level

XVI. Geographic Literacy This unit applies geography to our daily life. • five themes of geography • different types of geography • patterns of development • site and situation • spatial divisions • place geography • geographic vocabulary

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UNIT I: Introduction to Geography

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.3 a) The student will apply the concept of a region by explaining how characteristics of regions have led to regional labels.

SOL WG.12 b) The student will apply geography to interpret the past, understand the present, and plan for the future by relating current events to the physical and human characteristics of places and regions. ENDURING UNDERSTANDING: The physical characteristics of an environment affects its human activity.

CONCEPTUAL UNIT QUESTION (s): What is geography? or Is the study of geography important in today’s world?

PREVIEW ACTIVITY: Draw a free-hand map of the world, from memory. (Repeat at the end of the year to demonstrate improvement)

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. absolute location Australia human-environment interaction North America relative location (HEI) Africa equator Indian Ocean Pacific Ocean South America Antarctica Europe latitude physical geography Southern Ocean Arctic Ocean geography location place Asia hemisphere longitude prime meridian Atlantic Ocean human geography movement region SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

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STANDARD WG.3a

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Regions are areas of Earth’s surface Why do geographers create and use Regions are used to simplify the world Locate areas (regions) on maps and which share unifying characteristics. regions as organizing concepts? for study and understanding. globes.

Regions may be defined by physical or What are some examples of physical Physical regions Interpret regional patterns on maps cultural characteristics. and cultural regions? and globes. • Sahara Regional labels may reflect changes in What are some examples of regional • Taiga Draw conclusions and make people’s perceptions. labels that reflect changes in • Rainforest generalizations about data. perceptions? • Great Plains • Low Countries Explain cause and effect relationships.

Cultural regions

Language

• Latin America • Francophone world

Ethnic

• Chinatowns • Kurdistan

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STANDARD WG.3a (continued) The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Religion

• Islam • Buddhism

Economic

• Wheat Belts • European Union (EU)

Political

• North Atlantic Treaty Organization (NATO) • African Union (AU)

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STANDARD WG.12b

The student will apply geography to interpret the past, understand the present, and plan for the future by b) relating current events to the physical and human characteristics of places and regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• Natural hazards (e.g, flooding, Identify primary ideas expressed in earthquakes, volcanoes, drought) graphic data. • Climate change Gather, classify, and interpret How human characteristics influence information. current events Draw conclusions and make • Population distribution generalizations about data. • Geographic patterns of ethnic diversity Examine cause and effect • A sense of place (emotional relationships. attachment to specific locations) • Geographic patterns of trade and interdependence (e.g., oil) • Geographic patterns of wealth and poverty (developed and developing nations)

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SAMPLE LESSON TITLE: 5 Themes in the News

UNIT I: Introduction to Geography

ENDURING UNDERSTANDING: The physical characteristics of an environment affects its human activity.

CONCEPTUAL UNIT QUESTION(s): What is geography? or Is the study of geography important in today’s world?

KEY CONCEPT(s): Interaction, Physical Geography, Cultural Geography; others depending on articles used

SOL OBJECTIVES: WG.12b

LESSON DESCRIPTION: Students use newspaper articles and their notes to create a poster demonstrating their understanding of the 5 themes of geography

Materials/Resources: Newspapers, poster paper, coloring supplies (crayons, markers, etc), interactive notebooks

Strategies: Mixed ability groups; presentation skills

Student Action: • review 5 themes • listen to directions • get into groups • find an article • apply 5 themes • create poster • present

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Teacher Action: • lead review of 5 themes • give directions • assign groups • pass out newspapers • monitor group progress • assess posters through presentation

Assessment: presentation of posters

Adaptation: GT: Students try to guess the name (or continent) of the country in the article from information about the 5 themes (Note: absolute location should not be used for this adaptation). Special Education: Graphic organizer for notes; models from previous years. HILT: Teacher selects articles for each theme. Students highlight relevant information in the article and check with teacher before starting poster.

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UNIT II: Geographic Skills

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.1 The student will use map, globes, satellite images, photographs, or diagrams to: a) obtain geographical information about the world’s countries, cities, and environments. b) apply the concepts of location, scale, map projections, or orientation. c) develop and refine mental maps of world regions. d) create and compare political, physical, and thematic maps. e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions.

ENDURING UNDERSTANDING: Visual representations of geographic information provide an organized way of seeing the many elements in a place.

CONCEPTUAL UNIT QUESTION: What makes Geography the “science of place?”

PREVIEW ACTIVITY: Geography means “to describe the earth.” Ask students to think of a place they really enjoy traveling to. Have them create a mental map of this place and then list all the tools and resources necessary to describe this place to someone who has never been there before. Then have individuals work in groups to share their answers. Then the teacher compiles an overall list as students share their responses. While maps and globes are the most obvious tools of the Geographer, work with students to help them recognize how pictures, drawings, graphs, charts, databases, and cultural artifacts are all resources used in Geogrphy. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. absolute location distortion legend parallels relative location azimulthal equator longitude polar projection Robinson projection cardinal directions GIS meridian prime meridian scale compass rose latitude Mercator projection projections

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

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STANDARD WG.1a

The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic information may be How does using a variety of sources Variety of sources Gather, classify, and interpret acquired from a variety of sources. support the process of geographic • GIS (Geographic Information information. inquiry? Systems) Geographic information supports the • Field work Select the appropriate geographic process of inquiry into the nature of • Satellite images information sources to draw countries, cities, and environments. • Photographs conclusions. • Maps, globes Using a variety of sources supports the • Databases process of geographic inquiry. • Primary sources • Diagrams

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STANDARD WG.1b

The student will use maps, globes, satellite images, photographs, or diagrams to b) apply the concepts of location, scale, map projection, or orientation.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Latitude and longitude define absolute What are some uses of latitude and Concepts Use compass rose to identify and use location. longitude? cardinal directions. • Scale Relative location describes the spatial How is relative location used to • Absolute location Locate places using latitude/longitude relationships between and among describe places? • Latitude on maps and globes. places. • Longitude Why are different scales necessary for • Relative location Compare maps of different scales. Areas can be represented using a developing map representations? • Orientation variety of scales. • Map distortion Gather, classify, and interpret Why is a directional indicator (e.g., • Mercator information. The amount of detail shown on a map compass rose) necessary on a map? • Robinson is dependent on the scale used. • Polar How do maps distort spatial A directional indicator (e.g., compass relationships when compared with the rose) identifies map orientation. globe?

Maps distort spatial relationships when compared with the globe.

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STANDARD WG.1c

The student will use maps, globes, photographs, and pictures in order to c) develop and refine mental maps of the world regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Mental maps are based on objective How do people use mental maps to Uses of mental maps Locate places on maps and globes. knowledge and subjective perceptions. organize information? • Carry out daily activities (e.g., route Interpret maps and globes. People develop and refine their mental How are perceptions reflected in to school, shopping) maps through both personal experience mental maps? • Give directions to others Draw maps from memory. and learning. • Understand world events How can mental maps be developed Evaluate information. Mental maps serve as indicators of and refined? Ways mental maps can be developed and how well people know the spatial Refined characteristics of certain places. • Comparing sketch maps to maps in atlases or other resources • Describing the location of places in terms of reference points (e.g., the equator, prime meridian) • Describing the location of places in terms of geographic features and land forms (e.g., west of the Mississippi River, north of the Gulf of Mexico) • Describing the location of places in terms of the human characteristics of a place (e.g., languages, types of housing, dress, recreation, customs and traditions)

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STANDARD WG.1d

The student will use maps, globes, satellite images, photographs, or diagrams to d) create and compare political, physical, and thematic maps.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

A map is a visual representation of What are the ways that maps show Standard ways that maps show Select the appropriate geographic geographic information. information? Information resource to draw conclusions.

What are the major types of thematic • Symbols Compare and contrast information maps? • Color found on different types of maps. • Lines • Boundaries Compare maps and make inferences. • Contours Draw conclusions and make inferences Types of thematic maps about data.

• Population (e.g., distribution Identify and interpret regional patterns and density) on maps.

• Economic activity

• Resource

• Language • Ethnicity • Climate • Precipitation • Vegetation • Physical • Political

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STANDARD WG.1e

The student will use maps, globes, satellite images, photographs, and pictures to e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Knowledge Maps and other visual images − How do maps reflect changes Compare maps and make reflect change over time. over • Map of Columbus’ time inferences. − time? • Map of the world today − • GIS (Geographic Information Systems) Interpret the idea, concepts, or − How are maps and other visual events expressed by a images Place names cartoon, − used to present a particular bias picture, or other graphic − (positive or negative) about an • Formosa, Taiwan, Rep. of China media. area of • Palestine, Israel, West Bank, and Gaza Compare and contrast − the earth’s surface? Boundaries information found on different types of • Africa—1914, 1990s maps. • Europe—Before World War II and after World War II; since 1990 • Russia and the former Soviet Union • Middle East - Before 1948, after 1967

Perspectives of place names

• Arabian Gulf v. Persian Gulf • Sea of Japan v. East Sea • Middle East v. North Africa and Southwest Asia

Disputed areas

• Korea • Western Sahara • Former Yugoslavia • Kashmir

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SAMPLE LESSON TITLE: Round Earth, Flat Map: Understanding Map Projections

UNIT II: Geography Skills

ENDURING UNDERSTANDINGS: • Visual representations of geographic information provide an organized way of seeing the many elements in a place • All maps are distorted representations of the Earth’s surface. • Different map projections are developed for specific purposes.

CONCEPTUAL UNIT QUESTION: What makes Geography the “science of place”?

KEY CONCEPT: Geographic Skills SOL OBJECTIVES: WG.1a, WG.1b, WG.1c, WG.1d, WG.1e

LESSON DESCRIPTION: This lesson focuses on map distortions. Students begin with a warm up asking them to write an individual response to the prompt: “What problems do map makers have when they try to make a flat map from our spherical world?” Teacher creates an overall list of observations through class sharing. Key vocabulary words, projection and distortion, are emphasized. Then, working in groups, students examine one of four different map projections, Mercator, Interrupted, Polar/Azimulthal, and Robinson, and compare them to globes in order to identify the pros and cons of each projection. They will refer to text material to identify the use for the particular map projection and share their findings with the rest of the class. Individuals record their own and other group presentations on a grid.

Materials/Resources: National Geographic Round Earth, Flat Map site: www.nationalgeographic.com/features/2000/exploration/projections/index.html, Appendix A, Four to five globes, one per group.

Strategies/Steps: Independent and collaborative work, brainstorming, comparing maps to globes

Student Action: • work individually to answer warm up question • examine a single map projection, working in groups and present it to the class • use a graphic organizer to take notes on their own projection and the other presentations. Teacher Action: • introduce lesson with the warm up • create an overall list of student observations • monitor group work • help to clarify concepts • ask questions during group presentations.

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Assessment: The following assignment reinforces lesson by asking students to apply concepts to real life scenarios. It can be completed and attached in student’s interactive notebook, if used, or created as a separate assignment.

You are a cartographer who has been hired to make maps for several clients, each with very different needs. Design an informational brochure that would clearly and creatively explain the four types of map projections you could make and which projections and design features you’d use for each of the following type of clients. Use information from your notes. • A company that produces geography textbooks. • An adventure travel company that is sponsoring an expedition to the North Pole. • A non-profit organization that’s mapping the world population. • A sailboat manufacturer that wants to expand its product line into the map business. Grading Rubric for Map Projections Brochure (30 points) Catchy brochure title on maps and their usefulness (3 points) _____ An image of each map projection and how its useful to each client (20 points) _____ Unique, creative, colorful, and interesting (6 points) _____ Turned in on time (1 point) _____ TOTAL _____

Comments: ______

Extension Assessment: Imagine that you are an apprentice in the office of Gerardus Mercator and he has asked his staff to come up with ideas for a new world map. How would you have drawn the world back in the 1500’s? Draw your version of the world using old-style imagery such as animals and monsters in the sea, or angels and winds in the corners. If you do not like to draw or would like an alternative, trace the continents onto your paper and then download some images from the internet and glue them onto your map.

Grading Rubric for “Old Style” Map of the World (25 points)

Map has elements of cartography such as landmasses, oceans place names, compass rose, etc. (12 points) _____ Colorful, legible, logical (map makes sense) (6 points) _____ Unique, creative, interesting, “old style” elements (6 points) _____ Turned in on time (1 point) _____ TOTAL _____

Comments: ______

Adaptation: HILT: Break down the warm up into two parts – (a) Ask students to visualize the planet earth and describe it in three words, (b) sketch it, (c) then ask students, “If you were a map maker and were asked to make a flat map, what problems would you have?

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UNIT III: Physical Geography STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.2 The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places. b) describing how humans influence the environment and are influenced by it.

SOL WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

ENDURING UNDERSTANDING: Efforts to control nature have had mixed results.

CONCEPTUAL UNIT QUESTION(s): “In nature there are neither rewards or punishments – there are consequences.” ~ Robert G. Ingersoll Do you agree or disagree?

“Relative to nature humans are not in control, nature still has the upper hand.” ~ National Geographic Video -- Nature’s Fury Do you agree or disagree? PREVIEW ACTIVITY: Play the game of “Cross Out” as a preview to what students already know about physical geography. Students work in mixed ability groups to list as many words related to the topic given by the teacher. After 5 minutes each group shares their list with the class. If any word is repeated on another list, that word is crossed out from all lists. To make the activity more competitive, teams can receive points for unique and applicable words. Physical feature categories include: “Landforms,” “Bodies of Water,” “Natural Disasters,” “How Humans Change Their Physical Environment,” and “Climate.”

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SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. acid rain erosion monsoons Sahel temperature arable land geysers oases savanna terracing archipelagoes glaciers pampas sea and land breeze tides arid hot spots peninsula sediment tornadoes basin hurricanes permafrost seismic activity tropical climate canals hydrologic cycle plains seismograph tsunamis climate icecap plate tectonics spring/fall equinox tundra Continental Divide inlets and harbors plateau steppe typhoons cyclones irrigation polders strait valley deforestation isthmus precipitation subarctic vegetation delta llanos rainshadow effect or orographic subpolar volcanoes effect desertification loess reservoirs summer/winter solstice weather phenomena elevation Mediterranean climate Ring of Fire Taiga weathering SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

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STANDARD WG.2a

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Climate is defined by certain What are the common Climate characteristics Compare maps and make characteristics. characteristics that define inferences. climate? • Temperature Climate patterns result from the • Precipitation Interpret the idea, concepts, interplay of common elements. What are the elements that • Seasons (hot/cold; wet/dry) or events expressed by influence regional climate pictures, or other graphic Climate regions have distinctive patterns? Climate elements media. vegetation. What vegetation is • Influence of latitude Apply latitude to identify Certain weather phenomena are characteristic of key climate • Influence of winds climate zones. unique to specific regions. zones? • Influence of elevation Interpret charts, diagrams, • Proximity to water Climate and weather phenomena Where do specific types of and climographs. • Influence of ocean currents affect how people live in different weather phenomena occur? regions. Select the appropriate World climate regions What effects do climate and geographic resource to

weather phenomena have on draw conclusions. Low latitudes—e.g., tropical wet, tropical wet and dry, people living in different • arid, semiarid, highland regions? • Middle latitudes—e.g., semiarid, arid, Mediterranean (dry summer subtropical) humid continental, marine west coast, highland • High latitudes—e.g., subarctic, tundra (subpolar), icecap

Vegetation regions

• Rain forest • Savanna • Desert • Steppe • Middle latitude forests • Taiga • Tundra

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STANDARD WG.2a (continued)

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Weather phenomena

• Monsoons—South and Southeast Asia • Typhoons—Pacific Ocean • Hurricanes—Atlantic Ocean • Tornadoes—United States

Effects of climate

• Crops • Clothing • Housing • Natural hazards

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STANDARD WG.2b

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills Physical and ecological processes Physical and ecological processes How have physical and ecological • Earthquakes Gather, classify, and interpret shape the Earth’s surface. processes shaped the Earth’s • Floods information. surface? • Volcanoes Humans both influence and are • Erosion Draw conclusions and make influenced by their environment. What are some ways humans • Deposition generalizations about data. influence their environment? Human impact on environment Explain cause and effect relationships. How are humans influenced by their environment? Water diversion/management Identify and interpret regional patterns • Aral Sea on maps.

• Colorado River • Aswan High Dam • Canals • Reservoirs • Irrigation

Changing landscapes • Agricultural terracing (e.g., China, Southeast Asia) • Polders (e.g., Netherlands) • Deforestation (e.g., Nepal, Brazil, Malaysia) • Desertification (e.g., Africa)

Environmental changes • Acid rain (e.g., forests in Germany, Scandinavia, China and Eastern North America) • Pollution (e.g., Mexico City, Chernobyl, oil spills)

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STANDARD WG.4

The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills See attached charts for specific The development of a region is In what ways do physical, economic, information concerning physical, Explain charts comparing two or more influenced by many factors, including and cultural characteristics influence economic, and cultural characteristics. concepts. physical, economic and cultural regional development? characteristics. Human interaction with environment Identify primary ideas expressed in What are some ways that human graphic data. The interaction of humans with their interaction with the environment affects • Deforestation—Amazon environment affects the development of the development of a region? Basin, Nepal, Malaysia Gather, classify, and interpret a region. • Acid rain—Black Forest information. What are some criteria that may be used • Decreased soil fertility— Different criteria may be used to to determine a country’s relative Aswan High Dam Draw conclusions and make determine a country’s relative importance? generalizations about data. importance. Criteria for determining relative What impact do elements of the importance Explain cause and effect relationships. Elements of the physical environment, physical environment, such as major such as major bodies of water and bodies of water and mountains, have on • GDP (Gross Domestic Identify and locate regions, continents, mountains, influence the economic and countries? Product) oceans, and major features on maps cultural characteristics of regions. • Land size and globes. • Population size • Resources

Impact of physical elements

Example: Water • Rio Grande—Boundary • Ob River—Flows northward into Arctic Ocean • Zambezi River—Water power • Ganges and Brahmaputra rivers— Flood hazard

24 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (continued)

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Example: Mountains

• Rocky Mountains—Create rain shadows on leeward slopes • Himalayas—Block moisture to create steppes and deserts in Central Asia

25 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Latin America and the Caribbean Latin America and the Caribbean Latin America and the Caribbean Latin America and the Caribbean

Mexico and Central America: • Major mountain ranges— • Diverse economies • Indian civilizations Mexico, Belize, Guatemala, El Andes, Sierra Madres • Subsistence farming • African traditions Salvador, Honduras, Nicaragua, Costa • Wildlife migration patterns • Plantation agriculture • Influence of European Rica, Panama e.g., Monarch butterflies, • Slash and burn agriculture colonization

raptors • Cash crops and food crops • Predominance of Roman South America: Colombia, Venezuela, • Rainforests Catholic religion Guyana, Suriname, French Guiana, • Haciendas • Coastal desert—Atacama Rigid social structure Ecuador, Peru, Bolivia, Brazil, • Cattle ranges, gauchos • Reversed seasons south of the Mestizos Paraguay, Argentina, Uruguay, Chile • Deforestation equator Location of settlements: • Destruction of rainforests coastal in South America Caribbean: Cuba, Haiti, Jamaica, • Amazon River Basin • Oil resources—Ecuador, Megacities, squatter Dominican Republic, Puerto Rico • Grasslands: pampas, llanos Venezuela, Mexico settlements (U.S.) • Tropical climates predominant • Heavy smog, pollution— Rapid population growth • Volcanoes and earthquakes Mexico City Out-migration • Archipelagoes • Disparity of income

• Vertical zonation (tierra distribution Cultural heritage caliente, tierra templada, • North American Free Trade • Music—African influences, tierra fria) Agreement (NAFTA)— calypso, steel drum bands, Mexico, Canada, United reggae States. • Traditional dances • Diverse mineral resources Spanish, Portuguese languages (e.g., copper in Chile, iron ore • in Venezuela and Brazil) Cultural landscapes • Pyramids, cathedrals • Haciendas, ejidos (communal land) • Machu Picchu • Tikal

26 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Cities as centers of culture and trade

• Mexico City • Rio de Janeiro • Buenos Aires • Santiago

27 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Europe Europe Europe Europe Location of countries with Part of large landmass called Eurasia particular emphasis on countries • Mountain regions—Tourism, • Birthplace of Industrial listed (determined by their per Peninsulas recreation, and mineral resources Revolution capita GDP, land size, and • Iberian • Areas threatened by air and water • Many ethnic groups— population) • Italian pollution Languages, religions, customs • Scandinavian • Forests (Black Forest) • Sporadic conflict among GDP • Jutland • Cities (Venice) groups (wars, revolutions) Islands • Rivers (Rhine, Danube, Seine) • Birthplace of western culture— • Switzerland • Great Britain • Development of industrial and Greece and Rome • Luxembourg • Ireland transportation centers near • Spread of European culture to • Norway • Sicily mineral deposits, coal and iron many other parts of the world Fjords ore (exploration, colonization, Land size Mountains • Ruhr valley imperialism) • Alps • Po valley • Highly urbanized • Ukraine • Pyrenees • Rivers and canals serving as major • One of the world’s most • France North European plain transportation links densely populated areas • Spain Rivers • Oil reserves in the North Sea • North Atlantic Treaty • Danube • Well-educated workforce— Organization (NATO) Population • Rhine Industrial and technological • Seine societies, banking in Switzerland Cities as centers of culture and trade • Germany • Volga • Advanced farming techniques, high • United Kingdom • crop yields, fertile soils, black earth • Berlin • Italy Seas (chernozem) • London • France • Adriatic • Well-developed infrastructure • Paris • Aegean • The Chunnel • Madrid • Mediterranean • Differences in Western and Eastern • Rome • Baltic European industrial development • Athens • Black due to differing economic systems in • Warsaw • North prior years • European Union

28 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

• Oceans • Trade important, especially to Cultural landscape • Atlantic island nations; • Arctic interdependence • Notre Dame, Arc de Triomphe, • Strait of Gibraltar • Large role of government in Louvre, Eiffel Tower • Varied climate regions— some economies (Sweden and • Colosseum, Leaning Tower of Tundra to Mediterranean Denmark). Pisa, St. Peter’s Basilica • Effects of the North Atlantic • Replacement of communism • Parthenon Drift and prevailing westerlies with capitalism in Eastern • Westminster Abbey, Big Ben on Europe’s climates Europe. • Windmills • Reclaimed land—Polders in • Castles Netherlands • Demographics typical of developed economies • High per capita GDP • High life expectancy • Low population growth rate • Low infant mortality • Low percentage of population under age 15 • High literacy rate

29 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

United States and Canada United States and Canada United States and Canada United States and Canada United States • Abundant natural resources • Colonized by the Europeans Canada • Continental Divide • Major exporters of • Multicultural societies • Rivers technology, consumer • Increasingly diverse populations • Mississippi goods, information systems, • High literacy rates • St. Lawrence and foodstuffs • High standard of living • Colorado • Highly developed • Highly urbanized • Columbia infrastructures • Canada’s struggle to maintain a • Rio Grande • Highly diversified national identity • Other water features economies • Highly mobile populations • Gulf of Mexico • Rich supply of mineral, • World’s longest unfortified border energy, and forest resources • Great Lakes between the United States and North American Free Trade • Arctic Ocean • Canada Agreement (NAFTA) • Pacific Ocean • Democratic forms of government • Multinational corporations • Atlantic Ocean • Arts that reflect the cultural heritage • Center of world financial • Hudson Bay of multicultural societies markets (New York Stock Land forms • North Atlantic Treaty Organization • Exchange) • Appalachian Mountains (NATO) • Sustained economic growth • Pacific Coastal Ranges • Widening gap between rich • Basin and Range Cities as centers of culture and trade and poor • Toronto • Rocky Mountains • Export of U.S. culture via • Montreal • Great Plains the global marketplace (e.g., Ottawa • Interior lowlands • McDonald’s, Coca Cola, • Quebec • Atlantic and Gulf coastal plains music, blue jeans) • Vancouver, British Columbia • Canadian Shield Washington, D.C. • Grand Canyon • • Chicago • Columbia Plateau New York City • Colorado Plateau • • Los Angeles • Houston

30 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

• Varied climate regions— Cultural landscape Ranging from tundra in Alaska to tropical wet in Hawaii • U.S. Capitol • Golden Gate Bridge • Independence Hall • St. Louis Gateway Arch • Wheat fields • Skyscrapers, shopping malls • Bilingual signs • Influence of the automobile (e.g., gas stations, motels, interstate highways, drive-up services)

31 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

North Africa and Southwest Asia North Africa and Southwest Asia North Africa and Southwest Asia North Africa and Southwest Asia (Middle East) (Middle East) (Middle East) (Middle East) Location of countries with particular emphasis on countries listed • Crossroads of Europe, Africa, • Heavy reliance on primary • Rapid urbanization (determined by their per capita GDP, and Asia economic activity (oil drilling, • Modernization centered in land size, and population) • Desert and semiarid climates— agriculture, pastoralism) urban areas while traditional life Sahara, sahel, steppes • Major producers of world’s oil continues in rural areas GDP • Mountains • Oil revenues—Positive and • Large percentage of population • Kuwait • Atlas negative effects under age 15 • United Arab Emirates • Taurus • Water—The region’s most • Population unevenly distributed • Qatar • Zagros precious resource • Arab countries and Arabic • Israel • Great variation in standard of language • Water Features living—Ranging from • Non-Arab countries: Turkey, Land Size • Mediterranean Sea relatively high to poverty- Iran, Israel • Algeria • Red Sea stricken • Birthplace of three major • Saudi Arabia • Black Sea • Regional conflicts, political monotheistic religions— • Libya • Arabian Sea unrest that affects tourism Judaism, Christianity, and Islam • Persian/Arabian Gulf • Aswan High Dam—Positive • Conflict over Palestine Population • Strait of Hormuz and negative effects • Nomadic lifestyles • Iran • Bosporus Strait • Suez Canal—Enhanced • Art that reflects the diversity of shipping routes in the region • Turkey • Dardanelles Strait religions (stained glass, • Guest workers • Egypt • Nile River geometric tiles, calligraphy, • Trade important to region from mosaics, prayer rugs) • Tigris River earliest time • Euphrates River • Wide range of per capita Cities as centers of culture and trade • Jordan River income and levels of • Baghdad

development • Cairo • Seasonal flooding, alluvial • Contemporary trade routes (sea Istanbul soils, delta regions, oases, • lanes) wadis • Jerusalem • Organization of Petroleum • Mecca Exporting Countries (OPEC) • Tehran

