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

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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 1 Arlington