32 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Cultural landscape

• Mosques, minarets • Church of the Holy Sepulcher • Hagia Sophia • Bazaars, souks • Western Wall • Dome of the Rock • Kaaba • Pyramids • Oil rigs • Walled cities

33 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

Countries Physical Characteristics Economic Characteristics Cultural Characteristics Sub-Saharan Africa Sub-Saharan Africa Sub-Saharan Africa Sub-Saharan Africa • Large percentage of population Location of countries with particular • Continent composed of a huge engaged in agriculture • Uneven population distribution emphasis on countries listed plateau, escarpments (primary activity) • Many ethnic groups— (determined by their per capita GDP, • River transportation impeded • Subsistence agriculture Languages, customs land size, and population) by waterfalls and rapids • Nomadic herding • Large numbers of refugees • Location of equator through • Slash and burn agriculture • Knowledge of history through GDP middle of region; similar • Plantation agriculture oral tradition • South Africa climate patterns north and • Cash crops and food crops • Country names related to • Gabon south of the equator • Poorly developed historical • Botswana • Smooth coastline; few harbors infrastructure empires—Mali, Ghana, • Large number of landlocked • Large number of landlocked Zimbabwe Land Size states states • Democratic Republic of Congo • Storehouse of mineral wealth • Substantial mineral wealth Diversity of Africans reflected in • Sudan • Limited fertility of rainforest (diamonds, gold, alloys) cultural heritage • Chad soils • Major exporters of raw • Mozambique • Kalahari and Namib Deserts materials • Masks • Madagascar • Wide range of per capita • Sculpture Bodies of water income • Dance Population • Productivity that lags behind • Music • Nigeria • Nile River population growth • Colorful dress • Ethiopia • Zambezi River • Desertification • Jewelry • Democratic Republic of Congo • Niger River • Demographics typical of • Tanzania • Congo River developing economies Cities as centers of culture and trade • Kenya • Atlantic Ocean • Low per capita GDP • South Africa • Indian Ocean • Low life expectancy a) Lagos • Red Sea • High population growth b) Dakar • Lake Victoria rate • Johannesburg • Lake Tanganyika • High infant mortality • • Large percentage of Nature preserves and national parks population under age 15 • Low literacy rates

34 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Cultural landscape

a) Markets b) Churches c) Mosques, minarets d) Villages e) Modern city cores

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Russia and Central Asia Russia and Central Asia Russia and Central Asia Russia and Central Asia

Location of countries with particular • Vast land area—Spans two • Transition from communist to • Diverse ethnic groups, customs and emphasis on countries listed continents, Europe and Asia free market economies traditions (many of Turkic and (determined by their per capita GDP, (covers 11 time zones) • Farming and industry Mongol heritage) land size, and population) • Vast areas of tundra, concentrated in the Fertile permafrost, taiga, and steppe Triangle region, rich, Cultural heritage GDP • Varied climate regions chernozem soils (wheat • Kazakhstan • Black earth belt (rich farming) • Ballet • Russia chernozem soil) • Infrastructure—Trans-Siberian • Fabergé eggs • Turkmenistan • Mountains Railroad, systems of rivers and • Music • Caucasus canals and railroads • Icons Land Size • Ural Mountains (divide Europe • Energy resources— • Matrioshka dolls • Russia from Asia) Hydroelectric power, oil and • Oriental carpets • Kazakhstan • Siberia (the sleeping land), natural gas • Samovars • Turkmenistan located east of the Urals • Russian natural resources not • Major oil, natural gas, and fully developed due to climate, Cultural landscape Population mineral resources limited transportation links, • Russia • Water features and vastness of the country • Russian Orthodox churches • Kazakhstan • Volga River • Foreign competition for • St. Basil’s Church • Uzbekistan • Ob River investment in the region (oil • Red Square pipelines) • Amur River • Kremlin • Widespread pollution • Lake Baikal • Mosques, minarets Shrinking of the Aral Sea • Caspian Sea • • Siberian villages • Political and economic • Aral Sea • Soviet-style apartment blocks difficulties after the breakup of • Bering Strait the Soviet Union • Pacific Ocean Cities as centers of culture and trade • Cotton production in Central Arctic Ocean • Asia • Moscow • Some rivers flow northward to • St. Petersburg the Arctic Ocean • Novosibirsk

36 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

South, Southeast, and East Asia South, Southeast, and East Asia South, Southeast, and East Asia South, Southeast, and East Asia South Asia • Influence of mountains— • Varied economies in the region • Areas of extremely dense and • Afghanistan Population, settlements, ranging from subsistence/ sparse population • Pakistan movement, climate • Commercial agriculture to • Contrast between rural and • Nepal • Mountains high-tech industrial urban areas • Bhutan • Himalayas manufacturing • Religious diversity— • Bangladesh • Western and Eastern Ghats • Participation in global markets Hinduism, Islam, Buddhism, • India • Mount Fuji • Newly industrialized Christianity, Taoism, Shinto, • Sri Lanka • Varied climate regions ranging countries—South Korea, Confucianism • Maldives from tropical wet to humid Taiwan, Singapore • Respect for ancestors continental • Japan—Economic leader • Religious conflicts Southeast Asia • Natural hazards—Monsoons, • China in transition from a (Hindu/Muslim) • Philippines typhoons, volcanoes, and centrally planned economy • Indonesia earthquakes • Agricultural advancements and Cultural heritage • Malaysia • Influence of water (rivers, technology, enabling greater • Silks • Thailand seas, and ocean currents) on food production—“Green • Batik • Cambodia agriculture, trade, and Revolution” • Wood and ivory carving • Burma (Myanmar) transportation • Environmental degradation • Ideograms, unique alphabets • Laos • Bodies of water • Deforestation • Jewels • Vietnam • Arabian Sea • Fishing Cities as centers of culture and trade • Singapore • Indian Ocean • ASEAN (Association of Southeast Asian Nations) • Tokyo • Brunei • Bay of Bengal • Ganges River • Rice, tropical crops • Beijing East Asia • Indus River • New Delhi • Mongolia • Brahmaputra River

• China (People’s Republic of • Pacific Ocean China) • Yangtze River (Chaing • Japan Jiang) • Taiwan (Republic of China) • Mekong River • North Korea • Yellow River (Huang He) • South Korea

37 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.4 (Essential Knowledge continued)

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

• Abundant arable land Cultural landscape • Loess • Plateau of Tibet • Taj Mahal • Gobi Desert • Angkor Wat • Great Wall of China • Floating markets • Mosques, minarets • Pagodas • Temples and shrines • Terraced rice fields

38 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Countries Physical Characteristics Economic Characteristics Cultural Characteristics Australia, Pacific Islands, and Australia, Pacific Islands, and Australia, Pacific Islands, and Australia, Pacific Islands, and Antarctica Antarctica Antarctica Antarctica • Pacific islands are sparsely • Australia • Wide range of vegetation, from • Air and water travel that bring populated. • New Zealand tropical rain forests to desert goods and services to remote • Most of Australia’s population • Papua New Guinea scrub areas lives near the coast. • Hawaiian archipelago (U.S.) • Australia mostly desert • Dry areas of Australia well • Traditional culture continues • The Great Dividing Range suited to cattle and sheep to shape life in the Pacific • The Great Barrier Reef ranching islands. • Australia’s isolation, resulting • Upset of environmental • Lifestyles range from in unique animal life balance, caused by the subsistence farming to modern • Antarctica, the world’s coldest, introduction of non-native city living. driest, windiest continent; plants and animals • Cultures reflect the mix of icecap • Ranching, mining (primary European and indigenous • Pacific islands—Volcanic, activities) cultures (e.g., Maori and coral, or continental • Communication and financial aborigines). services (tertiary activities) • Antarctica has no permanent residents.

Cities as centers of culture and trade • Canberra, A.C.T. (Australian Capital Territory) • Sydney • Melbourne

Cultural landscape • Sydney Opera House • Cattle and sheep stations (Australia) • Research stations (Antarctica) • Thatched roof dwelling (Pacific islands)

39 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

SAMPLE LESSON TITLE: Plate Tectonics: The Earth’s Moving Surface

UNIT III: Physical Geography

ENDURING UNDERSTANDINGS: • Efforts to control nature have had mixed results. • Physical and ecological processes shape the Earth’s surface. • Humans both influence and are influenced by their environment. • The development of a region is influenced by many factors, including physical, economic, and cultural characteristics. • The interaction of humans with their environment affects the development of a region. • Different criteria may be used to determine a country’s relative importance. • Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.

CONCEPTUAL UNIT QUESTIONS: “In nature there are neither rewards or punishments – there are consequences.” ~ Robert G. Ingersoll Do you agree or disagree?

“Relative to nature humans are not in control, nature still has the upper hand.” ~ National Geographic Video -- Nature’s Fury Do you agree or disagree?

KEY CONCEPTS: Geographic Skills, Physical Geography, Environmental Geography

SOL OBJECTIVES: WG.2a, WG.2b, WG.4

LESSON DESCRIPTION: Using a combination of individual response, direct instruction, pair and group work, this lesson helps students understand the theory of plate tectonics their role in earthquakes, volcanic activity, and landform formation.

Materials/Resources: Construction paper, markers, and tape for sign or labels for students’ freeze frames, physical map of the world and enough copies of the textbook for students to share, Plate Movements Chart (Appendix B), Optional: video tape recorder or camera for extension activity

Strategies/Steps: Previewing, collaboration, act outs/freeze frames/simulation.

40 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Student Action: • respond to the warm up: look at the Tectonic Plate Boundaries map on page 43 of their textbook and answering the following questions: What do the purple regions and red triangles represent? What do the jagged lines and arrows represent? What relationship do you see between these features? Create a list of student responses and use their observations to explain the Plate Tectonic Theory and introduce the terms “Ring of Fire” and “Hot Spots.” • compare the two maps and record their observations on their chart • working in groups, create a way to “act out” an assign plate movement. In these “freeze frames” groups act out how the plates move and will freeze at the final part of the movement showing the result of the movement. • class will watch and try to identify the movement as each group acts out their “freeze frame.” Students in the audience who correctly identifies the movement must explain how the freeze frame exemplifies the particular plate movement.

Teacher Action: • distribute the Plate Movements Chart (Appendix B). • use direct instruction to describe the various plate movements • explain plate tectonic theory, ring of fire, and hot spots • monitor and encourage students as they work in pairs to identify current landforms to their related plate movement • place a physical map of the world on the overhead and ask students to compare the Tectonic Plate Boundaries map in the text to the Physical Map on the overhead to find a real world example of each movement. For instance, by looking for land and water plates colliding on the Plate map and comparing it to the physical map, students should identify the Andes Mountains. • explain the freeze frame activity • assign each group a plate movement and resulting formation • circulate to the different groups as they plan their freeze frame.

Assessment: observation

Adaptation HILT: Spend more time elaborating terms such as spreading, converging, subduction, and faulting. Introduce the use of prefixes, “con” and “sub” to understand the meaning of words. Extension: As an extension activity and form of evaluation, videotape or photograph each freeze frame. If videotaping, show each period a recording of another class and have students work in groups to identify the plate movements. If you take pictures you can assemble like plate movements from each class asking students to write their own captions to the photographs of the pictures they are in. Assemble the pictures in “plate stations” at which groups of students can rotate to each station and analyze the photos. Students should identify each movement and choose one picture at each station that best represents the movement and explain why.

41 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

UNIT IV: Cultural Geography

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.1 The student will use maps, globes, satellite images photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments; b) apply the concepts of location, scale, map projection, or orientation; c) develop and refine mental maps of world regions;

SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) explaining how regional landscapes reflect the physical environment and the cultural characteristics and of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages ethnicities, and religions, link or divide regions.

SOL WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

SOL WG.9 The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage that influence economic activities and trade; b) describing ways that economic, social interactions, have changed over time; c) mapping, describing and evaluating the formation of economic unions.

SOL WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions; at the local and regional levels; b) analyzing ways cooperation occurs among political jurisdictions is used to solve problems and settle disputes.

SOL WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of places and regions.

42 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

ENDURING UNDERSTANDING: The products of human work and thought, behaviors, beliefs, arts, and institutions are constantly changing because of political, cultural, and economic factors.

CONCEPTUAL UNIT QUESTION(s): Does culture play a significant role in the lives of people in an interdependent world? or Does culture still matter?

PREVIEW ACTIVITY: Students examine two pictures that contrast the role of women. One picture shows an American fighter pilot along with her crew and the sophisticated technology. The other picture shows a woman in a burkha in an urban landscape. Students respond to these questions initially in their journal and later through class discussion: Describe what you see in each picture. Interpret the role of the woman in her culture; what is her status, what is your evidence? Does culture still matter?

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. acculturation culture trait information age nationalism service economy agriculture diffusion innovation paternal tariff Americanization domestic international peacekeepers technology autonomy domestication jingoism polygamy terrorism commercial agriculture ethnic group material culture polytheistic religion traditional agriculture culture ethnicity maternal quota United Nations (UN) culture hearth fundamentalism monogamy subsistence agriculture urbanization culture region globalization monotheistic religion surplus

43 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.1a The student will use maps, globes, photographs, and pictures in order to a) obtain geographical information about the world’s countries, cities, and environments;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic information may be How does using a variety of sources Variety of sources Gather, classify, and interpret acquired from a variety of sources. support the process of geographic • GIS (Geographic Information information. inquiry? Systems) Geographic information supports the • Field work Select the appropriate geographic process of inquiry into the nature of • Satellite images information sources to draw countries, cities, and environments. • Photographs conclusions. • Maps, globes Using a variety of sources supports the • Data bases process of geographic inquiry • Primary sources • Diagrams

44 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.1b The student will use maps, globes, satellite images, photographs, or diagrams to b) apply the concepts of location, scale, map projection, or orientation;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Latitude and longitude define absolute What are some used of latitude and Concepts Use compass rose to identify and use location. longitude? • Scale cardinal directions. • Absolute Location Relative location describes the spatial How is relative location used to • Latitude Locate places using latitude/longitude relationships between and among describe places? • Longitude on maps and globes. places. • Relative Location Why are different scales necessary for • Orientation Compare maps of different scales. Areas can be represented using a developing map representations? • Map Distortion variety of scales. Gather, classify, and interpret • Map Projections Why is a directional indicator (e.g., information. • Mercator The amount of detail shown on a map is compass rose) necessary on a map? . dependent on the scale used. • Robinson How do maps distort spatial • Polar (azimulthal) A directional indicator (e.g., compass relationships when compared with the rose) identifies map orientation. globe?

Maps distort spatial relationships when compared with the globe.

45 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.1c

The student will use maps, globes, photographs, and pictures in order to c) develop and refine mental maps of world regions

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Mental maps are based on objective How do people use mental maps to Uses of mental maps Locate places on maps and globes. knowledge and subjective perceptions. organize information? • Carry out daily activities (e.g., route to school, shopping) Interpret maps and globes. People develop and refine their mental How are perceptions reflected in mental • Give directions to others maps through both personal experience maps? • Understand world events Draw maps from memory. and learning. How can mental maps be developed Ways mental maps can be developed Evaluate information. Mental maps serve as indicators of how and refined? and refined well people know the spatial • Comparing sketch maps to characteristics of certain places. maps in atlases or other resources • Describing the location of places in terms of reference points (e.g., the equator, prime meridian) • Describing the location of places in terms of geographic features and land forms (e.g., west of the Mississippi River, north of the Gulf of Mexico) • Describing the location of places in terms of the human characteristics of a place (e.g., languages, types of housing, dress, recreation, customs and traditions)

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STANDARD WG.3a

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Regions may be defined by physical or What are some examples of physical Physical regions Interpret regional patterns on maps cultural characteristics. and cultural regions? • Sahara and globes. • Taiga Regional labels may reflect changes in What are some examples of regional • Rainforest Draw conclusions and make people’s perceptions. labels that reflect changes in • Great Plains generalizations about data. perceptions? • Low Countries Explain cause and effect relationships. Cultural regions • Language • Latin America • Francophone world • Ethnic • Chinatowns • Kurdistan • Religion • Islam • Buddhism • Economic • Wheat Belts • European Union (EU) • Political • North Atlantic Treaty Organization (NATO) • African Union (AU)

47 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.3a (continued)

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• Changes in perceptions • Middle East • Sun Belt • Rust Belt

48 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.3b

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills Physical Characteristics Regional landscapes are influenced by How does the appearance of the • Climate affects types of natural vegetation Gather, classify, and interpret climate and underlying geology. landscape reflect the physical • Landforms affect transportation, population information. environment? distribution, and the location of cities. Cultural characteristics Draw conclusions and make Regional landscapes are influenced by How does the appearance of the • Architectural structures generalizations about data. the cultural, economic, and political landscape reflect the • Religious buildings (e.g., mosques, characteristics of their inhabitants. characteristics of the churches, synagogues, temples, Analyze photographs and inhabitants? pagodas) pictures and make inferences. • Dwellings (e.g., tiled roofs in Mediterranean, chalets in Switzerland, thatched roofs in Pacific Islands, tents and yurts in Central and Southwest Asia, castles in Europe) • Statues and monuments of local, national, or global significance • Taj Mahal (India) • Kaaba (Mecca) • Western Wall (Jerusalem) • Dome of the Rock (Jerusalem) • Church of the Holy Sepulcher (Jerusalem) • Pyramids (Egypt) • Kremlin (Moscow) • Eiffel Tower (Paris) • Washington Monument • White House • Lincoln Memorial • Statue of Liberty

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STANDARD WG.3b (continued)

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural characteristics cont. .

• Virginia State Capitol Building • Washington Monument • White House • Lincoln Memorial • Statue of Liberty

50 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.3c

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural differences can link or divide How can cultural characteristics link or Language Identify and interpret regional patterns regions. divide regions? on maps. • Arab world—Arabic • Hispanic America—Spanish Draw conclusions and make • Brazil—Portuguese generalizations about information. • Canada—French/English • Switzerland—Multiple languages Explain cause and effect relationships. • English—World language Compare and contrast differing sets of Ethnic heritage ideas, beliefs, and behaviors.

• Yugoslavia—Serbs, Croats, Bosnians, Albanians • Burundi and Rwanda—Hutus and Tutsis • United States, Switzerland—Unity in multiple ethnic countries • Korea and Japan—Predominantly single ethnicity • Cyprus—Greeks and Turks

Religion as a unifying force • Hinduism • Buddhism • Judaism • Christianity • Islam

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STANDARD WG.3c (continued)

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Religion as a divisive force

• Conflicts between Hindus and Muslims in Pakistan and India • Conflicts between Catholics and Protestants in Northern Ireland • Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site • Conflicts between Sunni and Shi’a

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STANDARD WG.3c (continued)

The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Push factors Migrations occur because of social, How have social, economic, political, Identify and interpret regional patterns political, and environmental factors. and environmental factors influenced • Overpopulation on maps. migration? • Religious persecution Migrations have influenced cultural • Lack of job opportunities Identify primary ideas expressed in landscapes. How has migration influenced cultural • Agricultural decline graphic data. landscapes? • Conflict Modern transportation and • Political persecution Draw conclusions and make communication are encouraging higher How and why do improvements in • Natural hazards—Droughts, floods, generalizations about data. levels of cultural interaction worldwide. transportation and communication famines, volcanic eruptions technology lead to cultural interaction? Explain cause and effect relationships. • Limits on personal freedom

• Environmental degradation

Pull factors

• Religion • Economic opportunity • Land availability • Political freedom • Ethnic and family ties • Arable land

Impact of migrations on regions

• Language • Religion and religious freedom • Customs/traditions • Cultural landscape

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STANDARD WG.6 (continued)

The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Evidence of cultural interaction

• Diffusion of U.S. culture to other regions • Popularization of other cultures’ traditions in the United States

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STANDARD WG.9a

The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities and trade;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not equally distributed. What are some factors that influence Factors that influence economic Compare maps and globes and make economic activities and trade? activity inferences. Economic activities are influenced by availability of resources, cultural • Access to human, natural, and Identify regional patterns on maps and values, economic philosophies, and capital resources globes. levels of supply and demand for goods • Skills of the work force and services. • Natural resources Identify primary ideas expressed in • Access to new technologies graphic data. No country has all the resources it • Transportaion and needs to survive and grow. communication networks Gather, classify, and interpret • Availability of investment information. capital • Location and ability to exchange Explain cause and effect relationships. goods Draw conclusions and make • Landlocked countries generalizations about data. • Coastal and island countries • Proximity to shipping lanes • Access to communication networks • Membership in political and economic alliances that provide access to markets—e.g., European Union (EU), North American Free Trade Agreement (NAFTA)

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STANDARD WG.9a (continued)

The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities and trade;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not distributed equally. What is comparative advantage? Terms to know Compare maps and globes and make • Comparative advantage: Countries will inferences. No country has all the resources it What are the effects of unequal export goods and services that they can needs to survive and grow. distribution of resources? produce at lower relative costs than other Identify regional patterns on maps and countries. globes. Nations participate in those economic How do nations use their resources activities compatible with their to engage in economic activities Effects of unequal distribution of resources Identify primary ideas expressed in human, natural, and capital and trade? • Specialization in goods and services that a graphic data. resources. country can market for profit Why do countries engage in trade? • Exchange of goods and services (exporting Gather, classify, and interpret International trade fosters inter- what a country can market for profit; information. dependence. What is the relationship between importing what a country cannot produce comparative advantage and profitably) Explain cause and effect relationships. international trade? Some countries’ use of resources Draw conclusions and make • Japan—Highly industrial nation despite generalizations about data. limited natural resources • Russia—Numerous resources, many of which are not economically profitable to develop • United States—Diversified economy, abundant natural resources, specialized industries • Côte d’Ivoire—Limited natural resources, cash crops in exchange for manufactured goods • Switzerland—Limited natural resources, production of services on a global scale

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STANDARD WG.9a (continued)

The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities and trade;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons why countries engage in trade

• To import goods and services that they need • To export goods and services that they can market for profit

Effects of comparative advantage on international trade

• Enables nations to produce goods and services that they can market for profit • Influences development of industries (e.g., steel, aircraft, automobile, clothing) • Supports specialization and efficient use of human resources

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STANDARD WG.9b

The student will analyze the global patterns and networks of economic interdependence by b) describing ways that economic, social interactions, have changed over time; mapping, describing and evaluating the formation of economic unions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Economic, social, and therefore spatial How have economic and social Changes over time Compare maps and globes and make relationships change over time. interactions changed over time? • Industrial labor systems (e.g., inferences. cottage industry, factory, office, Improvements in transportation and How do spatial patterns reflect telecommunications) Identify regional patterns on maps and communication have promoted economic and social change over time? • Migration from rural to urban areas globes. globalization. • Industrialized countries export How have improvements in labor-intensive work to developing Identify primary ideas expressed in transportation and communication nations graphic data. promoted globalization? • Growth of trade alliances • Growth of service (tertiary) Gather, classify, and interpret industries information. • Growth of financial services networks and international banks Explain cause and effect relationships. • Internationalization of product assembly (e.g., vehicles, electronic Draw conclusions and make equipment) generalizations about data.

• Technology that allows instant communication among people in different countries • Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U. S. Postal Service) • Widespread marketing of products (e.g., Fuji film, Nike, United Colors of Benetton)

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STANDARD WG.9c

The student will analyze the global patterns and networks of economic interdependence by c) mapping, describing and evaluating the formation of economic unions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As a global society, the world is What are some ways that global Economic interdependence can be depicted Compare maps and globes and make increasingly interdependent. patterns and networks of through trade, resource, or transportation inferences. economic interdependence can be maps. Economic interdependence fosters the depicted on maps? Identify regional patterns on maps and formation of economic unions. Examples of economic unions globes. What are some examples of • EU—European Union economic unions? • NAFTA—North American Free Trade Identify primary ideas expressed in Agreement graphic data. What are the advantages and • ASEAN—Association of Southeast disadvantages of economic Asian Nations Gather, classify, and interpret unions? • OPEC—Organization of Petroleum information. Exporting Countries Explain cause and effect relationships. Advantages of economic unions • More efficient industries Draw conclusions and make • Access to larger markets generalizations about data. • Access to natural, human, and capital resources without restrictions • Greater influence on world market

Disadvantages of economic unions • Closing of some industries • Concentration of some industries in certain countries, leaving peripheral areas behind • Agribusiness replacing family farms • Difficulty in agreeing on common economic policies

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STANDARD WG.10a

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of Examples of political divisions Compare maps and make inferences. surface over which groups of people political divisions at the local establish social, economic, and political and regional levels? • Neighborhoods Identify regional patterns. control. • Election districts What are some reasons for • School districts Gather, classify, and interpret Political divisions may generate political divisions at the local • Regional districts (e.g., bus lines, waste information. conflict. and regional levels? disposal, conservation districts, planning districts, area code zones) Explain cause and effect relationships. Political divisions may generate How do political divisions • Cities cooperation. generate conflict? • Counties Draw conclusions and make

• States generalizations about data. Why do political divisions

cooperate? Participate in problem solving. Reasons for political divisions

• Desire for government closer to home • Need to solve local problems • Need to administer resources more efficiently

Reasons for conflict

• Boundary disputes • Cultural differences • Economic differences • Competition for scarce resources • Political advantages (e.g., gerrymandering)

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STANDARD WG.10a (continued)

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for cooperation

• Natural disasters • Economic advantages (attract new businesses) • Cultural similarities, ethnic neighborhoods • Addressing regional issues (e.g., waste management, magnet schools, transportation)

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STANDARD WG.10b

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of political Examples of political divisions Compare maps and make inferences. surface over which groups of people divisions at the national and establish social, economic, and political international levels? • Countries Identify regional patterns. control. • Alliances: economic and political What are some reasons for political • North Atlantic Treaty Gather, classify, and interpret Political divisions may generate divisions at the local and regional Organization (NATO) information. conflict. levels? • European Union (EU) • Organization of Petroleum Explain cause and effect relationships. Cooperation may eliminate the need for How do political divisions generate Exporting Countries (OPEC) the division and control of the Earth’s conflict? • North American Free Trade Draw conclusions and make surface. Agreement (NAFTA) generalizations about data. How do political divisions cooperate to • United Nations solve problems and settle disputes? Participate in problem solving. • Organization of American

States (OAS)

• League of Arab States • Association of Southeast Asian Nations (ASEAN) • African Union (AU)

Reasons for political divisions

• Differences in culture, language, religion • Retention of historical boundaries • Imperial conquest and control • Economic similarities and differences

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STANDARD WG.10b (continued)

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for conflict

• Boundary and territorial disputes (Syria/Israel, Western Sahara/Morocco, China/Taiwan, India/Pakistan • Cultural differences (language, religion) • Indonesia • Canada (Quebec) • Sudan • Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies) • Ethnic differences • Balkans • Cyprus • Kashmir • Nationalism

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STANDARD WG.10b (continued)

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of cooperation

• Humanitarian initiatives—e.g., Red Cross/Red Crescent • Economic alliances—e.g., Law of Sea, China and United States, multinational corporations, North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC) • Cultural alliances—e.g. Francophone world, Commonwealth of Nations • Military alliances—e.g., North Atlantic Treaty Organization (NATO) • Problem-solving alliances—e.g., Antarctic Treaty, United Nations (UN) peacekeepers • Programs to promote international understanding—e.g., Peace Corps • Alliances for environmental preservation • Foreign aid

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STANDARD WG.l2a

The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

An understanding of the practical What are some practical applications of Geographic applications at local and Organize and interpret information. applications of geography enables geography? regional levels students to be informed, active citizens Use maps and other geographic in their communities. • Air and water quality monitoring resources to obtain information and and management draw conclusions. • Recycling programs • Land use and transportation Participate in problem solving and planning decision making. • Selection of locations for residential and commercial development

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STANDARD WG.12b

The student will apply geography to interpret the past, understand the present, and plan for the future by b) relating current events to the physical and human characteristics of places and regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Current events are shaped by the How are current events connected to the Geographic relationships Compare maps and make inferences. physical and human characteristics of geographical characteristics of places the places and regions where they and regions? • How physical characteristics Identify and interpret regional patterns occur. influence current events on maps. • Natural hazards (e.g, flooding, earthquakes, volcanoes, Identify primary ideas expressed in drought) graphic data. • Climate change • How human characteristics Gather, classify, and interpret influence current events information. • Population distribution • Geographic patterns of ethnic Draw conclusions and make diversity generalizations about data. • A sense of place (emotional attachment to specific Examine cause and effect locations) relationships. • Geographic patterns of trade and interdependence (e.g., oil) • Geographic patterns of wealth and poverty (developed and developing nations)

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SAMPLE LESSON TITLE: A Parade of Lifestyles

UNIT IV: Cultural Geography

ENDURING UNDERSTANDING: The products of human work and thought, behaviors, beliefs, arts, and institutions are constantly changing because of political, cultural, and economic factors.

CONCEPTUAL UNIT QUESTION: Does culture play a significant role in the lives of people in an interdependent world? or Does culture still matter?

KEY CONCEPT(s): Cultural geography, Economic geography, Urban geography, Environmental geography, and Historical geography

ESSENTIAL UNDERSTANDING(s): • Cultural differences can link or divide regions. • Migrations occur because of social, political, and environmental factors. • Migrations have influenced cultural landscapes. • Modern transportation and communication are encouraging higher levels of cultural interaction worldwide. • Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. • Economic, social, and therefore spatial relationships change over time. • Improvements in transportation and communication have promoted globalization.

ESSENTIAL QUESTION(s): • How can cultural characteristics link or divide regions? • How have social, economic, political, and environmental factors influenced migration? • How has migration influenced cultural landscapes? • How and why do improvements in transportation and communication technology lead to cultural interaction? • What are some criteria that influence economic activities? • How have economic and social interactions changed over time? • How do spatial patterns reflect economic and social change over time? • How have improvements in transportation and communication promoted globalization?

SOL OBJECTIVES: WG.3, WG.6, WG.9, WG.12

LESSON DESCRIPTION: Students explore the historical development of economic activity (from hunter-gatherers to the information age) and its corresponding impact on the lifestyle of a community.

Materials/Resources: • Class copies, article “Stages of Economic Development” (Appendices C1, C2) • Class copies, graphic organizer on Stages of Economic Development (Appendices C3, C4)

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• Class copies, graphic organizer on “Which Lifestyle is Best?” (Appendix C5)

Strategies: Students begin by reading for homework the article on the four stages of economic development. After completing a graphic organizer on the four stages, students are placed on teams. Each team corresponds to a stage of development. Teams must construct a float illustrating the assigned stage of development. The class conducts a parade with four floats. Students then construct an organizer illustrating the pros and cons of the lifestyles associated with each stage of economic development.

Student Action: • complete homework that includes reading an article and responding to its questions (Appendices C1, C2). • complete a graphic organizer (Appendices C3, C4) as part of a whole-class discussion. This organizer depicts the four stages of economic development and their attendant implications for education, shelter, and technology. • in teams, design a float for their assigned stage of development. The float must include a narrator, a banner with a creative subtitle, themed music (e.g. On the Road Again for Hunter-Gatherers), and a tableau consisting of students with props and illustrative behaviors. • participate in a class parade of floats • complete an organizer (Appendix C5) that specifies and illustrates the pros and cons of the lifestyles associated with each stage of economic development.

Teacher Action: • assign homework the night before consisting of the article on the four stages of economic development (Appendices C1, C2). • use a whole-class discussion to complete a graphic organizer (Appendices C3,C4) depicting the characteristics of the four stages of • economic development. • form student teams and instruct them on construction of their floats and supervise float construction and the resulting parade. • assign the organizer Which is the Best Lifestyle? (Appendix C5)

Assessment: completed student homework, class discussion observation, student cooperation and on-task behavior, float and lifestyle graphic organizer, a suggested rubric that would include:

Narrator’s script 25 points Illustrative Movements 15 points Banner 10 points Preparation 10 points Appropriate Props 15 points Accuracy of Content 25 points

Adaptation: Students could construct songs about each stage of development, or could form tableaus for each developmental stage.

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UNIT V: Economic & Political Geography

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.5 The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of natural and capital resources.

SOL WG.7 The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence on patterns of economic activity and land use.

SOL WG.8 The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life.

SOL WG.9 The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities and trade; b) describing ways that economic and social interactions have changed over time; c) mapping, describing and evaluating the formation of economic unions.

SOL WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions; b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

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

CONCEPTUAL UNIT QUESTION: Does the level of economic development accurately describe a culture’s quality of life?

PREVIEW ACTIVITY: Student groups rotate among stations that contain pictures from different cultures. The pictures illustrate the material culture of different peoples and how it varies across countries that have different levels of economic development. Students collect data from each photograph, interpret what they see, and evaluate that culture’s quality of life. A whole class discussion follows where the pictures are ranked from highest to lowest quality of life. One key question to address – What might be missing from this photograph that affects the quality of life (for better OR worse)? The Material World posters and the accompanying lessons inspire this activity. While those posters offer exemplary resources, suitable images may be found in the textbook, online, or from magazines.

ASEAN forage and foraging market population density United Nations (UN) Black Death fossil fuels material culture primary activity/industry urbanization capital resource free market economy Mercosur quota World Bank Capitalism GDP (GNP) middle income redistribution of wealth WTO command economy Globalization mixed economy renewable resources ZPG (Zero pop. growth) commercial agriculture human resource monopoly scarcity Communism IMF NAFTA secondary activity/industry comparative advantage import natural resource Socialism developed Industrial Revolution non-material culture subsistence agriculture developing industrialization non-renewable resources surplus domestication infant mortality OAS tariff European Union (EU) infrastructure per capita technology export life expectancy per capita income tertiary activity/industry

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STANDARD WG.5 The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of natural and capital resources.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Population distribution is described What human, environmental, economic, Factors that influence population Compare maps and make inferences. according to location and density. and political factors influence distribution population distribution? Identify and interpret regional patterns Characteristics of human populations • Natural resources (oil, arable land, on maps. differ over time and from region to What are some characteristics of human water) region. populations? • Climate (hot/cold; wet/dry) Draw conclusions and make • Economic development generalizations about data. Population growth rates are influenced How do human, environmental, • Government policy by human, environmental, economic, economic, and political factors • Rural/urban settlement Explain cause and effect relationships. and political factors. influence population growth rates? • Capital resources (transportation, technology) Interpret charts and graphs.

• Conflicts (refugees) Interpret population pyramids.

Characteristics of human population Analyze data to determine patterns.

• Birth and death rates (war, disease, migration) • Age distribution • Male/female distribution • Life expectancy • Infant mortality • Urban/rural • GDP • Ethnicity • Language • Religion • Education

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STANDARD WG.5 (continued) The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of natural and capital resources.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Factors that influence growth rates

• Modern medicine and hygiene • Education • Industrialization and urbanization • Economic development • Government policy • Role of women in society

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STANDARD WG.7a The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence on patterns of economic activity and land use.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Natural substances become resources if How do human needs and availability Use of energy resources and Compare maps and globes and make and when they become useful to of technology affect the value of natural technology (as it has changed over inferences. humans. resources? time) • Wood (deforestation) Interpret regional patterns on maps The value of resources has changed How has the value of resources changed • Coal (pollution, mining problems, and globes. over time. over time? competition with oil and gas) • Petroleum (transportation, Identify primary ideas expressed in Natural, human, and capital resources How do natural, human, and capital environmental considerations) graphic data. influence human activity in regions. resources influence patterns of • Nuclear (contamination/waste) economic activity and land use in • Solar, wind (cost, aesthetics) Gather, classify, and interpret Economic activity can be classified as regions? information. primary, secondary, or tertiary. Natural resources • Renewable—Soil, water, forests Draw conclusions and make

• Nonrenewable—Fossil fuels (oil, generalizations about information.

coal, natural gas) and metals (gold, iron, copper, bauxite)

Human resources • Level of education • Skilled and unskilled laborers • Entrepreneurial and managerial abilities

Capital resources • Availability of money for investment • Level of infrastructure • Availability and use of tools, machines, and technologies

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STANDARD WG.7a (continued) The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence on patterns of economic activity and land use.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not distributed equally. What are some examples of primary, Levels of economic activity Gather, classify and interpret secondary, and tertiary economic information. The location of resources influences activities? • Primary—Dealing directly with economic activity and patterns of land resources (fishing, farming, Analyze and evaluate information. use. forestry, mining) • Secondary—Manufacturing and Explain cause and effect relationships. processing (steel mills, automobile assembly, sawmills) Sequence information. • Tertiary—Services (transportation, retail trade, informational Draw conclusions and make technology services) generalizations from data.

Effects of unequal distribution of resources

• Interdependence of nations/trade in goods, services, and capital resources • Uneven economic development • Energy producers and consumers • Imperialism • Conflict over control of resources

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Patterns of land use

• Economic activities that require extensive areas of land (e.g., agriculture) vs. those that require limited area (e.g., manufacturing)

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

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STANDARD WG.7b The student will identify types of natural, human, and capital resources and explain their significance by b) evaluating perspectives and consequences regarding the use of resources.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The use of a resource depends on a How and why do different cultures Social and economic priorities that Gather, classify, and interpret nation’s culture, values, access to develop different perspectives on the influence a culture’s perspective on information. technology, and governmental priorities use of resources? resources as they change over time. • Economic development priorities Draw conclusions and make What are some costs and benefits in the • Environmental conservation generalizations from data. use of resources? priorities • Priorities of indigenous minorities

Examples of technologies that have created demand for particular resources • Steam engine – and for coal • Internal combustion engine (cars and trucks) – and for gasoline (petroleum) • Computer chips and for skilled labor

Costs • Resource depletion • Environmental degradation • Health problems

Benefits • Production of goods and services • Employment opportunities • Development of technologies

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STANDARD WG.8 The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Levels of economic development vary How and why does economic Differences between developing and Explain charts comparing two or more from country to country and from place development vary from one part of the developed nations concepts. to place within countries. world to another? • Access to natural resources Identify primary ideas expressed in Many criteria are used to assess the What factors influence the standards of • Access to capital resources graphic data. standard of living and quality of life. living and quality of life? (investment in technology and infrastructure) Gather, classify, and interpret Resources and technology influence How do resources and technology • Numbers and skills of human information. economic development and quality of influence economic development and resources life. quality of life? • Levels of economic development Explain cause and effect relationships. • Standards of living and quality of life Draw conclusions and make • Relationships between economic generalizations about data. development and quality of life Interpret population pyramids. Indicators of economic development

• Urban/rural ratio • Labor force characteristics (primary, secondary, tertiary sectors) • GDP per capita • Educational achievement

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STANDARD WG.8 (continued) The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Indicators of standards of living and quality of life

• Population growth rate (natural increase) • Population age distribution • Literacy rate • Life expectancy • Infant mortality • Percentage of urban population

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STANDARD WG.9a The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not equally distributed. What are some factors that influence Factors that influence economic Compare maps and globes and make economic activities and trade? activity inferences. Economic activities are influenced by availability of resources, cultural • Access to human, natural, and capital Identify regional patterns on maps and values, economic philosophies, and resources globes. levels of supply and demand for goods • Skills of the work force and services. • Natural resources Identify primary ideas expressed in • Access to new technologies graphic data. No country has all the resources it • Transportaion and needs to survive and grow. communication networks Gather, classify, and interpret • Availability of investment information. capital • Location and ability to exchange Explain cause and effect relationships. goods Draw conclusions and make • Landlocked countries generalizations about data. • Coastal and island countries • Proximity to shipping lanes • Access to communication networks • Membership in political and economic alliances that provide access to markets—e.g., European Union (EU), North American Free Trade Agreement (NAFTA)

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STANDARD WG.9a (continued) The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not distributed equally. What is comparative advantage? Terms to know Compare maps and globes and make • Comparative advantage: countries inferences. No country has all the resources it What are the effects of unequal will export goods and services that needs to survive and grow. distribution of resources? they can produce at lower relative Identify regional patterns on maps and costs than other countries. globes. Nations participate in those economic How do nations use their resources to activities compatible with their human, engage in economic activities and Effects of unequal distribution of Identify primary ideas expressed in natural, and capital resources. trade? resources graphic data. • Specialization in goods and International trade fosters inter- Why do countries engage in trade? services that a country can market Gather, classify, and interpret dependence. for profit information. What is the relationship between • Exchange of goods and services comparative advantage and (exporting what a country can Explain cause and effect relationships. international trade? market for profit; importing what a country cannot produce profitably) Draw conclusions and make generalizations about data. Some countries’ use of resources • Japan—Highly industrial nation despite limited natural resources • Russia—Numerous resources, many of which are not economically profitable to develop • United States—Diversified economy, abundant natural resources, specialized industries • Côte d’Ivoire—Limited natural resources, cash crops in exchange for manufactured goods • Switzerland—Limited natural resources, production of services on a global scale

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons why countries engage in trade

• To import goods and services that they need • To export goods and services that they can market for profit

Effects of comparative advantage on international trade

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STANDARD WG.9b The student will analyze the global patterns and networks of economic interdependence by b) describing ways that economic and social interactions have changed over time.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Economic, social, and therefore spatial How have economic and social Changes over time Compare maps and globes and make relationships change over time. interactions changed over time? inferences. • Industrial labor systems (e.g., Improvements in transportation and How do spatial patterns reflect cottage industry, factory, office, Identify regional patterns on maps and communication have promoted economic and social change over time? telecommunications) globes. globalization. • Migration from rural to urban areas How have improvements in • Industrialized countries export Identify primary ideas expressed in transportation and communication labor-intensive work to developing graphic data. promoted globalization? nations Gather, classify, and interpret • Growth of trade alliances information. • Growth of service (tertiary)

industries Explain cause and effect relationships. • Growth of financial services networks and international banks Draw conclusions and make • Internationalization of product generalizations about data. assembly (e.g., vehicles, electronic equipment) • Technology that allows instant communication among people in different countries • Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U. S. Postal Service) • Widespread marketing of products (e.g., Fuji film, Nike, United Colors of Benetton)

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STANDARD WG.9c The student will analyze the global patterns and networks of economic interdependence by c) mapping, describing and evaluating the formation of economic unions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As a global society, the world is What are some ways that global Economic interdependence can be depicted Compare maps and globes and make increasingly interdependent. patterns and networks of economic through trade, resource, or transportation inferences. interdependence can be depicted on maps. Economic interdependence fosters maps? Identify regional patterns on maps and the formation of economic unions. Examples of economic unions globes. What are some examples of • EU—European Union economic unions? • NAFTA—North American Free Trade Identify primary ideas expressed in Agreement graphic data. What are the advantages and • ASEAN—Association of Southeast Asian disadvantages of economic unions? Nations Gather, classify, and interpret • OPEC—Organization of Petroleum information. Exporting Countries Explain cause and effect relationships. Advantages of economic unions • More efficient industries Draw conclusions and make • Access to larger markets generalizations about data.

• Access to natural, human, and capital

resources without restrictions

• Greater influence on world market

Disadvantages of economic unions

• Closing of some industries • Concentration of some industries in certain countries, leaving peripheral areas behind • Agribusiness replacing family farms • Difficulty in agreeing on common economic policies

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STANDARD WG.10a The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of political Examples of political divisions Compare maps and make inferences. surface over which groups of people divisions at the local and regional • Neighborhoods establish social, economic, and political levels? • Election districts Identify regional patterns. control. • School districts What are some reasons for political • Regional districts (e.g., bus lines, Gather, classify, and interpret Political divisions may generate divisions at the local and regional waste disposal, conservation information. conflict. levels? districts, planning districts, area code zones) Explain cause and effect relationships. Political divisions may generate How do political divisions generate • Cities cooperation. conflict? • Counties Participate in problem solving.

• States Why do political divisions cooperate? Draw conclusions and make generalizations about data. Reasons for political divisions

• Desire for government closer to

home • Need to solve local problems • Need to administer resources more efficiently

Reasons for conflict • Boundary disputes • Cultural differences • Economic differences • Competition for scarce resources • Political advantages (e.g., gerrymandering)

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STANDARD WG.10a (continued) The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for cooperation • Natural disasters • Economic advantages (attract new businesses) • Cultural similarities, ethnic neighborhoods • Addressing regional issues (e.g., waste management, magnet schools, transportation)

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STANDARD WG.10b The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of political Examples of political divisions Compare maps and make inferences. surface over which groups of people divisions at the national and establish social, economic, and political international levels? • Countries Identify regional patterns. control. • Alliances: economic and political What are some reasons for political • North Atlantic Treaty Gather, classify, and interpret Political divisions may generate divisions at the local and regional Organization (NATO) information. conflict. levels? • European Union (EU) • Organization of Petroleum Explain cause and effect relationships. Cooperation may eliminate the need for How do political divisions generate Exporting Countries (OPEC) the division and control of the Earth’s conflict? • North American Free Trade Participate in problem solving. surface. Agreement (NAFTA) How do political divisions cooperate to Draw conclusions and make • United Nations (UN) solve problems and settle disputes? generalizations about data. • Organization of American

States (OAS)

• League of Arab States • Association of Southeast Asian Nations (ASEAN) • African Union (AU)

Reasons for political divisions

• Differences in culture, language, religion • Retention of historical boundaries • Imperial conquest and control • Economic similarities and differences

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STANDARD WG.10b (continued) The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for conflict

• Boundary and territorial disputes (Syria/Israel, Western Sahara/Morocco, China/Taiwan, India/Pakistan) • Cultural differences (language, religion) • Indonesia • Canada (Quebec) • Sudan • Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies) • Ethnic differences • Balkans • Cyprus • Kashmir • Nationalism

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of cooperation

• Humanitarian initiatives—e.g., Red Cross/Red Crescent • Economic alliances—e.g., Law of Sea, China and United States, multinational corporations, North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC) • Cultural alliances—e.g., Francophone world, Commonwealth of Nations • Military alliances—e.g., North Atlantic Treaty Organization (NATO) • Problem-solving alliances—e.g., Antarctic Treaty, United Nations (UN) peacekeepers • Programs to promote international understanding—e.g., Peace Corps • Alliances for environmental preservation • Foreign aid

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SAMPLE LESSON TITLE: Who Decides? (Exploring three economic systems; communism, socialism, capitalism)

UNIT V: Economic Geography

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

CONCEPTUAL UNIT QUESTION: Does the level of economic development accurately describe a culture’s quality of life?

KEY CONCEPT(s): Economic geography, Political geography, Historical geography

SOL OBJECTIVES: WG.7, WG.9

LESSON DESCRIPTION: Students explore the three types of economic systems through simulation, discussion, and examination of appropriate cultural examples. Students begin by responding to a journal question (Appendix D1); It forces them to consider who should decide what is an equitable distribution of resources. Students then participate in a series of simulations (Appendix D2), with the object being to play by the rules, win a certain number of tokens, and then claim a prize (a treat). The class then completes an organizer (Appendices D3, D4, D5) describing the three types of economic systems and correlates them with the three simulations. Homework provides case studies from key regions. It contrasts capitalism and communism, illustrating the key role of incentives.

Materials/Resources: transparency, journal question, warmup (Appendix D1), tokens (5 per student), treats (10 per class), economic systems simulation (Appendix D2), transparencies, graphic organizer on economic systems (Appendices D3, D4, D5), class copies, graphic organizer on Economic Systems (Appendices D3, D4, D5), class copies, homework instructions (Appendix D6)

Strategies: journal responses, simulation

Student Action: • respond to the journal question (see attachment). (Appendix D1) • share their responses in a whole-class discussion that revolves around this question: Who should decide? • participate in the simulation (Appendix D2) • complete the graphic organizer (Appendix D3). • work on homework that expands upon their understanding of the three economic systems (Appendix D6).

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Teacher Action: • lead class discussion on student responses to the journal question. • prepares students for the simulations. Note this preparation precedes EACH simulation: • have students clear desks • have students receive five tokens each (all tokens of equal value) • explain the rules of the simulation (Appendix D2)

• Game 1 – Students try to earn 10 tokens so they may claim a prize (a treat). Students earn tokens gambling against each other by playing rock-paper-scissors. All bets must be equal and declared in advance. Ties must be replayed. • Game 2 – Same as Game 1 except several randomly selected students will never go broke. The teacher will always replace their tokens if they lose all of them. • Game 3 – Same as Game 1 except once all tokens are redistributed, teacher declares the game over.

After each round, debrief the class: • Who were the winners? Who were the losers? Was it fair? Explain. • What was the teacher’s role in the game? • Introduce students to the three economic systems using the graphic organizer (Appendices D3, D4, D5), and drawing parallels with each round; • Game 1 – Free Market; role of government is to ensure everyone plays by the rules. • Game 2 – Mixed Economy; role of government is to protect several key industries but it distorts the economy and encourages unnecessary risks • Game 3 – Command Economy; role of government is to decide the outcome; no one wins, but no one loses either.

Assign homework (Appendix D6).

Assessment: Journal response (Appendix D1), class discussion, simulation (Appendix D2), homework (Appendix D6), and the attendant discussion reviewing the exercise.

Adaptation: Since one of the keys to the failure of command and mixed economies is their lack of incentives, a quick simulation that models this failure really enhances student understanding. Such a simulation may be more effective than the text-based homework.

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UNIT VI: North America

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions.

SOL WG.9 The student will analyze the global patterns and networks of economic interdependence by a) identifying criteria that influence economic activities. d) describing and evaluating the formation of economic unions.

SOL WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by b) explaining and analyzing reasons for the different spatial divisions at the national and international levels; c) analyzing ways cooperation occurs to solve problems and settle disputes.

ENDURING UNDERSTANDING: Human achievement of often but not exclusively connected to natural resources.

CONCEPTUAL UNIT QUESTION: Which has a greater impact on America’s development, physical or cultural characteristics?*

*Teacher’s notes: Physical characteristics refer to North America’s location between the Pacific and Atlantic ocean providing (a) isolation from enemies in the early formation of nations and (b) two coastal lines for trade development. Cultural characteristics refer to democratic government and free trade particularly, in the United States and Canada.

PREVIEW ACTIVITY: Draw a Venn Diagram on the board. In the space where the circles overlap, have students write words that suggest ways in which Canada and Unites States are alike. In the other sections have students list the differences between the two. Encourage students to consider physical and cultural features, as well as governments, language, and religion. This activity can also be completed in students’ journal or interactive notebooks.

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canal GDP investor NATO strait capital GNP Maquiladoras quota tariff emigration immigrate megalopolis revenue transcontinental exports imports migration secede treaty FTA interdependence NAFTA separatism

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STANDARD WG.4 Essential Knowledge The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South, SE, and East Asia, Australia & Antarctica.

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

United States and Canada United States and Canada United States and Canada United States and Canada United States • Abundant natural resources • Major exporters of technology, • Colonized by the Europeans Canada • Continental Divide consumer goods, information systems, • Multicultural societies • Rivers and foodstuffs • Increasingly diverse populations • Mississippi • Highly developed infrastructures • High literacy rates • St. Lawrence • Highly diversified economies • High standard of living • Colorado • Rich supply of mineral, energy, and • Highly urbanized • Columbia forest resources • Canada’s struggle to maintain a national • Rio Grande • North American Free Trade Agreement identity • Other water features (NAFTA) • Highly mobile populations • Gulf of Mexico • Multinational corporations • World’s longest unfortified border between • Great Lakes • Center of world financial markets (New the United States and Canada • Arctic Ocean York Stock Exchange) • Democratic forms of government • Pacific Ocean • Sustained economic growth • Arts that reflect the cultural heritage of • Atlantic Ocean • Widening gap between rich and poor multicultural societies • Hudson Bay • Export of U.S. culture via the global • North Atlantic Treaty Organization (NATO) • Land forms marketplace (e.g., McDonald’s, Coca Cities as centers of culture and trade Cola, music, blue jeans) • Appalachian Mountains • Toronto • Pacific Coastal Ranges • Montreal • Basin and Range • Ottawa • Rocky Mountains • Quebec • Great Plains • Vancouver, British Columbia • Interior lowlands • Washington, D.C. • Atlantic and Gulf coastal plains • Chicago • Canadian Shield • New York City • Grand Canyon • Los Angeles • Columbia Plateau • Houston • Colorado Plateau

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Countries Physical Characteristics Economic Characteristics Cultural Characteristics

• Varied climate regions—Ranging Cultural landscape from tundra in Alaska to tropical wet in Hawaii • U.S. Capitol building • Golden Gate Bridge • Independence Hall • St. Louis Gateway Arch • Wheat fields • Skyscrapers, shopping malls • Bilingual signs • Influence of the automobile (e.g., gas stations, motels, interstate highways, drive-up services)

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STANDARD WG.9a The student will analyze the global patterns and networks of economic interdependence by a) identifying criteria that influence economic activities.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not equally distributed. What are some criteria that influence Factors that influence economic Compare maps and globes and make economic activities? activity inferences. Economic activities are influenced by availability of resources, cultural • Access to human, natural, and Identify regional patterns on maps and values, economic philosophies, and capital resources globes. levels of supply and demand for goods • Skills of the work force and services. • Natural resources Identify primary ideas expressed in • Access to new technologies graphic data. No country has all the resources it • Transportaion and needs to survive and grow. communication networks Gather, classify, and interpret • Availability of investment information. capital Explain cause and effect relationships. • Location and ability to exchange

goods Draw conclusions and make • Landlocked countries generalizations about data. • Coastal and island countries • Proximity to shipping lanes • Access to communication networks • Membership in political and economic alliances that provide access to markets—e.g., European Union (EU), North American Free Trade Agreement (NAFTA)

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STANDARD WG.9d The student will analyze the global patterns and networks of economic interdependence by d) describing and evaluating the formation of economic unions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As a global society, the world is What are some examples of economic Examples of economic unions Compare maps and globes and make increasingly interdependent. unions? inferences. • EU—European Union Economic interdependence fosters the What are the advantages and • NAFTA—North American Free Identify regional patterns on maps and formation of economic unions. disadvantages of economic unions? Trade Agreement globes. • ASEAN—Association of Southeast Asian Nations Identify primary ideas expressed in • OPEC—Organization of Petroleum graphic data. Exporting Countries Gather, classify, and interpret Advantages of economic unions information.

• More efficient industries Explain cause and effect relationships. • Access to larger markets Draw conclusions and make • Access to natural, human, and generalizations about data. capital resources without

restrictions • Greater influence on world market

Disadvantages of economic unions

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STANDARD WG.10b, c The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by b) explaining and analyzing reasons for the different political divisions at the national and international levels; c) analyzing ways cooperation occurs to solve problems and settle disputes.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of spatial Examples of spatial divisions Compare maps and make inferences. surface over which groups of people divisions at the national and establish social, economic, and political international levels? • Countries Identify regional patterns. control. • Alliances: economic and political What are some reasons for spatial • North Atlantic Treaty Gather, classify, and interpret Political divisions may generate divisions at the local and regional Organization (NATO) information. conflict. levels? • European Union (EU) • Organization of Petroleum Explain cause and effect relationships. Cooperation may eliminate the need for How do spatial divisions generate Exporting Countries (OPEC) the division and control of the Earth’s conflict? • North American Free Trade Draw conclusions and make surface. Agreement (NAFTA) generalizations about data. How do spatial divisions cooperate to • United Nations solve problems and settle disputes? Participate in problem solving. • Organization of American

States (OAS)

• League of Arab States • Association of Southeast Asian Nations (ASEAN) • African Union (AU)

Reasons for spatial divisions

• Differences in culture, language, religion • Retention of historical boundaries • Imperial conquest and control • Economic similarities and differences

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STANDARD WG.10b, c (continued) The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by b) explaining and analyzing the different spatial divisions at the national and international levels. c) analyzing ways cooperation occurs to solve problems and settle disputes.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of cooperation

• Humanitarian initiatives—e.g., Red Cross/Red Crescent • Economic alliances—e.g., Law of Sea, China and United States, multinational corporations, North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC) • Cultural alliances—e.g., Francophone world, Commonwealth of Nations • Military alliances—e.g., North Atlantic Treaty Organization (NATO) • Problem-solving alliances—e.g., Antarctica Treaty, United Nations (UN) peacekeepers • Programs to promote international understanding—e.g., Peace Corps • Alliances for environmental preservation • Foreign aid

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SAMPLE LESSON TITLE: NAFTA Conference

UNIT VI: North America KEY CONCEPT(s): Geographic Skills, Place Geography, Economic Geography, Physical Geography, and Cultural Geography

ENDURING UNDERSTANDING(s): Human achievement of often but not exclusively connected to natural resources.

CONCEPTUAL UNIT QUESTION: Which has a greater impact on a country’s development, physical or cultural characteristics?

SOL OBJECTIVES: WG.4; WG.9a; WG.9d; WG.10b, c

LESSON DESCRIPTION: The goal is for students to understand the interrelationships between the US, Canada, and Mexico through examination of NAFTA. Students will hold a conference with representatives of the US, Canada, and Mexico. The members will discuss current issues and problems they have with the NAFTA trade agreement.

Materials/Resources: Internet access to CIA World Factbook (www.cia.gov), and the World Almanac Statesmen Yearbook, current textbook, country books from the media center on Canada, the US, and Mexico, The US Department of Commerce for NAFTA simulation (Appendix E1), research questions to NAFTA simulation (Appendices E2, E3)

Strategies: simulation, individual and group research and synthesis, role playing, and note taking

Student Action: • form a staff to research their nations. Each staff will consist of people who have different occupations. • select an identity and find information that is important to his or her perspective. • take a position (pro or con) on the treaty. • read sheets on Roles for NAFTA Simulation and the Research Questions prior to selecting roles. • create a visual which will become an integral part of their speech. • present a speech and presentation on their position.

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Teacher Action: • divide students into three groups: Canada, the United States, and Mexico. • monitor student progress in research, note taking, and creation of visual and speech.

Assessment: visual, speech, research, note taking

Adaptation: HILT: provide note-taking sheet for students to use when collecting research. Students can use a T-chart to list the pros and cons of the treaty from the perspective of their role.

Extensions: • Write a letter to your congressman to express your thoughts on NAFTA. • Create an opinion ballot to vote on the current real life issues facing NAFTA.

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UNIT VII: Latin America

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.1 The student will use maps, globes, photographs, and pictures in order to c) develop and refine mental maps of world regions;

SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.

SOL WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean

SOL WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

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ENDURING UNDERSTANDING: When cultures interact they sometimes adopt or modify each other’s customs or characteristics.

CONCEPTUAL UNIT QUESTION: What does it mean to be “Latin”? or Did Colonialism help or hinder the development of Latin America?

PREVIEW ACTIVITY: List the characteristics that make a country “Latin American”.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. archipelago cordillera hurricane migrant worker service industry basin ejido Hugo Chavez mulatto sinkhole campesino El Nino irrigation NAFTA subsistence farming canopy estuary isthmus pampas sugar cane cash crop Evo Morales land redistribution peninsula timber line caudillo favela latifundio piedmont tropical storm cay gasahol leeward rain shadow effect vertical zonation Colombian Exchange gauchos Llanos savanna windward colonialism guerrilla maquiladoras selva conquistadores hacienda mestizo sertao

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STANDARD WG.1c The student will use maps, globes, photographs, and pictures in order to c) develop and refine mental maps of world regions;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

A map is a visual representation of What are ways that maps show Standard ways that maps show Select the appropriate geographic geographic information. information? information resource to draw conclusions.

• Population (e.g., distribution and Identify and interpret regional patterns density) on maps. • Economic activity • Resource • Climate • Vegetation • Physical • Political

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STANDARD WG.3a The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Regions may be defined by physical or What are some examples of physical Physical regions Interpret regional patterns on maps cultural characteristics. and cultural regions? and globes. • Rainforest Regional labels may reflect changes in What are some examples of regional Draw conclusions and make people’s perceptions. labels that reflect changes in Cultural regions generalizations about data. perceptions? • Language Explain cause and effect relationships. • Latin America • Religion

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STANDARD WG.3c The student will apply the concept of a region by c) analyzing how cultural characteristics, including the world’s major languages, ethnicities and religions, link or divide regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural differences can link or divide How can cultural characteristics link or Language Identify and interpret regional patterns regions. divide regions? on maps. • Hispanic America—Spanish • Brazil—Portuguese Draw conclusions and make generalizations about information. Religion as a unifying force Explain cause and effect relationships. • Christianity Compare and contrast differing sets of ideas, beliefs, and behaviors.

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STANDARD WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean . . . ,

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Latin America and the Caribbean Latin America and the Caribbean Latin America and the Caribbean Latin America and the Caribbean Mexico and Central America: • Major mountain ranges—Andes, • Diverse economies • Indian civilizations Mexico, Belize, Guatemala, El Sierra Madres • Subsistence farming • African traditions Salvador, Honduras, Nicaragua, Costa • Wildlife migration patterns (e.g., • Plantation agriculture • Influence of European colonization Rica, Panama Monarch butterflies, raptors) • Slash and burn agriculture • Predominance of Roman Catholic • Rainforests • Cash crops and food crops religion South America: Colombia, Venezuela, • Coastal desert—Atacama • Haciendas • Rigid social structure Guyana, Suriname, French Guiana, • Reversed seasons south of the • Cattle ranges, gauchos • Mestizos Ecuador, Peru, Bolivia, Brazil, equator • Deforestation • Location of settlements: coastal in Paraguay, Argentina, Uruguay, Chile • Amazon River Basin • Destruction of rainforests South America • Grasslands: pampas, llanos • Oil resources, Ecuador, Venezuela, • Megacities, squatter settlements Caribbean: Cuba, Haiti, Jamaica, • Tropical climates predominant and Mexico • Rapid population growth Dominican Republic, Puerto Rico (U.S.) • Volcanoes and earthquakes • Heavy smog, pollution—Mexico • Out-migration • Archipelagoes City Cultural heritage • Vertical zonation (tierra caliente, • Disparity of income distribution • Music—African influences, tierra templada, tierra fria) • North American Free Trade calypso, steel drum bands, Agreement (NAFTA)—Mexico, reggae Canada, United States. • Traditional dances • Diverse mineral resources (e.g., • Spanish, Portuguese languages copper in Chile, iron ore in Cultural landscapes Venezuela and Brazil) • Pyramids, cathedrals • Haciendas, ejidos (communal land) • Machu Picchu • Tikal

Cities as centers of culture and trade • Mexico City • Rio de Janeiro • Buenos Aires • Santiago

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STANDARD WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Migrations occur because of social, How have social, economic, political, Push factors Identify and interpret regional patterns political, and environmental factors. and environmental factors influenced on maps. migration? • Overpopulation Migrations have influenced cultural • Religious persecution Identify primary ideas expressed in landscapes. How has migration influenced cultural • Lack of job opportunities graphic data. landscapes? • Agricultural decline Modern transportation and • Conflict Draw conclusions and make communication are encouraging higher How and why do improvements in • Political persecution generalizations about data. levels of cultural interaction worldwide. transportation and communication • Natural hazards—Droughts, floods, technology lead to cultural interaction? famines, volcanic eruptions Explain cause and effect relationships. • Limits on personal freedom • Environmental degradation

Pull factors

• Religion • Economic opportunity • Land availability • Political freedom • Ethnic and family ties • Arable land

Impact of migrations on regions

• Language • Religion and religious freedom • Customs/traditions • Cultural landscape

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SAMPLE LESSON TITLE: Latin American Movement Map

UNIT VII: Latin America

ENDURING UNDERSTANDING: When cultures interact they sometimes adopt or modify each other’s customs or characteristics.

CONCEPTUAL UNIT QUESTION(s): What does it mean to be “Latin”? or Did Colonialism help or hurt the development of Latin America?

KEY CONCEPT(s): Physical Geography, Urban and Rural Geography, Interaction

SOL OBJECTIVES: WG.1, WG.4, WG.6

LESSON DESCRIPTION: Working in small groups, students will create a series of maps illustrating movement in Latin America, based on individual readings from the textbook. Maps will include physical features of the region, major transportation routes through the region migration towards and away from an urban area. This lesson is adapted from World Geography Today.

Materials/Resources: World Geography Today, Unit 3 (pp186-265), construction paper, coloring materials, Latin America map (Appendix F)

Strategies: work in cooperative groups; read and respond to questions individually; present their finished projects as a group.

Student Action • read textbook section on his/her region. • answer Section Review questions. • work in cooperative groups. • create maps. • present.

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Teacher Action: • assign groups. • give text assignments. • monitor groups. • evaluate presentations.

Assessment: Maps and presentations

Adaptation: GT: Make three predictions about the future of your area if current movement trends continue. Special Education: Use outline maps; key word list. HILT: Create word wall for the unit.

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UNIT VIII: South, Southeast, and East Asia

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.1 The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments.

SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels. b) explaining how regional landscapes reflect the physical environment and characteristics of their inhabitants. c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.

SOL WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, the United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

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ENDURING UNDERSTANDING: Geographic areas are linked together by political, cultural, and/or economic characteristics.

CONCEPTUAL UNIT QUESTION(s): Is Asia a true region? or Has Globalization had a greater positive or negative impact on Asia?

PREVIEW ACTIVITY: Divide students into cooperative learning groups. Have them examine photos, postcards, maps, travel magazines and images of several of the nations in this region. Examples of cultural landscape images are the Taj Mahal, Angkor Wat, Great Wall of China, floating markets, Silk Road, temples, shrines, and terraced rice fields. Examples of physical images may include the Gobi Desert, loess, and the Plateau of Tibet. Each group analyzes the images and sorts them by physical and cultural geography. The students will create image groups based on their own criteria. Next they will locate the place of origin of the images. The teacher will lead a large group discussion that focuses on the images, how the students group them and where they are located in the world SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individual students should know to successfully understand course content and pass the SOL exams. abdicate buffer state Great Wall of China joint family system Shinto alluvial plain caste system of India green revolution Khyber Pass sphere of influence ancestors Christianity heterogeneity monsoon subcontinent Angkor Wat Confucianism Himalayas mosques Taj Mahal aquaculture cottage industry Hindi nationalism Taoism ASEAN crop rotation Hinduism non-violent resistance temple atheism deforestation homogeneous pagoda terraced fields autonomous region demilitarized zone (DMZ) Hong Kong, Macao partition theocrat Batik dynasty ideograms proliferation typhoon boycott floating markets intensive farming reincarnation warlord Buddhism Gandhi Islam seismic Western and Eastern Ghats

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STANDARD WG.1a The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic information may be How does using a variety of sources Variety of sources Gather, classify, and interpret acquired from a variety of sources. support the process of geographic • GIS (Geographic Information information. inquiry? Systems) Geographic information supports the • Field work Select the appropriate geographic process of inquiry into the nature of • Satellite images information sources to draw countries, cities, and environments. • Photographs conclusions. • Maps, globes Using a variety of sources supports the • Data bases process of geographic inquiry. • Primary sources

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STANDARD WG.2a The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Climate and weather phenomena affect What effects do climate and weather World climate regions how people live in different regions. phenomena have on people living in Select the appropriate geographic Low latitudes—e.g., tropical wet, different regions? • resource to draw conclusions. tropical wet and dry, arid, semiarid, highland • Middle latitudes—e.g., semiarid, arid, Mediterranean (dry summer subtropical) humid continental, marine west coast, highland • High latitudes—e.g., subarctic, tundra, icecap

Vegetation regions • Rain forest • Savanna • Desert • Steppe • Middle latitude forests • Taiga • Tundra

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STANDARD WG.2a (continued) The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Weather phenomena

• Monsoons—South and Southeast Asia • Typhoons—Pacific Oceans • Hurricanes—Atlantic Ocean • Tornadoes—United States

Effects of climate

• Crops • Clothing • Housing • Natural hazards

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STANDARD WG.2b The student will analyze how selected physical and ecological processes shape the Earth’s surface by b) describing how humans influence the environment and are influenced by it.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Physical and ecological processes How have physical and ecological Physical and ecological processes Gather, classify, and interpret shape the Earth’s surface. processes shaped the Earth’s surface? • Earthquakes information. • Floods Humans both influence and are What are some ways humans influence • Volcanoes Draw conclusions and make influenced by their environment. their environment? • Erosion generalizations about data. • Deposition How are humans influenced by their Explain cause and effect environment? Human impact on environment relationships. Water diversion/management • Aral Sea Identify and interpret regional patterns on maps. • Colorado River

• Aswan High Dam • Canals • Reservoirs • Irrigation

Changing landscapes • Agricultural terracing (e.g., China, Southeast Asia) • Polders (e.g., Netherlands) • Deforestation (e.g., Nepal, Brazil, Malaysia) • Desertification (e.g., Africa, Asia)

Environmental changes • Acid rain (e.g., forests in Germany, Scandinavia, China and Eastern North America) • Pollution (e.g., Mexico City, Chernobyl, oil spills)

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STANDARD WG.3a The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Regions are areas of Earth’s surface Why do geographers create and use Regions are used to simplify the Locate areas (regions) on maps and which share unifying characteristics. regions as organizing concepts? world for study and understanding. globes.

Cultural regions

• Language • Latin America • Francophone world • Ethnic • Chinatowns • Kurdistan • Religion • Islam • Buddhism • Economic • Wheat Belts • European Union (EU) • Political • North Atlantic Treaty Organization (NATO) • African Union (AU)

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STANDARD WG.3a (continued) The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

− Changes in perceptions

• Middle East • Sun Belt • Rust Belt

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STANDARD WG.3b The student will apply the concept of a region by b) explaining how regional landscapes reflect the physical environment and the characteristics of their inhabitants.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Regional landscapes are influenced by How does the appearance of the Physical characteristics Gather, classify, and climate and underlying geology. landscape reflect the physical • Climate affects types of natural vegetation. interpret information. environment? • Landforms affect transportation, population Regional landscapes are influenced by distribution, and the location of cities. Analyze photographs and the cultural, economic, and political How does the appearance of the pictures and make inferences. characteristics of their inhabitants. landscape reflect the Cultural characteristics characteristics of Draw conclusions and make the inhabitants? Architectural structures generalizations about data. • Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) • Dwellings (e.g., tiled roofs in Mediterranean, chalets in Switzerland, thatched roofs in Pacific Islands, tents and yurts in Central and Southwest Asia, castles in Europe)

Statues and monuments of local, national, or global significance

• Taj Mahal (India) • Kaaba (Mecca) • Western Wall (Jerusalem) • Dome of the Rock (Jerusalem) • Church of the Holy Sepulcher (Jerusalem) • Pyramids (Egypt) • Kremlin (Moscow) • Eiffel Tower (Paris) • Virginia State Capitol Building • Washington Monument • White House • Lincoln Memorial • Statue of Liberty

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STANDARD WG.3c The student will apply the concept of a region by c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural differences can link or divide How can cultural characteristics link or Language Identify and interpret regional regions. divide regions? patterns on maps. • Arab world—Arabic • Hispanic America—Spanish Explain cause and effect relationships. • Brazil—Portuguese • Canada—French/English Compare and contrast differing sets of • Switzerland—Multiple ideas, beliefs, and behaviors. languages • English—World language Draw conclusions and make generalizations about information. Ethnic heritage

• Yugoslavia—Serbs, Croats, Bosnians, Albanians • Burundi and Rwanda—Hutus and Tutsis • United States, Switzerland— Unity in multiple ethnic countries • Korea and Japan— Predominantly single ethnicity • Cyprus—Greeks and Turks

Religion as a unifying force

• Hinduism • Buddhism • Judaism • Christianity • Islam

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STANDARD WG.3c (continued) The student will apply the concept of a region by c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Religion as a divisive force

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STANDARD WG.4 Essential Knowledge The student will locate and analyze physical, economic, and cultural characteristics of world regions: South Asia, Southeast Asia, East Asia . . . Countries Physical Characteristics Economic Characteristics Cultural Characteristics

South, Southeast, and East Asia South, Southeast, and East Asia South, Southeast, and East Asia South, Southeast, and East Asia South Asia • Influence of mountains— • Varied economies in the • Areas of extremely dense and • Afghanistan Population, settlements, region ranging from sparse population • Pakistan movement, climate subsistence/ • Contrast between rural and • Nepal • Mountains • commercial agriculture to urban areas • Bhutan • Himalayas high-tech industrial • Religious diversity— • Bangladesh • Western and Eastern Ghats manufacturing Hinduism, Islam, Buddhism, • India • Mount Fuji • Participation in global Christianity, Taoism, Shinto, • Sri Lanka • Varied climate regions markets Confucianism • Maldives ranging from tropical wet to • Newly industrialized • Caste system in India humid continental countries—South Korea, • Respect for ancestors Southeast Asia • Natural hazards— Taiwan, Singapore • Religious conflicts Monsoons, typhoons, • Japan—Economic leader (Hindu/Muslim) • Philippines volcanoes, and earthquakes • China in transition from a • Indonesia • Influence of water (rivers, centrally planned economy Cultural heritage • Malaysia seas, and ocean currents) on • Agricultural advancements • Thailand agriculture, trade, and and technology, enabling • Silks • Cambodia transportation greater food production— • Batik “Green Revolution” • Burma (Myanmar) • Bodies of water • Wood and ivory carving • Environmental degradation • Laos • Arabian Sea • Ideograms, unique alphabets Deforestation • Vietnam • Indian Ocean • • Jewels • Fishing • Singapore • Bay of Bengal • ASEAN (Association of • Brunei • Ganges River Cities as centers of culture and trade Southeast Asian Nations) • Indus River East Asia • Brahmaputra River • Rice, tropical crops • Tokyo • Mongolia • Pacific Ocean • Beijing • China (People’s Republic of China) • Yangtze River (Chaing • New Delhi

• Japan Jiang)

• Taiwan (Republic of China) • Mekong River • North Korea • Yellow River (Huang • South Korea He)

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Countries Physical Characteristics Economic Characteristics Cultural Characteristics

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SAMPLE LESSON TITLE: Postcards from Asia UNIT VIII: South, Southeast, and East Asia

ENDURING UNDERSTANDING: Geographic areas are linked together by political, cultural, and/or economic characteristics.

CONCEPTUAL UNIT QUESTION: Is Asia a true region?

KEY CONCEPT(s): Geographic Skills, Place Geography, Physical Geography, Cultural Geography

SOL OBJECTIVES: WG.1a, WG.2a, b, c, WG.3a, b, c, WG.4

LESSON DESCRIPTION: Through media center research, students will explore an Asian country and be able to identify the physical and cultural characteristics that make this country unique. Their product will be a finished postcard. The postcards will be used to study the region. As a warm-up the students will write an answer to the unit question in their geography journal and a discussion will follow. The students will select and research a nation using a variety of resources keeping a log of both the sites as well as the information is gathered. They will take an imaginary journey to their country and create a postcard that reflects the essential understanding of their nation. The writing will include the application of the five themes of geography. They will peer edit their postcards.

Materials/Resources: 5x8 index cards, atlases, old magazines, almanacs, world holiday and festivals books, world game books, colored pencils, encyclopedias, cookbooks, Culturegrams, travel magazines, colored pencils, markers, Internet sites, craft books, geography journals, Write Source 2000 textbook.

Strategies: prewriting, discussion, research and peer editing

Student Action: • select an Asian country to research. • use the Internet and print materials to explore this country. Focus on the location and place, and the physical and cultural geography of the nation. • take notes in your geography journal. • keep a log of your research and resources. • create a postcard of your nation to send home documenting your imaginary journey. Use Write Source 2000 textbook to get help with letter writing skills. • edit your work. Peers edit postcards. • create an image, drawing, painting, graphic design, map or collage that is representative of your nation. • label your country on the front of the card. • review the assignment to assess your work. • provide a written bibliography using the Write source 2000 text as a resource.

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Teacher Action: • facilitate the warm-up discussion. • provide resources for lesson. • provide guidance during the research process. • check daily logs and note taking skills in the geography journals. • create a rubric to assess final product. • assess bibliography.

Assessment: notes in journal, on-going bibliography, drafts and final post card

Adaptation: Teacher may provide set-by-step help during the writing process. Teacher may help students to web their facts, provide extra support during the research process, and organize their written postcard. Examples of bibliographies may be available for reference. Students may design a Web page to display postcards. They may scan their images, and written card to share their work with the global community.

Extension: This activity can be used in any region of the world.

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UNIT IX: Africa

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.1 The student will use maps, globes, satellite images, photographs, or diagrams to c) develop and refine mental maps of world regions; d) create and compare political, physical, and thematic maps;

SOL WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: …North Africa and Southwest Asia, Sub-Saharan Africa…

SOL WG.8 The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life.

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ENDURING UNDERSTANDING: Exploitation of human and natural resources increases dependence and decreases independence.

CONCEPTUAL UNIT QUESTION: Has Africa’s cultural history helped or hindered its economic development?

PREVIEW ACTIVITY: What do you know about Africa? T/F Quiz, from World Geography Today: Creative Teaching Strategies.

African National Congress coup fellaheen malnutrition sanction African Union (AU) deforestation forage/foraging mercenary segregation ancestor worship desertification FW de Klerk Muammar Qaddafi souk apartheid diversify Harambee Nelson Mandela villagization barter drought IMF Gamal Abdul Nasser wadi bazaar ebola virus imperialism pyrethrum watershed Berbers enclave irrigation refugee World Bank caravans erg Jomo Kenyatta Rift Valley cataract escarpment landlocked Robert Mugabe colonialism ethnocracy leaching sahel

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STANDARD WG.1c The student will use maps, globes, satellite images, photographs, or diagrams to c) develop and refine mental maps of world regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Mental maps are based on objective How do people use mental maps to Uses of mental maps Locate places on maps and globes. knowledge and subjective perceptions. organize information? • Carry out daily activities (e.g., Interpret maps and globes. People develop and refine their mental How are perceptions reflected in mental route to school, shopping) maps through both personal experience maps? • Give directions to others Draw maps from memory. and learning. • Understand world events How can mental maps be developed Evaluate information. Mental maps serve as indicators of how and refined? Ways mental maps can be developed well people know the spatial and refined characteristics of certain places. • Comparing sketch maps to maps in atlases and other resources • Describing the location of places in terms of reference points (e.g., the equator, prime meridian) • Describing the location of places in terms of geographic features and land forms (e.g., west of the Mississippi River, North of the Gulf of Mexico) • Describing the location of places in terms of human characteristics (e.g., languages, types of housing, dress, recreation, customs and traditions)

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STANDARD WG.1d The student will use maps, globes, satellite images, photographs, or diagrams to d) create and compare political, physical, and thematic maps.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

A map is a visual representation of What are ways that maps show Standard ways that maps show Select the appropriate geographic geographic information. information? Information resource to draw conclusions.

• Population Identify and interpret regional patterns • Economic activity on maps.

• Resource • Language • Ethnicity • Climate • Precipitation • Vegetation • Physical • Political

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STANDARD WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The development of a region is In what ways do physical, economic, Human interaction with environment Explain charts comparing two or more influenced by many factors, including and cultural characteristics influence concepts. physical, economic and cultural regional development? • Deforestation – Congo Basin characteristics. • Desertification – Sahara / Sahel Identify primary ideas expressed in graphic data. The interaction of humans with their What are some ways that human Criteria for determining relative environment affects the development of interaction with the environment affects importance Gather, classify, and interpret a region. the development of a region? information. • GDP (Gross Domestic Product) Different criteria may be used to What are some criteria that may be used • Land size Draw conclusions and make determine a country’s relative to determine a country’s relative • Population size generalizations about data. importance. importance? • Resources Explain cause and effect relationships. Elements of the physical environment, What impact do elements of the Impact of physical elements such as major bodies of water and physical environment, such as major Identify and locate regions, continents, mountains, influence the economic and bodies of water and mountains, have on Example: Water oceans, and major features on maps cultural characteristics of regions. countries? • Zambezi River—Water power and globes.

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Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Sub-Saharan Africa Sub-Saharan Africa Sub-Saharan Africa Sub-Saharan Africa

Location of countries with particular • Continent composed of a huge • Large percentage of population • Uneven population distribution emphasis on countries listed plateau, escarpments engaged in agriculture (primary • Many ethnic groups—Languages, (determined by their per capita GDP, • River transportation impeded by activity) customs land size, and population) waterfalls and rapids • Subsistence agriculture • Large numbers of refugees • Location of equator through middle • Nomadic herding • Knowledge of history through oral GDP of region; similar climate patterns • Slash and burn agriculture tradition • South Africa north and south of the equator • Plantation agriculture • Country names related to historical • Gabon • Smooth coastline; few harbors • Cash crops and food crops empires—Mali, Ghana, Zimbabwe • Botswana • Large number of landlocked states • Poorly developed infrastructure • Storehouse of mineral wealth • Large number of landlocked states Diversity of Africans reflected in Land Size • Limited fertility of rainforest soils • Substantial mineral wealth cultural heritage • Democratic Republic of Congo • Kalahari and Namib Deserts (diamonds, gold, alloys) • Masks • Sudan • Bodies of water • Major exporters of raw materials • Sculpture • Chad • Nile River • Wide range of per capita income • Dance • Mozambique • Zambezi River • Productivity that lags behind • Music • Madagascar • Niger River population growth • Colorful dress • Congo River • Desertification • Jewelry Population • Atlantic Ocean • Demographics typical of Cities as centers of culture and trade • Nigeria • Indian Ocean developing economies • Lagos • Ethiopia • Red Sea • Low per capita GDP • Dakar • Democratic Republic of Congo • Lake Victoria • Low life expectancy • Johannesburg • South Africa • Lake Tanganyika • High population growth rate Cultural landscape • Tanzania • Nature preserves and national parks • High infant mortality • Markets • Kenya • Large percentage of population • Churches under age 15 • Mosques, minarets • Low literacy rates • Villages • Modern city cores

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STANDARD WG.8 The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Levels of economic development vary How and why does economic Differences between developing and Explain charts comparing two or more from country to country and from place development vary from one part of the developed nations concepts. to place within countries. world to another? • Access to natural resources • Access to capital resources Identify primary ideas expressed in Many criteria are used to assess the What factors influence the standards of (investment in technology and graphic data. standard of living and quality of life. living and quality of life? infrastructure) • Numbers and skills of human Gather, classify, and interpret Resources and technology influence How do resources and technology resources information. economic development and quality of influence economic development and • Levels of economic development life. quality of life? • Standards of living / quality of life Draw conclusions and make • Relationships between economic generalizations about data. development and quality of life Explain cause and effect relationships. Indicators of economic development • Urban/rural ratio Interpret population pyramids. • Labor force characteristics (primary, secondary, tertiary sectors) • GDP per capita • Educational achievement

Indicators of standards of living and quality of life • Population growth rate (natural increase) • Population age distribution • Literacy rate • Life expectancy • Infant mortality • Percentage of urban population

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STANDARD WG.9c The student will analyze the global patterns and networks of economic interdependence by c) describing ways that economic and social interactions have changed over time.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Explain cause and effect relationships.

Draw conclusions and make generalizations about data.

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SAMPLE LESSON TITLE: Colonialism: Cause and Effect

UNIT IX: Africa

ENDURING UNDERSTANDING: Exploitation of human and natural resources increases dependence and decreases independence.

CONCEPTUAL UNIT QUESTION: Has Africa’s cultural history helped or hindered its economic development?

KEY CONCEPT(s): Interaction; historical geography; cultural geography

SOL OBJECTIVES: WG.4, WG.9a

LESSON DESCRIPTION: Students will differentiate between causes and effects of colonialism in Africa, and will analyze their effects on Africa.

Materials/Resources: cause and effect list (Appendices G1, G2), overhead transparencies of Africa (1800’s and 1960’s), definition of colonialism, and the 3Gs (God, glory and gold), T-chart for causes and effects, Venn diagrams of effects

Strategies: History Alive! Preview activity, cause vs. effect comparison

Student Action: • define and discuss colonialism • read cause/effect list (Appendices G1, G2) • sort and fill in t-chart • compare effects (positive/negative) • fill in Venn diagram.

Teacher Action: • lead discussion of colonialism • pass out cause/effect list (Appendices G1, G2)and t-chart • monitor student progress with t-chart • review Venn diagrams to check for student understanding

Assessment: T charts, Venn diagrams, discussion

Adaptation: GT: Correlate causes and effects, using color-coding. Special Education: As a class, highlight causes, then fill in T-chart. HILT: Skim text for unknown vocabulary, and define in the margins.

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UNIT X: Southwest Asia and North Africa

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.9 The student will analyze the global patterns and networks of economic interdependence by c) mapping, describing, and evaluating the formation of economic unions.

SOL WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions. b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

ENDURING UNDERSTANDING: A state of confusion or an identity crisis exists in a place when cultural characteristics conflict but physical characteristics remain the same.

CONCEPTUAL UNIT QUESTION(s): What are sources of conflict and unity in Southwest Asia (The Middle East)? Can conflict be resolved peacefully? Should resources be shared equally? What roles do place characteristics play in the conflict and unity in the Middle East?

Teacher’s notes: Place characteristics include water, oil, and religion. How does access to fresh water and oil impact the economic and political development of this region? How has it been a source of unity, like with OPEC, and how has it been a source of conflict, such as the war between Iraq and Kuwait? This region is also the birthplace of Judaism, Christianity, and Islam. How has this impacted the people who lived historically and today and their interactions with each other?

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PREVIEW ACTIVITY: Open the unit by asking students to reflect on why they think it is important to study this region. Record student responses on the board or overhead as they students share their thoughts. Use student responses to elaborate on or introduce the unit question. For those teachers using Interactive Notebooks, have students create a Middle East Unit page in their notebooks listing why they think it’s important to learn about the Middle East and what they’d like to learn about the region. A sample assignment follows:

On page 35R of your Geography Notebook create a title page for our Unit on the Middle East. • Title the page “The Middle East” • In one paragraph explain why you think it is important to learn about the Middle East. • List what you’d like to learn more about the Middle East. • Add relevant drawings, designs, and pictures to decorate you page. • Make sure your page is colorful, use at least four colors. For those teachers who do not use Interactive Notebooks, this assignment could be modified into a brief essay response or a mini-pamphlet.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. arable conflict Intifada Mosque/Masjid sect autonomy deport Islam Muslim secularism bazaar desalination Judaism OPEC theocracy bias embargo mandate partition Zionist Christianity guest workers minaret propaganda Zoroastrianism collaborate Hamas monotheism Qu’ran (Koran) SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

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STANDARD WG.4 Essential Knowledge The student will locate and analyze physical, economic, and cultural characteristics of world regions: North Africa and Southwest Asia . . . , Countries Physical Characteristics Economic Characteristics Cultural Characteristics

North Africa and Southwest Asia North Africa and Southwest Asia North Africa and Southwest Asia North Africa and Southwest Asia (Middle East) (Middle East) (Middle East) (Middle East) Location of countries with particular • Crossroads of Europe, Africa, • Heavy reliance on primary • Rapid urbanization emphasis on countries listed and Asia economic activity (oil drilling, • Modernization centered in (determined by their per capita GDP, • Desert and semiarid agriculture, pastoralism) urban areas while traditional land size, and population) climates— Sahara, sahel, • Major producers of world’s oil life continues in rural areas steppes • Oil revenues—Positive and • Large percentage of GDP • Mountains negative effects population under age 15 • Kuwait • Atlas • Water—The region’s most • Population unevenly • United Arab Emirates • Taurus precious resource distributed • Qatar • Zagros • Great variation in standard of • Arab countries and Arabic • Israel • Water Features living—Ranging from language • Mediterranean Sea relatively high to poverty- • Non-Arab countries: Turkey, Land Size • Red Sea stricken Iran, Israel • Algeria • Black Sea • Regional conflicts, political • Birthplace of three major • Saudi Arabia • Arabian Sea unrest that affects tourism monotheistic religions— • Libya • Persian/Arabian Gulf • Aswan High Dam—Positive Judaism, Christianity, and • Strait of Hormuz and negative effects Islam Population • Bosporus Strait • Suez Canal—Enhanced • Conflict over Palestine • Iran • Dardanelles Strait shipping routes in the region • Nomadic lifestyles • Turkey • Nile River • Guest workers • Art that reflects the diversity • Egypt • Tigris River • Trade important to region of religions (stained glass, • Euphrates River from earliest time geometric tiles, calligraphy, • Jordan River • Wide range of per capita mosaics, prayer rugs) • Seasonal flooding, alluvial income and levels of soils, delta regions, oases, development Cities as centers of culture and trade wadis • Contemporary trade routes • Baghdad (sea lanes) • Cairo • Organization of Petroleum • Istanbul Exporting Countries (OPEC) • Jerusalem • Mecca • Tehran

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Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Cultural landscape

• Mosques, minarets • Church of the Holy Sepulcher • Hagia Sophia • Bazaars, suqs • Western Wall • Dome of the Rock • Kaaba • Pyramids • Oil rigs • Walled cities

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STANDARD WG.9c The student will analyze the global patterns and networks of economic interdependence by c) mapping, describing and evaluating the formation of economic unions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As a global society, the world is What are some examples of economic Examples of economic unions Compare maps and globes and make increasingly interdependent. unions? • EU—European Union inferences. • NAFTA—North American Economic interdependence fosters the What are the advantages and Free Trade Agreement Identify regional patterns on maps formation of economic unions. disadvantages of economic unions? • ASEAN—Association of and globes. Southeast Asian Nations • OPEC—Organization of Identify primary ideas expressed in Petroleum Exporting graphic data. Countries Gather, classify, and interpret Advantages of economic unions information. • More efficient industries • Access to larger markets Explain cause and effect relationships. • Access to natural, human, and capital resources without Draw conclusions and make restrictions generalizations about data. • Greater influence on world

market

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of political divisions Divisions are regions of the Earth’s What are some examples of spatial Compare maps and make inferences. surface over which groups of people divisions at the local and regional • Neighborhoods establish social, economic, and levels? • Election districts Identify regional patterns. political control. • School districts What are some reasons for political • Regional districts (e.g., bus Gather, classify, and interpret Political divisions may generate divisions at the local and regional lines, waste disposal, information. conflict. levels? conservation districts, planning districts, area code Explain cause and effect Political divisions may generate How do political divisions generate zones) relationships. cooperation. conflict? • Cities • Counties Participate in problem solving. Why do political divisions cooperate? • States Draw conclusions and make

generalizations about data. Reasons for political divisions

• Desire for government closer to home • Need to solve local problems • Need to administer resources more efficiently

Reasons for conflict

• Boundary disputes • Cultural differences • Economic differences • Competition for scarce resources • Political advantages (e.g., gerrymandering)

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for cooperation

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of spatial Examples of spatial divisions Compare maps and make inferences. surface over which groups of people divisions at the national and establish social, economic, and international levels? • Countries Identify regional patterns. political control. • Alliances: economic and political What are some reasons for spatial • North Atlantic Treaty Gather, classify, and interpret Spatial divisions may generate divisions at the local and regional Organization (NATO) information. conflict. levels? • European Union (EU) • Organization of Petroleum Explain cause and effect Cooperation may eliminate the need How do spatial divisions generate Exporting Countries (OPEC) relationships. for the division and control of the conflict? • North American Free Trade Earth’s surface. Agreement (NAFTA) Draw conclusions and make How do spatial divisions cooperate to generalizations about data. • Commonwealth of Nations solve problems and settle disputes? • United Nations Participate in problem solving. • Red Cross/Red Crescent − • Organization of American States (OAS) • League of Arab States • Association of Southeast Asian Nations (ASEAN) • African Union (AU)

Reasons for spatial divisions

• Differences in culture, language, religion • Retention of historical boundaries • Imperial conquest and control • Economic similarities and differences

158 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for conflict

• Boundary and territorial disputes (Syria/Israel, Western Sahara/Morocco, China/Taiwan, India/Pakistan, Iraq/Kuwait) • Cultural differences (language, religion) • Indonesia • Canada (Quebec) • Ireland • Sudan • Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies) • Ethnic differences • Balkans • Cyprus • Rwanda and Burundi • Kashmir • Nationalism

159 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of cooperation

• Humanitarian initiatives—e.g., Red Cross/Red Crescent • Economic alliances—e.g., Law of Sea, China and United States, multinational corporations, North American Free Trade Agreement (NAFTA), Organization of Petroleum Exporting Countries (OPEC) • Cultural alliances—e.g., Francophone world, Commonwealth of Nations • Military alliances—e.g., North Atlantic Treaty Organization (NATO) • Problem-solving alliances—e.g., Antarctica Treaty, United Nations (UN) peacekeepers • Programs to promote international understanding—e.g., Peace Corps • Alliances for environmental preservation • Foreign aid

160 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.l2a The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

An understanding of the practical What are some practical applications Geographic applications at local and Organize and interpret information. applications of geography enables of geography? regional levels students to be informed, active citizens Use maps and other geographic in their communities. • Air and water quality resources to obtain information and monitoring and management draw conclusions. • Recycling programs • Land use and transportation Participate in problem solving and planning decision making. • Selection of locations for residential and commercial development

161 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

SAMPLE LESSON TITLE: Understanding Christianity, Islam, and Judaism (History Alive! WH-10-6, Activity 1.2) UNIT X: Southwest Asia and North Africa

ENDURING UNDERSTANDING: A state of confusion or an identity crisis exists in a place when cultural characteristics conflict but physical characteristics remain the same.

CONCEPTUAL UNIT QUESTION: What roles do place characteristics play in the conflict and unity in the Middle East?

KEY CONCEPT(s): Place Geography, Cultural Geography, Historical Geography

ESSENTIAL QUESTION(s): • What are some examples of political divisions at the local and regional levels? • How do political divisions generate conflict?

SOL OBJECTIVES: WG.4; WG.9d; WG.10a; WG.10b, c; WG.l2a

LESSON DESCRIPTION: This History Alive! Lesson is a skill builder activity that introduces students to the three major religions in the Middle East: Christianity, Islam, and Judaism. Working in pairs, students read background information that introduces several topics -- God, key beliefs, holy book, practices and rituals, worship services, and branches -- about one of the three religions. Then, pairs design spoke diagrams depicting aspects of the religion. Students examine each others’ diagrams and record the information they discover about each religions – to create Venn diagrams showing the similarities among and unique characteristics of the three religions.

Materials/Resources: History Alive! “Understanding Christianity, Islam, and Judaism.” (WH-10-6, Activity 1.2), “Comparing Religions” Venn diagram from Teen Newsweek, October 1, 2001. This Venn Diagram includes18 statements at the bottom of the page, that apply to one, two, or all of the religions. This resource is a useful adaptation for integrated and HILT classes, or to curb time from the overall lesson. See Appendix H.

Strategies: History Alive! skill builder activity, students work in mixed ability pairs and then later in larger groups of three to four. Students research and record information. Venn diagrams and spoke diagrams used to collect and display information.

162 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Student Action: • work in mixed ability pairs to read • create a Spoke Diagram of the information on a single religion of Judaism, Christianity, or Islam. • view these spoke diagrams in order to read and record information about all three religions on a chart. • work in groups of at least three, in which there is a student “expert” from each religion. • using their notes from all three religions and more detailed knowledge of a single religion, the group will work together to fill in a Venn Diagram comparing the similarities and differences between the three religions.

Teacher Action: • assign mixed ability pairs • distribute readings to each pairs so that one-third of the class is reading about Judaism, one-third Christianity, and the other third Islam. • create three stations, so students may rotate around the room and fill out a chart collecting data on all three religions. • play music from each religion, for students to listen to and compare (History Alive! Provides an excellent recording). • assigns groups of three students to work on completing Venn Diagram.

Assessment: observation

Adaptation: “Comparing Religions” Venn diagram from Teen Newsweek, October 1, 2001. This Venn Diagram includes 18statements at the bottom of the page that apply to one, two, or all of the religions. This resource is a useful adaptation for integrated and HILT classes, or to curb time from the overall lesson. See Appendix H.

HILT: As a preview activity, elaborate on student’s prior knowledge of religion with such prompts as: “Describe the importance of religion in your life. Describe how you practice your religion. List religious events/holidays. What do you like the most about your religion?” Provide students with a map of Asia to familiarize them with the area. Identify Israel and Saudi Arabia. Prior to the spoke diagram, students use a t-chart to note key and new words.

163 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

164 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

UNIT XI: Polar Regions

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.4: The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

ENDURING UNDERSTANDING: Human and environmental interaction will impact a place permanently.

CONCEPTUAL UNIT QUESTION: Should Antarctica remain a “continent for science and peace” or become a natural resource for economic development?

PREVIEW ACTIVITY: "No person who has not spent a period of his life in those 'stark and sullen solitudes that sentinel the Pole' will understand fully what trees and flowers, sun- flecked turf and running streams mean to the soul of a man." - Ernest Shackleton

"If Antarctica were music it would be Mozart. Art, and it would be Michelangelo. Literature, and it would be Shakespeare. And yet it is something even greater; the only place on earth that is still as it should be. May we never tame it." - Andrew Denton

"The continent has become a symbol of our time. The test of man's willingness to pull back from the destruction of the Antarctic wilderness is the test also of his willingness to avert destruction globally. If he cannot succeed in Antarctica he has little chance of success elsewhere." - Edwin Mickleburgh

Students will read and listen to each quote. Next, in their journal, they will record their impression of Antarctica as seen through the eyes of each writer. Finally, they will share their ideas with the class.

165 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Antarctic Circle climate habitats Madrid Protocol refuge Antarctic Treaty depletion high latitudes magnetic pole sea ice Arctic Circle ecosystem ice cap migratory Southern Ocean Arctic Ocean endangered ice floe neutrality tundra biodiversity fossil fuel icebreaker ozone hole boreal forest geology indigenous polar circumpolar glacier katabatic wind polar desert circumpolar current global climate change krill preservation

166 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Australia, Pacific Islands, and Australia, Pacific Islands, and Australia, Pacific Islands, and Australia, Pacific Islands, and Antarctica Antarctica Antarctica Antarctica • Australia • Wide range of vegetation, from • Air and water travel that bring • Pacific islands are sparsely • New Zealand tropical rain forests to desert scrub goods and services to remote areas populated. • Papua New Guinea • Australia mostly desert • Dry areas of Australia well suited • Most of Australia’s population • Hawaiian archipelago (U.S.) • The Great Dividing Range to cattle and sheep ranching lives near the coast. • The Great Barrier Reef • Upset of environmental balance, • Traditional culture continues to • Australia’s isolation, resulting in caused by the introduction of non- shape life in the Pacific islands. unique animal life native plants and animals • Lifestyles range from subsistence • Antarctica, the world’s coldest, • Ranching, mining (primary farming to modern city living. driest, windiest continent; icecap activities) • Cultures reflect the mix of • Pacific islands—Volcanic, coral, • Communication and financial European and indigenous cultures or continental services (tertiary activities) (e.g., Maori and aborigines). • Antarctica has no permanent residents.

Cities as centers of culture and trade • Canberra, A.C.T. (Australian Capital Territory) • Sydney • Melbourne

Cultural landscape • Sydney Opera House • Cattle and sheep stations (Australia) • Research stations (Antarctica) • Thatched roof dwelling (Pacific islands)

167 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Climate is defined by certain What are the common characteristics Climate characteristics Compare maps and make characteristics. that define climate? • Temperature inferences. • Precipitation Climate patterns result from the What are the elements that influence • Seasons (hot/cold; wet/dry) Interpret the idea, concepts, or interplay of common elements. regional climate patterns? events expressed by pictures, or Climate elements other graphic media. Climate regions have distinctive What vegetation is characteristic of key • Influence of latitude vegetation. climate zones? • Influence of winds Apply latitude to identify • Influence of elevation climate zones. Certain weather phenomena are unique Where do specific types of weather • Proximity to water to specific regions. phenomena occur? • Influence of ocean currents Interpret charts, diagrams, and climographs. Climate and weather phenomena affect What effects do climate and weather World climate regions how people live in different regions. phenomena have on people living in • Low latitudes—e.g., tropical wet, tropical Select the appropriate different regions? wet and dry, arid, semiarid, highland geographic resource to draw • Middle latitudes—e.g., semiarid, arid, conclusions. Mediterranean (dry summer subtropical) humid continental, marine west coast, highland • High latitudes—e.g., subarctic, tundra, icecap Vegetation regions • Rain forest • Savanna • Desert • Steppe • Middle latitude forests • Taiga • Tundra

168 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

SAMPLE LESSON TITLE: Global Decisions about Antarctica - a Simulation and Debate

UNIT XI: Polar Regions

ENDURING UNDERSTANDING: Human and environmental interaction will impact a place permanently.

CONCEPTUAL UNIT QUESTION: Should Antarctica remain a “continent for science and peace” or become a natural resource for economic development?

KEY CONCEPT(s): Geographic Skills, Place Geography, Physical Geography, Political Geography, Environmental Geography

SOL OBJECTIVES: WG.2; WG.4

LESSON DESCRIPTION: This is a simulation to discuss and debate the future use of the natural resources of Antarctica. The students will predict the impact of human-environment interaction on the global community. The students will participate in research to record and gather information concerning Antarctica, the historic agreements, and geographic facts concerning the continent. They will use the internet to locate and access real world Web sites where scientists and government officials provide accurate facts and detailed information. They will analyze their findings and develop a point of view about the future use of the region. They will work in groups and debate the future use of Antarctica.

Materials/Resources: Polar projections, books, magazine articles and Web sites on Antarctica, a copies of the Madrid Protocol, and the Antarctic Treaty, VHS video Eyewitness: Arctic and Antarctic, National Geographic photo pack Oceania and Antarctica, National Science Foundation materials US Antarctica, rubric, peer checking form, and evaluation form and Helgren and Sager. World Geography Today. Holt, Rhinehart and Winston: Austin, 2003.

Student Action: • select one of the cooperative learning groups. • researchers read, record and analyze facts about Antarctica. • keep a daily learning log. • work in a group to share information and develop a position. • students take on role of their group and present their findings. • debate the future use of the continent. • Present a proposal with visual reinforcement

169 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Teacher Action: • divide the class into four cooperative learning groups: an ecotourism company, research scientists, representatives from global mining companies, and global environmentalists. • go over the simulation and explain the rubric. • provide and review the research resources and materials. • circulate around the room to monitor the groups and provide guidance. • facilitate the simulation

Assessment: peer checking form, evaluation form, and self-assessment rubric

Adaptation: The Eyewitness: Arctic and Antarctica video is excellent for visual learners, HILTEX students and Special Education students. It provides detailed information, historic geography, and beautiful images. GT students can write or email questions to the Antarctica scientists concerning their work and experiences. They can write a science fiction story about their vision of Antarctica in future years.

170 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

UNIT XII: Europe –This unit focuses on contemporary issues of trade and national identity. Students closely examine the cultures of selected countries. Students also study the physical and cultural geography of the region. Students will learn the place geography of Western and Eastern Europe. STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.1 The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments; b) apply the concepts of location, scale, map projection, or orientation; c) develop and refine mental maps of world regions; d) create and compare political, physical, and thematic maps.

SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) explaining how regional landscapes reflect the physical environment and the characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.

SOL WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions; b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

171 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

ENDURING UNDERSTANDING: Economic interdependence may encourage trust or promote domination.

CONCEPTUAL UNIT QUESTION: Is Europe a region of increasing unity or disunity?

PREVIEW ACTIVITY: Student groups examine regional maps from the textbook and teacher-created placards with pictures or headlines addressing European topics (e.g. the EU, World Bank protests, immigration, the Balkans). Each student group examines this material for evidence of conflict or cooperation within contemporary European culture. Students record their evidence on a T-chart with one column labeled Conflict, the other Cooperation. Students then enter a whole class discussion focused on the unit question. Following the discussion, students should draw a spectrum labeled ‘European (dis)unity?’ The left side of the spectrum will be marked disunity, the right side unity. The student will determine where to place key events or ideas from the T-chart. One item from each half of the spectrum should be illustrated in color. As an option, students may turn the spectrum into a see-saw, thermometer, or a balance and indicate an initial response to the unit question.

alliance confederation Gulf Stream navigable quota annex constitutional monarchy Holocaust neutral red army arable dialect imperialism Nordic regional specialization autonomy, nationalism dike, polder Industrial Revolution parliamentary democracy Renaissance balance of power economic association iron curtain Partnership for Peace (PFP) reunification balance of trade Eurasia loch passport romance languages Benelux euro microstate peat socialism chancellor European Union multilingual peninsula tariff (EU, EC, EEC) Chunnel famine nationalize pope UN city state fjord NATO primate city United Kingdom (UK) communism geyser natural boundary prime minister USSR

172 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.1a The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic information may be How does using a variety of sources Variety of sources Gather, classify, and interpret acquired from a variety of sources. support the process of geographic information. inquiry? • GIS (Geographic Information Geographic information supports the Systems) Select the appropriate geographic process of inquiry into the nature of • Field work information sources to draw countries, cities, and environments. • Satellite images conclusions. • Photographs Using a variety of sources supports the • Maps, globes process of geographic inquiry. • Data bases

• Primary sources

173 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.1b The student will use maps, globes, satellite images, photographs, or diagrams to b) apply the concepts of location, scale, map projection or orientation.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Latitude and longitude define absolute What are some uses of latitude and Concepts Use compass rose to identify and use location. longitude? cardinal directions. • Scale Relative location describes the spatial How is relative location used to • Absolute location Locate places using latitude/longitude relationships between and among describe places? • Latitude on maps and globes. places. • Longitude Why are different scales necessary for • Relative location Compare maps of different scales. Areas can be represented using a developing map representations? • Orientation variety of scales. Gather, classify, and interpret • Map distortion Why is a directional indicator (e.g., information. • Mercator The amount of detail shown on a map compass rose) necessary on a map? Robinson is dependent on the scale used. • How do maps distort spatial • Polar A directional indicator (e.g., compass relationships when compared with the rose) identifies map orientation. globe?

Maps distort spatial relationships when compared with the globe.

174 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.1c The student will use maps, globes, photographs, and pictures in order to c) develop and refine mental maps of the world regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Mental maps are based on objective How do people use mental maps to Uses of mental maps Locate places on maps and globes. knowledge and subjective perceptions. organize information? • Carry out daily activities (e.g., Interpret maps and globes. People develop and refine their mental How are perceptions reflected in route to school, shopping) maps through both personal experience mental maps? • Give directions to others Draw maps from memory. and learning. • Understand world events How can mental maps be developed Evaluate information. Mental maps serve as indicators of and refined? Ways mental maps can be developed how well people know the spatial and refined characteristics of certain places. • Comparing sketch maps to maps in atlases or other resources • Describing the location of places in terms of reference points (e.g., the equator, prime meridian) • Describing the location of places in terms of geographic features and land forms (e.g., west of the Mississippi River, north of the Gulf of Mexico) • Describing the location of places in terms of the human characteristics of a place (e.g., languages, types of housing, dress, recreation, customs and traditions)

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STANDARD WG.1d The student will use maps, globes, photographs, and pictures in order to d) create and compare political, physical, and thematic maps.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• Population (e.g., distribution Identify and interpret regional patterns and density) on maps.

• Economic activity

• Resource

• Language • Ethnicity • Climate • Precipitation • Vegetation • Physical • Political

176 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.3a The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural regions

177 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.3a (continued) The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Changes in perceptions

• Middle East • Sun Belt • Rust Belt

178 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.3b The student will apply the concept of a region by b) explaining how regional landscapes reflect the physical environment and the characteristics of their inhabitants.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Regional landscapes are influenced by How does the appearance of the Physical characteristics Gather, classify, and climate and underlying geology. landscape reflect the physical • Climate affects types of natural vegetation. interpret information. environment? • Landforms affect transportation, population Regional landscapes are influenced by distribution, and the location of cities. Analyze photographs and the cultural, economic, and political How does the appearance of the pictures and make inferences. characteristics of their inhabitants. landscape reflect the characteristics of Cultural characteristics the inhabitants? • Architectural structures Draw conclusions and make • Religious buildings (e.g., mosques, generalizations about data. churches, synagogues, temples, pagodas) • Dwellings (e.g., tiled roofs in Mediterranean, chalets in Switzerland, thatched roofs in Pacific Islands, tents and yurts in Central and Southwest Asia, castles in Europe) • Statues and monuments of local, national, or global significance • Taj Mahal (India) • Kaaba (Mecca) • Western Wall (Jerusalem) • Dome of the Rock (Jerusalem) • Church of the Holy Sepulcher (Jerusalem) • Pyramids (Egypt) • Kremlin (Moscow) • Eiffel Tower (Paris) • Virginia State Capitol Building • Washington Monument • White House • Lincoln Memorial • Statue of Liberty

179 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural differences can link or divide How can cultural characteristics link or Language Identify and interpret regional regions. divide regions? • Arab world—Arabic patterns on maps. • Hispanic America—Spanish • Brazil—Portuguese Explain cause and effect relationships. • Canada—French/English • Switzerland—Multiple Compare and contrast differing sets of languages ideas, beliefs, and behaviors. • English—World language Draw conclusions and make Ethnic heritage generalizations about information.

• Yugoslavia—Serbs, Croats,

Bosnians, Albanians

• Burundi and Rwanda—Hutus and Tutsis • United States, Switzerland— Unity in multiple ethnic countries • Korea and Japan— Predominantly single ethnicity • Cyprus—Greeks and Turks

Religion as a unifying force • Hinduism • Buddhism • Judaism • Christianity • Islam

Religion as a divisive force • Sunni vs. Shi’a

180 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The development of a region is In what ways do physical, economic, See attached charts for specific Explain charts comparing two or more influenced by many factors, including and cultural characteristics influence information concerning physical, concepts. physical, economic and cultural regional development? economic, and cultural characteristics. characteristics. Identify primary ideas expressed in What are some ways that human Human interaction with environment graphic data. The interaction of humans with their interaction with the environment environment affects the development affects the development of a region? Criteria for determining relative Gather, classify, and interpret of a region. importance information. What are some criteria that may be • GDP (Gross Domestic Product) Different criteria may be used to used to determine a country’s relative • Land size Draw conclusions and make determine a country’s relative importance? • Population size generalizations about data. importance. • Resources What impact do elements of the Explain cause and effect relationships. Elements of the physical environment, physical environment, such as major Impact of physical elements such as major bodies of water and bodies of water and mountains, have Example: Water Identify and locate regions, continents, mountains, influence the economic and on countries? oceans, and major features on maps and cultural characteristics of regions. Example: Mountains globes.

181 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Countries Physical Characteristics Economic Characteristics Cultural Characteristics Europe Europe • Part of large landmass Europe Europe Location of countries with particular called Eurasia • Mountain regions—Tourism, • Birthplace of Industrial emphasis on countries listed • Peninsulas recreation, and mineral resources Revolution (determined by their per capita GDP, • Iberian • Areas threatened by air and water • Many ethnic groups— land size, and population) • Italian pollution Languages, religions, customs • Scandinavian • Forests (Black Forest) • Sporadic conflict among GDP • Jutland • Cities (Venice) groups (wars, revolutions) • Norway • Islands • Rivers (Rhine, Danube, Seine) • Birthplace of western • Switzerland • Great Britain • Development of industrial and culture— Greece and Rome • Luxembourg • Ireland transportation centers near mineral • Spread of European culture to • Sicily deposits, coal and iron ore many other parts of the world Land Size • Fjords • Ruhr valley (exploration, colonization, • Ukraine imperialism) • Mountains • Po valley • France Highly urbanized • Alps • Rivers and canals serving as major • • Spain • One of the world’s most • Pyrenees transportation links densely populated areas • North European plain • Oil reserves in the North Sea Population • North Atlantic Treaty • Rivers • Well-educated workforce— Industrial • Germany Organization (NATO) • Danube and technological societies, banking in • United Kingdom Switzerland • Rhine • Italy • Advanced farming techniques, high Cities as centers of culture and trade • Seine • France crop yields, fertile soils, black earth • Berlin • Volga (chernozem) • London • Seas • Well-developed infrastructure • Paris • Adriatic • The Chunnel • Madrid • Aegean • Differences in Western and Eastern • Rome Mediterranean • European industrial development due to • Athens • Baltic differing economic systems in prior years • Warsaw • Black • European Union • North

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Countries Physical Characteristics Economic Characteristics Cultural Characteristics

• Oceans • Trade important, especially to Cultural landscape • Atlantic island nations; interdependence • Notre Dame, Arc de • Arctic • Large role of government in some Triomphe, Louvre, Eiffel • Strait of Gibraltar economies (Sweden and Tower • Varied climate regions—Tundra Denmark). • Colosseum, Leaning Tower of to Mediterranean • Replacement of communism with Pisa, St. Peter’s Basilica • Effects of the North Atlantic Drift capitalism in Eastern Europe. • Parthenon and prevailing westerlies on • Reclaimed land—Polders in • Westminster Abbey, Big Ben Europe’s climates Netherlands • Windmills • Demographics typical of • Castles developed economies • High per capita GDP • High life expectancy • Low population growth rate • Low infant mortality • Low percentage of population under age 15 • High literacy rate

183 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.9a The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities and trade.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not equally distributed. What are some factors that Factors that influence economic Compare maps and globes and make influence economic activities and Activity inferences. Economic activities are influenced by trade? availabiltiy of resources, cultural • Access to human, natural, and capital Identify regional patterns on maps and values, economic philosophies, and resources globes. levels of supply and demand for goods • Skills of the work force and services. • Natural resources Identify primary ideas expressed in • Access to new technologies graphic data. No country has all the resources it • Transportaion and communication needs to survive and grow. networks Gather, classify, and interpret • Availability of investment capital information.

• Location and ability to exchange goods Explain cause and effect relationships. • Landlocked countries

Coastal and island countries • Draw conclusions and make • Proximity to shipping lanes generalizations about data. • Access to communication networks • Membership in political and economic alliances that provide access to markets—e.g., European Union (EU), North American Free Trade Agreement (NAFTA)

184 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.9b The student will analyze the global patterns and networks of economic interdependence by b) identifying factors, including comparative advantage, that influence economic activities and trade.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not distributed What is comparative advantage? Terms to know Compare maps and globes and make equally. • Comparative advantage: Countries will inferences. What are the effects of unequal export goods and services that they can No country has all the resources it distribution of resources? produce at lower relative costs than Identify regional patterns on maps and needs to survive and grow. other countries. globes. How do nations use their resources Nations participate in those to Effects of unequal distribution of Identify primary ideas expressed in economic engage in economic activities? resources graphic data. activities compatible with their • Specialization in goods and services human, Why do countries engage in trade? that a country can market for profit Gather, classify, and interpret natural, and capital resources. • Exchange of goods and services information. What is the relationship between (exporting what a country can market International trade fosters inter- comparative advantage and for profit; importing what a country Explain cause and effect relationships. dependence. international trade? cannot produce profitably) Draw conclusions and make Some countries’ use of resources generalizations about data • Japan—Highly industrial nation despite limited natural resources • Russia—Numerous resources, many of which are not economically profitable to develop • United States—Diversified economy, abundant natural resources, specialized industries • Côte d’Ivoire—Limited natural resources, cash crops in exchange for manufactured goods • Switzerland—Limited natural resources, production of services on a global scale

185 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.9b (continued) The student will analyze the global patterns and networks of economic interdependence by b) identifying factors, including comparative advantage, that influence economic activities and trade.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons why countries engage in trade • To import goods and services that they need • To export goods and services that they can market for profit

Effects of comparative advantage on international trade • Enables nations to produce goods and services that they can market for profit • Influences development of industries (e.g., steel, aircraft, automobile, clothing) • Supports specialization and efficient use of human resources

186 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

STANDARD WG.9c The student will analyze the global patterns and networks of economic interdependence by c) mapping, describing and evaluating the formation of economic unions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As a global society, the world is What are some ways that global Economic interdependence can be depicted Compare maps and globes and make increasingly interdependent. patterns and networks of economic through trade, resource, or transportation inferences. interdependence can be depicted on maps. Economic interdependence fosters the maps? Identify regional patterns on maps and formation of economic unions. Examples of economic unions globes. What are some examples of economic unions? • EU—European Union Identify primary ideas expressed in • NAFTA—North American Free Trade graphic data. What are the advantages and Agreement disadvantages of economic unions? • ASEAN—Association of Southeast Gather, classify, and interpret Asian Nations information. • OPEC—Organization of Petroleum Exporting Countries Explain cause and effect relationships.

Advantages of economic unions Draw conclusions and make generalizations about data. • More efficient industries • Access to larger markets

• Access to natural, human, and capital

resources without restrictions

• Greater influence on world market

Disadvantages of economic unions

Closing of some industries • • Concentration of some industries in certain countries, leaving peripheral areas behind • Agribusiness replacing family farms • Difficulty in agreeing on common economic policies

187 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of political Examples of political divisions Compare maps and globes and make surface over which groups of people divisions at the local and regional inferences. establish social, economic, and levels? • Neighborhoods political control. • Election districts Identify regional patterns on maps and What are some reasons for political • School districts globes. Political divisions may generate divisions at the local and regional • Regional districts (e.g., bus lines, conflict. levels? waste disposal, conservation Identify primary ideas expressed in districts, planning districts, area graphic data. Political divisions may generate How do political divisions generate code zones) cooperation. conflict? • Cities Gather, classify, and interpret • Counties information. Why do political divisions cooperate? • States Explain cause and effect relationships.

Reasons for political divisions Draw conclusions and make

generalizations about data. • Desire for government closer to

home

• Need to solve local problems • Need to administer resources more efficiently

Reasons for conflict

• Boundary disputes • Cultural differences • Economic differences • Competition for scarce resources • Political advantages (e.g., gerrymandering)

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Reasons for cooperation

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of political Examples of political divisions Compare maps and make inferences. surface over which groups of people divisions at the national and establish social, economic, and international levels? • Countries Identify regional patterns. political control. • Alliances: economic and political What are some reasons for political • North Atlantic Treaty Gather, classify, and interpret Political divisions may generate divisions at the local and regional Organization (NATO) information. conflict. levels? • European Union (EU) • Organization of Petroleum Explain cause and effect relationships. Cooperation may eliminate the need How do political divisions generate Exporting Countries (OPEC) for the division and control of the conflict? • North American Free Trade Participate in problem solving. Earth’s surface. Agreement (NAFTA) How do political divisions cooperate Draw conclusions and make • United Nations (UN) to solve problems and settle disputes? generalizations about data. • Organization of American

States (OAS) − League of Arab States • • Association of Southeast Asian Nations (ASEAN) • African Union (AU)

Reasons for political divisions

• Differences in culture, language, religion • Retention of historical boundaries • Imperial conquest and control • Economic similarities and differences

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

− Reasons for conflict

− • Boundary and territorial disputes (Syria/Israel, Western Sahara/Morocco, China/Taiwan, India/Pakistan, Iraq/Kuwait) • Cultural differences (language, religion) • Indonesia • Canada (Quebec) • Sudan • Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies) • Ethnic differences • Balkans • Cyprus • Kashmir • Nationalism

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STANDARD WG.12a The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

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STANDARD WG.12b The student will apply geography to interpret the past, understand the present, and plan for the future by b) relating current events to the physical and human characteristics of places and regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Current events are shaped by the How are current events connected to the Geographic relationships Compare maps and make inferences. physical and human characteristics of geographical characteristics of places the places and regions where they and regions? • How physical characteristics Identify and interpret regional patterns occur. influence current events on maps. • Natural hazards (e.g, flooding, earthquakes, Identify primary ideas expressed in volcanoes, drought) graphic data. • Climate change Gather, classify, and interpret • How human characteristics information. influence current events • Population distribution Draw conclusions and make • Geographic patterns of generalizations about data. ethnic diversity • A sense of place Examine cause and effect (emotional attachment to relationships. specific locations) • Geographic patterns of trade and interdependence (e.g., oil) • Geographic patterns of wealth and poverty (developed and developing nations)

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SAMPLE LESSON TITLE: The Case for a Divided Europe? UNIT XII: Europe

ENDURING UNDERSTANDING: Economic interdependence may encourage trust or promote domination.

CONCEPTUAL UNIT QUESTION: Is Europe a region of increasing unity or disunity?

KEY CONCEPT(s): Geographic Skills, Cultural Geography, Economic Geography, Political Geography, Historical Geography

SOL OBJECTIVES: WG.1, WG.3, WG.4, WG.9, WG.10,WG.12

LESSON DESCRIPTION: Europe is on trial for disunity. A jury will decide its fate (increasing disunity = guilt, increasing unity = innocence) once the prosecution (Europe is guilty) and defense (Europe is innocent) present their respective cases using witnesses (experts on various topics). A judge will preside. All roles are played by students.

Materials/Resources: N/A

Strategies simulation, role-play

Student Action: • receive their assigned roles. • either research their position (witnesses) or organize their presentation (prosecution and defense). The judge and jury prepare the classroom props. • role-play the trial. • write their response to the unit question using evidence and argumentation gleaned from both the trial and prior learning.

Teacher Action: • assigns roles. • supervises research, preparation, and stage setup. • facilitates the trial and assesses preparation and participation. Assessment: preparation, participation, writing

Adaptation: Teacher may use this as a regular lesson judging NATO or EU expansion.

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UNIT XIII: Russia & Central Asia

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.7 The student will identify natural, human, and capital resources and explain their significance by a) showing patterns of economic activity and land use.

ENDURING UNDERSTANDING: Changes to the earth’s ecological balance have positive and negative consequences for humans.

CONCEPTUAL UNIT QUESTION: Is the global community responsible for helping to clean up the environment in Russia, Central Asia and other parts of the world? Provide support, facts and details for your point of view.

PREVIEW ACTIVITY: “Government cannot close its eyes to the pollution of waters, to the erosion of soil, to the slashing of forests any more than it can close its eyes to the need for slum clearance and schools.” Franklin D. Roosevelt (1882-1945) Work with a partner to create a chart reflecting the following different points of view of nations; e.g., economic conditions, needs of population, and environmental conditions. Provide examples of reasons why governments would agree or disagree with the quote. Facilitate a discussion using the students’ written responses. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Aral Sea coup heavy industry nationalism soviet Bolshevik Revolution czar Kremlin nuclear power St. Petersburg Catherine the Great entrepreneur Lake Baykal perestroika steppe Chernobyl ethnic minority lethal Peter the Great Taiga Chernozem Eurasia light industry plutonium toxic command economy fossil fuel meltdown privatization Trans-Siberian Railroad communism free market economy mineral Red Square tundra contaminate genocide Moscow Siberia Ural Mountains Cossacks glasnost capitalism SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Russia and Central Asia Russia and Central Asia Russia and Central Asia Location of countries with particular • Vast land area—Spans two • Transition from communist to Russia and Central Asia emphasis on countries listed continents, Europe and Asia free market economies • Diverse ethnic groups, (determined by their per capita GDP, (covers 11 time zones) • Farming and industry customs and traditions (many land size, and population) • Vast areas of tundra, concentrated in the Fertile of Turkic and Mongol permafrost, taiga, and steppe Triangle region, rich, heritage) GDP • Varied climate regions chernozem soils (wheat • Kazakhstan • Black earth belt (rich farming) Cultural heritage • Russia chernozem soil) • Infrastructure—Trans- • Ballet • Turkmenistan • Mountains Siberian Railroad, systems of • Fabergé eggs • Caucasus rivers and canals and railroads • Music Land Size • Ural Mountains (divide • Energy resources— • Icons • Russia Europe from Asia) Hydroelectric power, oil and • Matrioshka dolls • Kazakhstan • Siberia (the sleeping land), natural gas • Oriental carpets • Turkmenistan located east of the Urals • Russian natural resources not • Samovars • Major oil, natural gas, and fully developed due to Population mineral resources climate, limited transportation Cultural landscape • Russia • Water features links, and vastness of the • Russian Orthodox churches • Kazakhstan • Volga River country • St. Basil’s Church • Uzbekistan • Ob River • Foreign competition for • Red Square investment in the region (oil • Amur River • Kremlin pipelines) • Lake Baikal • Mosques, minarets • Widespread pollution • Caspian Sea • Siberian villages • Shrinking of the Aral Sea • Aral Sea • Soviet-style apartment blocks • Political and economic • Bering Strait difficulties after the breakup Pacific Ocean Cities as centers of culture and trade • of the Soviet Union • Arctic Ocean • Moscow • Cotton production in Central • St. Petersburg • Some rivers flow northward to Asia • Novosibirsk the Arctic Ocean

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STANDARD WG.7a The student will identify types of natural, human, and capital resources and explain their significance by a) showing patterns of economic activity and land use.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Natural substances become resources How do human needs and availability Use of energy resources and Compare maps and globes and make if and when they become useful to of technology affect the value of technology (as it has changed over inferences. humans. natural resources? time) • Wood (deforestation) Interpret regional patterns on maps The value of resources has changed How has the value of resources • Coal (pollution, mining problems, and globes. over time. changed over time? competition with oil and gas) • Petroleum (transportation, Identify primary ideas expressed in Natural, human, and capital resources How do natural, human, and capital environmental considerations) graphic data. influence human activity in regions. resources determine economic activity • Nuclear (contamination/waste) in regions? • Solar, wind (cost, aesthetics) Gather, classify, and interpret Economic activity can be classified as information. primary, secondary, or tertiary. Natural resources • Renewable—Soil, water, forests Draw conclusions and make generalizations about information. • Nonrenewable—Fossil fuels (oil,

coal, natural gas) and metals (gold, iron, copper, bauxite)

Human resources • Level of education • Skilled and unskilled laborers • Entrepreneurial and managerial abilities

Capital resources • Availability of money for investment • Level of infrastructure • Availability and use of tools, machines, and technologies

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SAMPLE LESSON TITLE: Environment Versus Economic Debate in Russia and Central Asia

UNIT XIII: Russia, & Central Asia

ENDURING UNDERSTANDING: Changes to the earth’s ecological balance have positive and negative consequences for humans.

KEY CONCEPT(S): Geographic Skills, Place Geography, Physical Geography, Cultural Geography, Economic Geography, Political Geography, Historic Geography, Environmental Geography

SOL OBJECTIVES: WG.4; WG.7a.

Lesson Description: The collapse of the Soviet Union brought into sharp focus the grim economic picture facing the countries that once made up this superpower. Faced with shortages and environmental problems of all kinds, the current government has little or no economic resources to dispose safely of the nuclear waste from superfluous weaponry. We will gather to discuss and debate two major issues facing Russia and the impact these issues have on the nations of the world. Our agenda will include future plans and proposals for cleaning up the environment, and economic conditions that face Russia. A group visual and speech will be part of the debate. Banners, posters, propaganda are acceptable. The teacher will divide students into four groups representing the United States, Russia, European nations, and environmental organizations from Northern Eurasia. • If you are representing a nation, form a staff which consists of some of the following members: economic specialist, Minister of Future Planning, investors, political advisors, business advisors, top leader, workers, citizens and industrialists. Research the economic and environmental problems facing the former Russia and the neighboring countries. • If you are a member of an environmental organization, make sure to research and record information concerning the environmental damage that was done during the Cold War. (e.g., Aral Sea) After completing your research, you will debate the economic and ethical issues concerning the environment that face the world as a result of both the Cold War and the break-up of the Soviet Union.

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Materials/Resources: Internet sites, encyclopedias, newspaper, magazine articles and other reference materials on Russia and nuclear energy, environmental issues facing Northern Eurasia, Lake Baykal, the Aral Sea, Chernobyl, and cotton production in Central Asia, BBC videos; Chernobyl: Ten Days For Disaster and Russia's Deep Secret.

Strategies: research, role-playing, visual reinforcement

Student Action: • will research independently and develop a point of view. • work in assigned groups to analyze, understand and discuss the economic, environmental and global issues facing nations. • defend their views during a debate. • prepare visual reinforcement for debate

Teacher Action: • provide online resources and guidance during the research process. • divide the class into small groups. • facilitate the debate.

Assessment: independent research, group participation, team contributions, and ability to communicate, final product and speech.

Adaptation: The students read Z for Zachariah in 8th grade English and study nuclear energy in science. The core teachers are using an APS County interdisciplinary unit called Interactions: Humans, Nuclear Energy and The Environment. In geography classes, the students will view part of two BBC videos “Chernobyl: Ten Days For Disaster” and “Russia's Deep Secret”. They will also be reading and identifying current news concerning the use of nuclear energy in the world.

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UNIT XIV: Australia and Oceania—This unit focuses on the theme of Human-Environment Interaction (HEI) and examines the legacy of European culture. Students also study the physical and cultural geography of the region. Students will learn the place geography, too.

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.2 The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; c) explaining how technology affects one’s ability to modify the environment and adapt to it.

SOL WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

SOL WG.7 The student will identify types of natural, human, and capital resources and explain their significance by b) showing their influence on patterns of economic activity and land use c) evaluating perspectives and consequences regarding the use of resources.

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ENDURING UNDERSTANDING: The changing interaction between human and physical factors shapes regional culture.

CONCEPTUAL UNIT QUESTION: What shapes life in Oceania more, nature or culture?

PREVIEW ACTIVITY: Student groups examine photographs of Oceania that include a map of the region and images of its physical and cultural geography. For example, the Outback, a volcanic island, Maoris , Aborigines, Sydney, and kangaroos. Each student group develops a consensus response to the nature- nurture unit question and marks their position on the blackboard. Class discussion illustrates views with supporting evidence. Students write a brief journal response justifying their personal views. Students then create a human spectrum to demonstrate these views. The teacher designates one end of a wall as ‘nature’ and the opposite end of the same wall as ‘culture’. Students stand along the spectrum in accordance with the relative weight they have attached to that factor. If a student believes nature and culture are balanced forces in our lives, the student would stand in the middle. Students return to their seats and reflect on the relative position of their views.

Abel Tasman biogeography EEZ Melanesian Polynesian Aboriginal breadfruit endemic species Micronesian station Aborigine Captain Bligh geyser moai The Bounty alien species continental island James Cook mutiny trust territory ANZUS coral island lagoon Oceania volcanic island artesian well cyclone Maori orographic effect atoll Easter Island marsupial penal colony

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STANDARD WG.1a The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environment.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic information may be What are some uses of latitude and Variety of sources Gather, classify, and interpret acquired from a variety of sources. longitude? information. • Field work Geographic information supports the How is relative location used to • Satellite images Select the appropriate geographic process of inquiry into the nature of describe places? • Photographs information sources to draw countries, cities, and environments. • Maps, globes conclusions. • Diagrams Using a variety of sources supports the process of geographic inquiry.

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STANDARD WG.1b The student will use maps, globes, photographs, and pictures in order to b) apply the concepts of location, scale, map projection, or orientation.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Latitude and longitude define absolute What are some uses of latitude and Concepts Use compass rose to identify and use location. longitude? cardinal directions. • Scale Relative location describes the spatial How is relative location used to • Absolute Location Locate places using latitude/longitude relationships between and among describe places? • Latitude on maps and globes. places. • Longitude Areas can be represented using a Why are different scales necessary for • Relative Location Compare maps of different scales. variety of scales. developing map representations? • Orientation Gather, classify, and interpret • Map Distortion The amount of detail shown on a map Why is a directional indicator (e.g.,) information. • Map Projections is dependent on the scale used. necessary on a map?

• Mercator A directional indicator (e.g., compass How do maps distort spatial • Robinson rose) identifies map orientation. relationships when compared with the • Polar globe? Maps distort spatial relationships when compared with the globe.

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STANDARD WG.1c The student will use maps, globes, photographs, and pictures in order to c) develop and refine mental maps of world regions;

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Mental maps are based on objective How do people use mental maps to Uses of mental maps Locate places on maps and globes. knowledge and subjective perceptions. organize information? • Carry out daily activities (e.g., Interpret maps and globes. People develop and refine their mental How are perceptions reflected in route to school, shopping) maps through both personal experience mental maps? • Give directions to others Draw maps from memory. and learning. • Understand world events How can mental maps be developed Evaluate information. Mental maps serve as indicators of how and refined? Ways mental maps can be developed well people know the spatial and refined Select the appropriate geographic characteristics of certain. resource to draw conclusions. • Comparing sketch maps to maps in atlases or other resources Compare and contrast information • Describing the location of places in found on different types of maps. terms of reference points (e.g., the equator, prime meridian) Compare maps and make inferences. • Describing the location of places in terms of geographic features and Draw conclusions and make inferences land forms (e.g., west of the about data. Mississippi River, north of the Gulf of Mexico) Identify and interpret regional patterns • Describing the location of places in on maps. terms of the human characteristics of a place (e.g., languages, types of housing, dress, recreation, customs and traditions)

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STANDARD WG.1d The student will use maps, globes, photographs, and pictures in order to d) create and compare political, physical, and thematic maps.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

What are the major types of thematic • Symbols Compare and contrast information maps? • Color found on different types of maps. • Lines • Contours Compare maps and make inferences. • Boundries Draw conclusions and make inferences Types of thematic maps about data.

• Population (e.g., distribution and Identify and interpret regional patterns density) on maps. • Economic Activity

• Resource

• Language

• Ethnicity • Climate • Precipitation • Vegetation • Physical • Political

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Climate is defined by certain What are the common characteristics Climate characteristics Compare maps and make inferences. characteristics. that define climate? • Temperature Interpret the idea, concepts, or events Climate patterns result from the What are the elements that influence • Precipitation expressed by pictures, or other graphic interplay of common elements. regional climate patterns? • Seasons (hot/cold; wet/dry) media.

Climate regions have distinctive What vegetation is characteristic of key Climate elements Apply latitude to identify climate vegetation. climate zones? zones. • Influence of latitude Certain weather phenomena are unique Where do specific types of weather • Influence of winds Interpret charts, diagrams, and to specific regions. phenomena occur? • Influence of elevation climographs.

• Proximity to water Climate and weather phenomena affect What effects do climate and weather Select the appropriate geographic • Influence of ocean currents how people live in different regions. phenomena have on people living in resource to draw conclusions.

different regions? World climate regions

• Low latitudes—e.g., tropical wet, tropical wet and dry, arid, semiarid, highland • Middle latitudes—e.g., semiarid, arid, Mediterranean (dry summer subtropical) humid continental, marine west coast, highland

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Vegetation regions

• Rain forest • Savanna • Desert • Steppe • Middle latitude forests • Taiga • Tundra

Weather phenomena

• Typhoons—Pacific Oceans

Effects of climate

• Crops • Clothing • Housing • Natural hazards

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STANDARD WG.2b The student will analyze how selected physical and ecological processes shape the Earth’s surface by b) describing how humans influence the environment and are influenced by it.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Physical and ecological How have physical and ecological Physical and ecological processes Gather, classify, and interpret processes shape the Earth’s processes shaped the Earth’s • Earthquakes information. surface. surface? • Floods Draw conclusions and make • Volcanic eruptions Humans both influence and What are some ways humans generalizations about data. • Erosion are influenced by their influence their environment? environment. • Deposition Explain cause and effect relationships. How are humans influenced by their environment? Human impact on environment Identify and interpret regional patterns • Water diversion/management on maps. • Aral Sea • Colorado River • Aswan High Dam • Canals • Reservoirs • Irrigation • Landscape changes • Agricultural terracing (e.g., in China, Southeast Asia) • Polders (e.g., in The Netherlands) • Deforestation (e.g., in Nepal, Brazil, Malaysia) • Desertification (e.g., in Africa, Asia) • Environmental changes • Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) • Pollution (e.g., in Mexico City, Chernobyl; oil spills)

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STANDARD WG.2c The student will analyze how selected physical and ecological process shape the Earth’s surface by c) explaining how technology affects one’s ability to modify the environment and adapt to it.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Technology has expanded people’s How has the use of technology Influence of technology Draw conclusions and make inferences capability to modify and adapt to their expanded the capacity of people to about data. physical environment. modify and adapt to their environment? • Agriculture (e.g., fertilizers, mechanization) Gather, classify, and interpret • Energy usage (e.g., fossil fuels, information. nuclear) • Transportation (e.g., road building, Explain cause and effect relationships. railways) • Automobiles (e.g., parking lots, Identify and interpret regional patterns suburbs) on maps. • Airplanes (e.g., airport expansion, noise)

Environmental impact on humans

• Settlement patterns • Housing materials • Agricultural activity • Types of recreation • Transportation patterns

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

The development of a region is In what ways do physical, economic, See attached charts for specific Explain charts comparing two or more influenced by many factors, including and cultural characteristics influence information concerning physical, concepts. physical, economic and cultural regional development? economic, and cultural characteristics. characteristics. Identify primary ideas expressed in What are some ways that human Human interaction with environment graphic data. The interaction of humans with their interaction with the environment affects environment affects the development of the development of a region? Criteria for determining relative Gather, classify, and interpret a region. importance information. What are some criteria that may be Different criteria may be used to used to determine a country’s relative • GDP (Gross Domestic Product) Draw conclusions and make determine a country’s relative importance? • Land size generalizations about data. importance. • Population size What impact do elements of the • Resources Explain cause and effect relationships. Elements of the physical environment, physical environment, such as major such as major bodies of water and bodies of water and mountains, have on Impact of physical elements Identify and locate regions, continents, mountains, influence the economic and countries? oceans, and major features on maps and cultural characteristics of regions. Example: Water globes.

Example: Mountains

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STANDARD WG.4 (continued) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.

Countries Physical Characteristics Economic Characteristics Cultural Characteristics

Australia, Pacific Islands, and Australia, Pacific Islands, and Australia, Pacific Islands, and Australia, Pacific Islands, and Antarctica Antarctica Antarctica Antarctica • Australia • New Zealand • Wide range of vegetation, from • Air and water travel that bring • Pacific islands are sparsely • Papua New Guinea tropical rain forests to desert scrub goods and services to remote areas populated. • Australia mostly desert • Dry areas of Australia well suited • Most of Australia’s population • The Great Dividing Range to cattle and sheep ranching lives near the coast. • The Great Barrier Reef • Upset of environmental balance, • Traditional culture continues to • Australia’s isolation, resulting in caused by the introduction of non- shape life in the Pacific islands. unique animal life native plants and animals • Lifestyles range from subsistence • Antarctica, the world’s coldest, • Ranching, mining (primary farming to modern city living. driest, windiest continent; icecap activities) • Cultures reflect the mix of • Pacific islands—Volcanic, coral, European and indigenous cultures or continental (e.g., Maori and aborigines). • Antarctica has no permanent residents.

Cities as centers of culture and trade • Canberra, A.C.T. (Australian Capital Territory) • Sydney • Melbourne

Cultural landscape • Sydney Opera House • Cattle and sheep stations (Australia) • Research stations (Antarctica) • Thatched roof dwelling (Pacific islands)

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STANDARD WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Migrations occur because of social, How have social, economic, political, Push factors Identify and interpret regional patterns political, and environmental factors. and environmental factors influenced on maps. migration? • Overpopulation Migrations have influenced cultural • Religious persecution Identify primary ideas expressed in landscapes. How has migration influenced cultural • Lack of job opportunities graphic data. landscapes? • Agricultural decline Modern transportation and • Conflict Draw conclusions and make communication are encouraging higher How and why do improvements in • Political persecution generalizations about data. levels of cultural interaction transportation and communication • Natural hazards—Droughts, worldwide. technology lead to cultural interaction? floods, famines, volcanic eruptions Explain cause and effect relationships.

• Limits on personal freedom • Environmental degradation

Pull factors

• Religion • Economic opportunity • Land availability • Political freedom • Ethnic and family ties • Arable land

Impact of migrations on regions

• Language • Religion and religious freedom • Customs/traditions • Cultural landscape

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STANDARD WG.6 (continued) The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Evidence of cultural interaction

• Diffusion of U.S. culture to other regions • Popularization of other cultures’ traditions in the United States

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STANDARD WG.7a The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence on patterns of economic activity and land use

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Natural substances become resources if How do human needs and availability Use of energy resources and Compare maps and globes and make and when they become useful to of technology affect the value of technology (as it has changed over inferences. humans. natural resources? time) Interpret regional patterns on maps and The value of resources has changed How has the value of resources • Wood (deforestation) globes. over time. changed over time? • Coal (pollution, mining problems, competition with oil and gas) Identify primary ideas expressed in Natural, human, and capital resources How do natural, human, and capital • Petroleum (transportation, graphic data. influence human activity in regions. resources determine economic activity environmental considerations) in regions? • Nuclear (contamination/waste) Gather, classify, and interpret Economic activity can be classified as • Solar, wind (cost, aesthetics) information. primary, secondary, or tertiary. Natural resources Draw conclusions and make generalizations about information. • Renewable—Soil, water, forests • Nonrenewable—Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)

Human resources

• Level of education • Skilled and unskilled laborers • Entrepreneurial and managerial abilities

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not distributed equally. What are some examples of primary, Capital resources Gather, classify and interpret secondary, and tertiary economic information. The location of resources influences activities? • Availability of money for economic activity and patterns of land investment Analyze and evaluate information. use. • Level of infrastructure • Availability and use of tools, Draw conclusions and make machines, and technologies generalizations from data.

Levels of economic activity Explain cause and effect relationships.

• Primary—Dealing directly with Sequence information. resources (fishing, farming, forestry, mining) • Secondary—Manufacturing and processing (steel mills, automobile assembly, sawmills) • Tertiary—Services (transportation, retail trade, informational technology services)

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Essential Understandings Essential Questions Essential Knowledge Essential Skills Effects of unequal distribution of resources

Patterns of land use

• Proximity of economic activity and natural resources: coal, steel; grain, cattle; fishing, ocean; hydroelectric power, aluminum smelting • Non-proximity of resources to economic activity: Japan—Limited natural resources, major manufacturing region; United Arab Emirates (UAE)—Oil, lack of industry

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STANDARD WG.7b The student will identify types of natural, human, and capital resources and explain their significance by b) evaluating perspectives and consequences regarding the use of resources.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The use of a resource depends on a How and why do different cultures Social and economic priorities that Gather, classify, and interpret nation’s culture, values, access to develop different perspectives on the influence a culture’s perspective on information. technology, and governmental priorities use of resources? resources as they change over time. Draw conclusions and make What are some costs and benefits in the • Economic development priorities generalizations from data. use of resources? • Environmental conservation priorities • Priorities of indigenous minorities

Examples of technologies that have created demand for particular resources

• Steam engine—Demand for coal • Internal combustion engine (cars and trucks)—Demand for gasoline (petroleum) • Computer chips—Demand for skilled labor

Costs

• Resource depletion • Environmental degradation • Health problems

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

An understanding of the practical What are some practical applications of Benefits Organize and interpret information. applications of geography enables geography? students to be informed, active citizens • Production of goods and services Use maps and other geographic in their communities. • Employment opportunities resources to obtain information and • Development of technologies draw conclusions.

Geographic applications at local and Participate in problem solving and regional levels decision making.

• Recycling programs • Conversion of land from agricultural use • Water sources (e.g., dams, reservoirs, wells, pipelines, ocean) • Air quality • Mass transit • City planning and zoning laws • Energy use

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Current events are shaped by the How are current events connected to Geographic relationships Compare maps and make inferences. physical and human characteristics of the geographical characteristics of the places and regions where they places and regions? • How physical characteristics Identify and interpret regional patterns occur. influence current events on maps. • Natural hazards (e.g, flooding, earthquakes, volcanoes, Identify primary ideas expressed in drought) graphic data. • Climate change Gather, classify, and interpret • How human characteristics information. influence current events • Population distribution Draw conclusions and make • Geographic patterns of ethnic generalizations about data. diversity • A sense of place (emotional Examine cause and effect relationships. attachment to specific locations) • Geographic patterns of trade and interdependence (e.g., oil) • Geographic patterns of wealth and poverty (developed and developing nations)

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SAMPLE LESSON TITLE: Top Concepts for Oceania

UNIT XIV: Australia and Oceania

ENDURING UNDERSTANDING: The changing interaction between human and physical factors shapes regional culture.

CONCEPTUAL UNIT QUESTION: What shapes life in Oceania more, nature or culture?

KEY CONCEPT(s): Geographic Skills, Place Geography, Physical Geography, Cultural Geography, Economic Geography, Urban Geography, Environmental Geography, Historical Geography

SOL OBJECTIVES: WG.1, WG.2, WG.4, WG.6, WG.7, WG.12

LESSON DESCRIPTION: Use a combination of direct instruction and student illustrations to introduce central concepts of Oceania

Materials/Resources: Journal Question, warmup on a transparency, class copies, Oceania Concepts (Appendices I1, I2), class copy, exemplary illustrations, conceptual aids (direct instruction), craft sticks (for voting)

Strategies: respond to journal questions, discuss concepts and illustrate concepts; use globes, textbook, maps, models videos and demonstrations. Select favorite illustration.

Student Action: • respond to the following journal question: What does Oceania mean? • receive Oceania Concepts. • complete assignment for homework (read & illustrate) • peruse illustrations by their peers and cast votes with craft sticks.

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Teacher Action: • lead a brief class discussion to answer this question, using a wall map and text maps as necessary. • proceed to use direct instruction to introduce concepts 1-5: • Concept 1 – Use a globe to emphasize region’s size and physical characteristics. • Concept 2 – Use the textbook map and cultural images to illustrate the four regions and their boundaries. • Concept 3 – Use actual models/video to illustrate the three island types. Review orographic effect. • Concept 4 – Use pictures/video to demonstrate unique flora and fauna. • Concept 5 – Use classroom demonstration (standing on chair/desk) and EEZ map • explain the assignment – illustrate two of the remaining five concepts. • demonstrate through use of exemplars • answer any questions and lead a class discussion on favorite images and their relationship to the concepts.

Assessment: peer assessment of illustration using the following criteria: Accuracy of representation, clarity of caption restating the concept or symbol, quality of effort

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UNIT XV: Local Geography

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

WG.7 The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence on patterns of economic activity and land use.

WG.11 The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region. b) explaining how the functions of towns and cities have changed over time. c) describing the unique influence of urban areas and some challenges they face.

WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions. b) relating current events to the physical and human characteristics of places and regions.

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ENDURING UNDERSTANDING: Geographic changes occur as a result of how human and natural resources are used.

CONCEPTUAL UNIT QUESTION: What does it mean to be a community?

PREVIEW ACTIVITY: List the characteristics of a community. Pair/Share: Review your list with your partner. Brainstorm what makes Arlington a community. Create a mini-poster using words and symbols to demonstrate your understanding of Arlington as a community.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary students should know to successfully understand course content and pass the SOL exams. advocate employment labor politics service industry capital resources ethnicity land use population site census facility local profile site community forecast metropolitan projection situation corridor human resources migration resident suburban demographics income national residential taxes development influence origin resource Transit Authority distribution infrastructure pattern retail unemployment economic activity interaction per capita income revenue urban economics jurisdiction planning commission rural zone

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STANDARD WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Migrations occur because of social, How have social, economic, political, Push factors Identify and interpret regional patterns economic, political, and environmental and environmental factors influenced on maps. factors. migration? • Overpopulation • Religious persecution Identify primary ideas expressed in Migrations have influenced cultural How has migration influenced cultural • Lack of job opportunities graphic data. landscapes. landscapes? • Agricultural decline • Conflict Draw conclusions and make Modern transportation and How and why do improvements in • Political persecution generalizations about data. communication are encouraging higher transportation and communication • Natural hazards—Droughts, floods, levels of cultural interaction worldwide. technology lead to cultural interaction? famines, volcanic eruptions Explain cause and effect relationships. • Limits on personal freedom • Environmental degradation

Pull factors

• Religion • Economic opportunity • Land availability • Political freedom • Ethnic and family ties • Arable land

Impact of migrations on regions

• Language • Religion and religious freedom • Customs/traditions • Cultural landscape

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Evidence of cultural interaction

• Diffusion of U.S. culture to other regions • Popularization of other cultures’ traditions in the United States

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STANDARD WG.7a The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence patterns of economic activity and land use.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Natural substances become How do human needs and Use of energy resources and technology (as it has Compare maps and globes and make resources if and when they become availability of technology changed over time) inferences. useful to humans. affect the value of natural resources? • Wood (deforestation) Interpret regional patterns on maps The value of resources has changed • Coal (pollution, mining problems, competition and globes. over time. How has the value of with oil and gas) resources changed over time? • Petroleum (transportation, environmental Identify primary ideas expressed in Natural, human, and capital considerations) graphic data. resources influence human activity How do natural, human, and • Nuclear (contamination/waste) in regions. capital resources influence • Solar, wind (cost, aesthetics) Gather, classify, and interpret patterns of economic activity information. Economic activity can be classified and land use in regions? Natural resources as primary, secondary, or tertiary. Draw conclusions and make • Renewable—Soil, water, forests generalizations about information. • Nonrenewable—Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)

Human resources

• Level of education • Skilled and unskilled laborers • Entrepreneurial and managerial abilities

Capital resources

• Availability of money for investment • Level of infrastructure • Availability and use of tools, machines, and technologies

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STANDARD WG.7a (continued) The student will identify natural, human, and capital resources and explain their significance by a) showing patterns of economic activity and land use.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources are not distributed What are some examples of Levels of economic activity Gather, classify and interpret equally. primary, secondary, and tertiary information. economic activities? • Primary—Dealing directly with resources The location of resources (fishing, farming, forestry, mining) Analyze and evaluate information. influences economic activity and • Secondary—Manufacturing and processing patterns of land use. (steel mills, automobile assembly, sawmills) Explain cause and effect relationships. • Tertiary—Services (transportation, retail trade, informational technology services) Sequence information.

Effects of unequal distribution of resources Draw conclusions and make generalizations from data. • Interdependence of nations/trade in goods, services, and capital resources • Uneven economic development • Energy producers and consumers • Imperialism • Conflict over control of resources

Patterns of land use

• Economic activities that require extensive areas of land (e.g., agriculture) vs. those that require a limited area (e.g., manufacturing) • Land uses that are compatible with each other (open space and residential) vs. land uses that are not compatible (e.g., landfills and residential)

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STANDARD WG.7b The student will identify types of natural, human, and capital resources and explain their significance by b) evaluating perspectives and consequences regarding the use of resources.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The use of a resource depends on a How and why do different Social and economic priorities that Gather, classify, and interpret nation’s culture, values, access to cultures develop different influence a culture’s perspective on information. technology, and governmental priorities perspectives on the use of resources as they change over time. resources? Draw conclusions and make • Economic development priorities generalizations from data. What are some costs and benefits • Environmental conservation priorities in the use of resources? • Priorities of indigenous minorities

Examples of technologies that have created demand for particular resources

• Steam engine - and for coal • Internal combustion engine (cars and trucks) - and for gasoline (petroleum) • Computer chips - and for skilled labor

Costs

• Resource depletion • Environmental degradation • Health problems

Benefits

• Production of goods and services • Employment opportunities • Development of technologies

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STANDARD WG.11a The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Site and situation are important What is meant by site? Site is the actual location of a city. Gather, classify, and interpret geographic concepts when studying the information. growth of cities. What is meant by situation? Examples of site (local characteristics) Draw conclusions and make Patterns of urban development occur In what ways may site and/or situation • Harbor sites: New York City; generalizations about information. according to site and situation. affect urban development? Alexandria, Egypt; Istanbul, Turkey • Island sites: Paris (originally located Explain cause and effect on an island in the Seine River), relationships. Hong Kong, Singapore • Fall line sites: Richmond, Virginia Identify and interpret regional • Confluence sites: Khartoum, Sudan; patterns on maps. Pittsburgh, Pennsylvania • Hilltop sites: Rome, Athens, Locate area on maps and globes. Jerusalem • Oasis sites: Damascus, Syria; Siwa, Sequence events. Egypt • Sites where rivers narrow: London, Québec City

Situation is another name for relative location—the location of a city with respect to other geographic features, regions, resources, and transport routes.

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STANDARD WG.11a (continued) The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of situation (regional/ global connections)

• Baghdad—Command of land between the Tigris and Euphrates Rivers • Istanbul—Command of straits and land bridge to Europe • Mecca, Saudi Arabia; Varanasi (Benares), India—Focal point of pilgrimage • Samarkand, Uzbekistan; Xi’an, China; Timbuktu, Mali; Singapore—Cities that grew up around trade routes (the Silk Road; Trans-Sahara trade; maritime trade) • Cape Town, South Africa—Supply station for ships • Omaha, Nebraska; Sacramento, California—Cities that grew up along the U.S. Transcontinental Railroad • Novosibirsk, Vladivostok—Cities that grew up along the Trans- Siberian Railroad

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STANDARD WG.11b The student will analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The functions of towns and cities What are the functions of towns and Functions of towns and cities Gather, classify, and interpret change over time. cities? information. • Security, defense How have functions of towns and cities • Religious centers Draw conclusions and make changed over time? • Trade centers (local and long generalizations about information. distance) • Government administration Explain cause and effect relationships. • Manufacturing centers • Service centers Identify and interpret regional patterns on maps. Examples of changes in cities’ functions over time Locate places on maps and globes.

• Rio de Janeiro—Move of Brazil’s capital city from Rio de Janeiro to Brasilia • Pittsburgh, Pennsylvania—Early function connected to defense, then became steel manufacturing center, later shifted to diverse services (financial, light manufacturing) • New York City—Changes in trade patterns, coastal and transatlantic trade, trade from Great Lakes via Erie Canal, worldwide trade and finances • Mining towns, “ghost” towns— Resource depletion, changes in the environment

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STANDARD WG.11c The student will analyze the patterns of urban development by c) describing the unique influence of urban areas and some challenges they face.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Urban populations exercise a powerful How do urban areas influence the Influences of urban areas on their Gather, classify, and interpret influence in shaping the world’s world’s cultural, political, and regions and countries information. cultural, political, and economic ideas economic ideas and systems? and systems. • Nation-building (monuments, Draw conclusions and make What are some urban problems that symbols) generalizations about data. Urban development may lead to may occur as a result of development? • Transportation/communication problems related to human mobility, hubs Explain cause and effect relationships. social structure, and the environment. • Magnets for migration • Seed beds of new ideas and Identify and interpret regional patterns technologies on maps. • Diversity, leading to creativity in the arts Locate places on maps and globes. • Universities, educational opportunities • Corporate headquarters/regional offices • Media centers (news, entertainment)

Problems associated with growth of urban areas

• Transportation problems emerge, especially as automobile travel increases. • Rich and poor neighborhoods exist in different areas isolated from one another.

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STANDARD WG.11c (continued) The student will analyze the patterns of urban development by c) describing the unique influence of urban areas and some challenges they face.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• Providing essential services (fresh water, sewage, disposal, electricity, schools, clinics) becomes a problem with rapid immigration to cities in Latin America, Africa and Asia. • Air, water, and noise pollution increase. • Sprawl results in conversion of agricultural land to urban uses, especially in North America. • In developing countries, major cities are more connected to regions outside the country than to regions within the country.

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

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Essential Understandings Essential Questions Essential Knowledge Essential Skills

Current events are shaped by the How are current events connected to the Geographic relationships Compare maps and make inferences. physical and human characteristics of geographical characteristics of places the places and regions where they and regions? • How physical characteristics Identify and interpret regional patterns occur. influence current events on maps. • Natural hazards (e.g, flooding, earthquakes, volcanoes, Identify primary ideas expressed in drought) graphic data. • Climate change Gather, classify, and interpret • How human characteristics information. influence current events • Population distribution Draw conclusions and make • Geographic patterns of ethnic generalizations about data. diversity • A sense of place (emotional Examine cause and effect attachment to specific relationships. locations) • Geographic patterns of trade and interdependence (e.g., oil) • Geographic patterns of wealth and poverty (developed and developing nations)

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SAMPLE LESSON TITLE: Geography of Arlington

UNIT XV: Local Geography

KEY CONCEPT(s): Geography Skills, Place Geography, Economic Geography, Political Geography, Urban geography

ENDURING UNDERSTANDING: Geographic changes occur as a result of how human and natural resources are used.

CONCEPTUAL UNIT QUESTION: What does it mean to be a community?

SOL OBJECTIVES: WG.6; WG.7a, 7b; WG.11a, 11b, 11c; WG.12a, 12b.

LESSON DESCRIPTION: Students will use the most current Arlington County, Virginia PROFILE prepared by the Department of community Planning, Housing and Development to research the Arlington Community. They will work in small groups to create a poster that demonstrates their understanding of the development of the County.

Materials/Resources: The most current Arlington County, Virginia PROFILE (Appendices J1-J6), Arlington County Web site: http://www.co.arlington.va.us, PROFILE worksheet (Appendices J7, J8), journals, large paper, markers, rulers, colored pencils

Strategies: Research, discussion, visual synthesis

Student Action: • review reading strategies. • complete the Arlington PROFILE (Appendices J7, J8) worksheet. • analyze the data and information and write their ideas down in the journals. • work in cooperative groups to discuss and create an advertisement to promote Arlington County to citizens, businesses, tourists and investors. • present advertisements.

Teacher Action: • obtain the most current PROFILE (Appendices J1-J6),. • develop an updated worksheet that directs student research. (Appendices J7, J8), • demonstrate the reading strategies that are needed to complete the activity. • provide guidance to students while they are researching. • divide students into cooperative groups

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Assessment: Worksheet, journal, informal observation, formal rubrics need to be developed for group presentations and advertisements, self-assessments may be used to evaluate group activity.

Adaptation: Speak with the reading and English teachers, HILTEX specialists and resource specialists to discuss the reading strategies that the students use in the other subject areas. Make overheads of the graphs and charts to use with all students prior to the completion of the research.

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UNIT XVI: Geographic Literacy

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL WG.11 The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region.

SOL WG.11 The student will analyze the patterns of urban development by c) describing the unique influence of urban areas and some challenges they face.

ENDURING UNDERSTANDING: Divisions are regions of the Earth’s surface over which groups of people establish social, economic, and political control.

CONCEPTUAL UNIT QUESTION: How does geography apply to our lives?

PREVIEW ACTIVITY: List the features in your ideal city. Why would you include these features?

SUMMARY OF KEY TERMS/PEOPLE: The following list reflects some of the important vocabulary terms students should know to successfully understand course content and pass the SOL exams. Many of the vocabulary words for this unit were taught under other units, and can be used for review here.

business district concentric design institutional residential spoke design civic development land use map restrictions zone commercial grid design mixed use site community industrial public works situation

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STANDARD WG.10a The student will analyze how the forces of conflict and cooperation affect the division & control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Divisions are regions of the Earth’s What are some examples of political Examples of political divisions Compare maps and make inferences. surface over which groups of people divisions at the local and regional establish social, economic, and political levels? • Neighborhoods Identify regional patterns. control. • Election districts What are some reasons for political • School districts Gather, classify, and interpret Political divisions may generate divisions at the local and regional • Regional districts (e.g., bus lines, information. conflict. levels? waste disposal, conservation districts, planning districts, area Explain cause and effect relationships. Political divisions may generate How do political divisions generate code zones) cooperation. conflict? • Cities Participate in problem solving. . • Counties Why do political divisions cooperate? • States Draw conclusions and make generalizations about data. Reasons for political divisions

• Desire for government closer to home • Need to solve local problems • Need to administer resources more efficiently

Reasons for conflict

• Boundary disputes • Cultural differences • Economic differences • Competition for scarce resources • Political advantages (e.g., gerrymandering)

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STANDARD WG.11a The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Site and situation are important What is meant by site? Site is the actual location of a city. Gather, classify, and interpret geographic concepts when studying the information. growth of cities. What is meant by situation? Examples of site (local characteristics) Draw conclusions and make Patterns of urban development occur In what ways may site and/or situation • Harbor sites: New York City; generalizations about information. according to site and situation. affect urban development? Alexandria, Egypt; Istanbul, Turkey • Island sites: Paris (originally located Explain cause and effect on an island in the Seine River), Hong relationships. Kong, Singapore • Fall line sites: Richmond, Virginia Identify and interpret regional • Confluence sites: Khartoum, Sudan; patterns on maps. Pittsburgh, Pennsylvania • Hilltop sites: Rome, Athens, Jerusalem Locate area on maps and globes. • Oasis sites: Damascus, Syria; Siwa, Egypt Sequence events. • Sites where rivers narrow: London, Québec City

Situation is another name for relative location—the location of a city with respect to other geographic features, regions, resources, and transport routes.

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STANDARD WG.11a (continued) The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Examples of situation (regional/ global connections)

• Baghdad – Command of land between the Tifris and Euphrates Rivers • Istanbul – Command of straits and land bridge to Europe • Mecca, Saudi Arabia; Varanasi (Benares), India – Focal point of pilgrimage • Samarkand, Uzbekistan; Xi’an, China; Timbuktu, Mali; Singapore – Cities that grew up around trade routes (the Silk Road; Trans-Sahara trade; maritime trade) • Cape Town, South Africa – Supply station for ships • Omaha, Nebraska; Sacramento, California – Cities that grew up along the U.S. Transcontinental Railroad • Novosibirsk, Vladisvostok – Cities that grew up along the Trans- Siberian Railroad

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STANDARD WG.11c The student will analyze the patterns of urban development by c) describing the unique influence of urban areas and some challenges they face.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Urban populations exercise a powerful How do urban areas influence the Influence of urban areas on their Gather, classify, and interpret influence in shaping the world’s world’s cultural, political, and regions and countries information. cultural, political, and economic ideas economic ideas and systems? and systems. • Nation-building (monuments, Draw conclusions and make What are some urban problems that symbols) generalizations about data. Urban development may lead to may occur as a result of development? • Transportation/communication problems related to human mobility, hubs Explain cause and effect relationships. social structure, and the environment. • Magnets for migration • Seed beds of new ideas and Identify and interpret regional patterns technologies on maps. • Diversity, leading to creativity in the arts Locate places on maps and globes. • Universities, educational opportunities • Corporate headquarters/regional offices • Media centers (news, entertainment)

Problems associated with growth of urban areas • Transportation problems emerge, especially as automobile travel increases. • Rich and poor neighborhoods exist in different areas isolated from one another.

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STANDARD WG.11c (continued) The student will analyze the patterns of urban development by c) describing the unique influence of urban areas and some challenges they face.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

253 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8 SAMPLE LESSON TITLE: Design your own city

UNIT XVI: Geographic Literacy

ENDURING UNDERSTANDING(s): Divisions are regions of the Earth’s surface over which groups of people establish social, economic, and political control.

CONCEPTUAL UNIT QUESTION: How does geography apply to our lives?

KEY CONCEPT(s): Interaction, Physical Geography, Cultural Geography, Urban Geography

SOL OBJECTIVES: WG.10a, WG.11a

LESSON DESCRIPTION: Students use their knowledge of local, physical and cultural geography to design their own city, using zoning, planning concerns, and vocabulary correctly. This lesson is adapted from the National Building Museum’s City by Design project. This project is also easily adapted to include other disciplines.

Materials/Resources: Student packets (Appendices K1-K16), notes on city layouts (concentric, grid, or spoke), walking field trip permission slips (usually obtained at the beginning of the year), graph paper, coloring materials

Strategies: small group work for planning tasks; individual work for background; reinforcement of new vocabulary; student-centered application of information

Student Action: • read packet information (Appendices K1-K16) • complete work on time and participate in the class discussion and walking field trip • analyze an existing building • share responsibilities of group • compare ideal city to Arlington

Teacher Action: • prepare packets (Appendices K1-K16) • lead discussions, answer student questions, and correct misinformation • assist in analysis of building, monitor group activity and assess student progress

Assessment: class discussions; paragraphs; city designs Adaptation: HILT: Focus more on vocabulary. Ask students to zone the area, rather than creating buildings. GT: Zones and buildings. Give percentages of each zone and the reason for allotting the land that way. Special Ed: Give more parameters to the class; for example, list buildings to be included with their sizes.

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SUGGESTED LITERATURE AND OTHER SOURCES

UNITS I-V: There are no literature selections for these introductory units. The remaining units follow a regional approach and have several literature selections.

UNIT VI: North America Esperanza Rising by Pam Munoz Ryan. A young girl in the 1930’s flees to depression-era California from her family’s wealthy ranch in Mexico.

Whirligig by Paul Fleischman. A young man traverses the United States in a quest for redemption following a terrible accident.

Warriors Don’t Cry by Melba Patillo Beals. A young girl’s memoir of the battle to integrate Little Rock’s Central High in the 1950s. As a member of the “Little Rock Nine,” Beals provides a first hand account of the racism and violence that she and her fellow classmates faced.

UNIT VII: Central and Latin America Where Angels Glide at Dawn: New Stories from Latin America by J.B. Lippincott, publisher. A collection of short stories by a variety of Latin American authors, including Ariel Dorfman, Julio Cortazar, and Maria Rosa Fort.

The Jacob Ladder by Gerald Hausman and Uton Hinds. When his father leaves home, 12-year old Tall T struggles to hold his family together. A Jamaican coming-of-age story, rich in island culture.

Red Midnight by Ben Michaelson. When soldiers burn his village and kill his family, Santiago escapes with his little sister to Florida, surviving horrendous odds.

UNIT VIII: Asia Homeless Bird by Gloria Whelan. 13-year old Koly journeys from poverty in rural India to an arranged marriage to widowhood and independence in the holy city of Vrindavan.

Year of Impossible Goodbyes by Sook Nyul Choi. A North Korean family barely survives the Japanese occupation during WWII, only to find that after the war, they must flee Russian Communists.

Rice without Rain by Minfong Ho. After social rebels convince the headman of a small village in northern Thailand to resist the land rent, his 17-year- old daughter Jinda finds herself caught up in the student uprising in Bangkok.

Traveling Man: The Journey of Ibn Battuta by James Rumford. Readers join the Marco Polo of the Islamic world on his epic 14th century journey from Morocco to China.

Chinese Cinderella by Adeline Yen Mah. The author returns to her roots to paint an authentic portrait of twentieth century China as well as to tell the story of her painful childhood and her courage and triumph over despair.

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Red Scarf Girl by Ji-li Jiang. Memoir from China’s Cultural Revolution through the eyes of the 12-year old author.

UNIT IX: Africa Waiting for the Rain by Sheila Gordon. A collection of 10 short stories about South Africa, 5 by black, 5 by white South Africans.

The Return by Sonia Levitin. Desta and other members of her Beta Yisorel family (black Jews suffering discrimination in Ethiopia) finally flee the country and reach Israel through Operation Moses. Journey to Jo’burg by Beverley Naidoo. During South Africa’s apartheid era, two youngsters trek to Johannesburg to find their mother and save their little sister.

A Long Way Gone by Ishmael Beah. Chilling memoir of a child soldier in Sierra Leone that tells the personal story of Ishmael’s life in the army, his escape, and finally his rehabilitation following years of abuse, murder, and war. A Girl Named Disaster by Nancy Farmer. When 12-year-old Nhamo learns that she must marry a cruel man with 3 wives, she runs away and ends up in the uncharted heart of a great lake. There she battles drowning, starvation, and wild animals.

Things Fall Apart by Chinua Achebe. The simple story of a man living in a Nigerian village during European occupation

UNIT X: Middle East and Southwest Asia Habibi by Naomi Shihab Nye. 14 -year old Palestinian American Liyana Abboud must learn to fit into a new world and understand the political conflicts when her family moves from St. Louis to Jerusalem.

Children of Israel, Children of Palestine: Our Own True Stories by Laurel Holliday. What is it like to grow up in the war zone of the Middle East? That is the subject of this collection, which begins with memories about childhood before the 1948 war and ends with accounts of young Palestinians and Israelis growing up now.

Santa Claus in Baghdad by Elsa Marston. Collection of 8 tales based in the Middle East that dispel stereotypes and provide a glimpse of what it’s like to be a young person in the Arab world today.

UNIT XI: Polar Regions The Iceberg Hermit by Arthur Roth. Shipwrecked in 1757 on an iceberg in the Arctic Seas with only an orphaned bear cub for companionship, 17 year old Alan begins a seemingly hopeless struggle for survival.

Frozen Fire by James A. Houston. Determined to find his father who has been lost in a storm, a young boy and his Eskimo friend brave wind, storms, starvation, wild animals, and wild men during their search in the Canadian Arctic.

Antarctica: Escape from Disaster by Peter Lerangis. In the darkest hours of 1910, mutiny, doubt and disaster threatened to destroy Jack Winslow’s secret American expedition to discover the South Pole.

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UNITS XII and XIII: Europe Girl of Kosovo by Alice Mead. Based on a true story, a testimony to the horrors of war, and a powerful account of human resilience and the process of overcoming bitterness.

For the Love of Venice by Donna Jo Napoli. Percy is a teenage boy spending the summer in Venice while his father is designing a seawall to help alleviate the city’s flooding problem. Many social and political issues.

The Endless Steppe: Growing up in Siberia by Esther Hautzig. Set in WWII, this is a true story of a young Jewish girl and her family, struggling to survive in Siberia after they are removed from their wealthy home in Poland for capitalist crimes.

The Other Side of Truth by Beverley Naidoo. After their mother’s murder, Sade and her brother are smuggled to London to live with an uncle. Their plans fall apart, however, and the two are sent to foster homes.

Teenage Refugees from Eastern Europe Speak Out by Carl Rollyson. Teenagers from Eastern European countries tell their own stories of life after the fall of communism.

UNIT XIV: Australia and Oceania Mutant Message Down Under by Marlo Morgan. A fictional account of an American woman’s spiritual odyssey through the Australian Outback. The woman makes a four month long journey and learns how the Aborigines thrive in natural harmony with plants and animals that exist in the Australia’s rugged lands.

Mutiny on the Bounty by Charles Bernard Nordhoff. The famous 1787 mutiny of the crew of the Bounty, a British war vessel, against their infamous captain, William Bligh.

Kon Tiki: Across the Pacific by Raft by Thor Heyerdahl. To prove that Polynesia could have been settled by pre-Incas from South America, the author and five men sailed across the Pacific on a replica of an ancient balsa-log raft.

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SUGGESTED PACING The following is a suggested pacing guide. Its use is dependent upon schools’ schedules, teachers’ thematic sequential or issue-based approach to content, students’ leaning needs, and the availability of resources. The high end of each time frame range will total 180 school days.

UNIT TIMEFRAME DATES I. Introduction to Geography 4-5 days September

II. Geography Skills 10 days September

III. Physical Geography 10 days September/October

IV. Cultural Geography 10-15 days October

V. Economic/Political Geography (end of 1st marking period) 10 days October/November

VI. North America 10 days

VII. Latin America 15 days

VIII. South, Southeast and East Asia 20 days At this point the remaining units follow a regional IX. Africa 15 days approach. The sequence of regions varies depending on factors such as available resources X. Southwest Asia and North Africa 12 days within your school, current events, and integration with core subjects. All mapping must be finished X. Polar Regions 4 days before SOLs begin.

XII. Europe 12 days

XIII. Russia and CentralAsia 10 days

XIV. Australia/Oceania 10 days XV. Local Geography 5 days XVI. Geographic Literacy (can be completed during SOLs)

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TEXTBOOK ALIGNMENT CHART: EXPLORING OUR WORLD: PEOPLE, PLACES, AND CULTURES

TEXBOOK VENDOR: Glencoe/McGraw-Hill

UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER I WG.3a 15, 18, 19, 20, 39, 88 Intro to Geo

I WG.12b 123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735, Intro to Geo 814

II WG.1a 32, 238, 239, 275, 311, 333, 339, 351, 354 Geography Skills

II WG.1b 15, 23, 24, 27, 333, 713, 796 Geography Skills

II WG.1c 2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531, Geography Skills 554, 598, 600, 601, 674, 676, 677, 764, 766, 767

II WG.1d 28, 29, 31, 180-181, 260-261, 364-365, 379, 430-431, 516-517, 555, 600-601, 618, 676-677, 766-767, Geography Skills

III WG.2a 56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829 Physical Geography

III WG.2b 64, 65, 382, 542, 777 Physical Geography

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER III WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Physical Geography

IV WG.1a 32, 238, 239, 275, 311, 333, 339, 351, 354 Cultural Geography

IV WG.1b 15, 23, 24, 27, 333, 713, 796 Cultural Geography

IV WG.1c 2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531, Cultural Geography 554, 598, 600, 601, 674, 676, 677, 764, 766, 767

IV WG.3a 15, 18, 19, 20, 39, 88 Cultural Geography

IV WG.3b 118, 126, 145, 160, 161, 373, 531, 611 Cultural Geography

IV WG.3c 83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801 Cultural Geography

IV WG.6 78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630, Cultural Geography 653, 705, 709, 716, 793

IV WG.9a 95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814 Cultural Geography

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER IV WG.9b 414, 711, 748 Cultural Geography

IV WG.9c 94, 169, 235, 302, 347, 409, 550 Cultural Geography

IV WG.10a 137, 140, 463, 464, 491, 493, 496, 589, 661, 828 Cultural Geography

IV WG.10b 302, 303, 507, 631 Cultural Geography

IV WG.12a 233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819 Cultural Geography

IV WG.12b 123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735, Cultural Geography 814

V WG.5 73, 75, 76, 108, 178, 182, 219, 258, 262, 307, 332, 344-345, 362, 366, 410, 428, 469, 514, 518, 558, 560, 598, 602, 639, Economic/Political 674, 678, 715, 764, 768, 798, 800, 823

V WG.7a 109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815 Economic/Political

V WG.8 94, 169, 213, 409, 411, 474, 485, 559, 573, 634, 711, 737, 814 Economic/Political

V WG.9a 95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814 Economic/Political

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER V WG.9b 414, 711, 748 Economic/Political

V WG.9c 94, 169, 235, 302, 347, 409, 550 Economic/Political

V WG.10a 463, 464, 491, 493, 496, 589, 661, 828 Economic/Political

V WG.10b 302, 303, 507, 631 Economic/Political

VI WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737, North America

VI WG.9a 95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814, North America

VI WG.9b 414, 711, 748 North America

VI WG.10b 302, 303, 507, 631 North America

VII WG.1c 2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531, Latin America 554, 598, 600, 601, 674, 676, 677, 764, 766, 767

VII WG.3a 15, 18, 19, 20, 39, 88 Latin America

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER VII WG.3c 83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801 Latin America

VII WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737, Latin America

VII WG.6 78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630, Latin America 653, 705, 709, 716, 793

VIII WG.1a 32, 238, 239, 275, 311, 333, 339, 351, 354 Asia

VIII WG.2a 56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829 Asia

VIII WG.2b 64, 65, 382, 542, 777 Asia

VIII WG.2c 65, 66, 93, 277, 281, 395, 400, 691 Asia

VIII WG.3a 15, 18, 19, 20, 39, 88 Asia

VIII WG.3b 118, 126, 145, 160, 161, 373, 531, 611 Asia

VIII WG.3c 83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801 Asia

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER VIII WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Asia

IX WG.1c 2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531, Africa 554, 598, 600, 601, 674, 676, 677, 764, 766, 767

IX WG.1d 28, 29, 31, 180-181, 260-261, 364-365, 379, 430-431, 516-517, 555, 600-601, 618, 676-677, 766-767 Africa

IX WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Africa

IX WG.8 94, 169, 213, 409, 411, 474, 485, 559, 573, 634, 711, 737, 814 Africa

IX WG.9a 95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814 Africa

X WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Middle East

X WG.9c 94, 169, 235, 302, 347, 409, 550 Middle East

X WG.10a 463, 464, 491, 493, 496, 589, 661, 828 Middle East

X WG.10b 302, 303, 507, 631 Middle East

X WG.12a 233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819 Middle East

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER XI WG.2a 56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829 Polar Regions

XI WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737, Polar Regions

XII WG.1a 32, 238, 239, 275, 311, 333, 339, 351, 354 Europe

XII WG.1b 15, 23, 24, 27, 333, 713, 796 Europe

XII WG.1c 2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531, Europe 554, 598, 600, 601, 674, 676, 677, 764, 766, 767

XII WG.1d 28, 29, 31, 180-181, 260-261, 364-365, 379, 430-431, 516-517, 555, 600-601, 618, 676-677, 766-767 Europe

XII WG.3a 15, 18, 19, 20, 39, 88 Europe

XII WG.3b 118, 126, 145, 160, 161, 373, 531, 611 Europe

XII WG.3c 83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801 Europe

XII WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Europe

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER XII WG.9a 95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814 Europe

XII WG.9b 414, 711, 748 Europe

XII WG.9c 94, 169, 235, 302, 347, 409, 550 Europe

XII WG.10a 463, 464, 491, 493, 496, 589, 661, 828 Europe

XII WG.10b 302, 303, 507, 631 Europe

XII WG.12a 233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819 Europe

XII WG.12b 123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735, Europe 814

XIII WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Russia/Central Asia

XIII WG.7a 109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815 Russia/Central Asia

XIV WG.1a 32, 238, 239, 275, 311, 333, 339, 351, 354 Australia & Oceania

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER XIV WG.1b 15, 23, 24, 27, 333, 713, 796 Australia & Oceania

XIV WG.2a 56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829 Australia & Oceania

XIV WG.4 105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737 Australia & Oceania

XIV WG.6 78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630, Australia & Oceania 653, 705, 709, 716, 793

XIV WG.7a 109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815 Australia & Oceania

XIV WG.7b 195, 341, 350, 485, 494, 576, 658-659, 663, 746, 753, 779 Australia & Oceania

XIV WG.12a 233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819 Australia & Oceania

XIV WG.12b 123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735, Australia & Oceania 814

XV WG.6 78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630, Local Geography 653, 705, 709, 716, 793

XV WG.7a 109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815 Local Geography

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UNIT SOL CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE TITLE: NUMBER XV WG.11a 75, 220, 308, 563, 559 Local Geography

XV WG.11b 147, 341, 715 Local Geography

XV WG.11c 220, 247, 309, 474, 558, 634, 639, 739, 801 Local Geography

XV WG.12a 233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819 Local Geography

XV WG.12b 123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735, Local Geography 814

XIV WG.10a 463, 464, 491, 493, 496, 589, 661, 828 Geographic Literacy

XIV WG.11a 75, 220, 308, 563, 559 Geographic Literacy

XIV WG.11c 220, 247, 309, 474, 558, 634, 639, 739, 801 Geographic Literacy

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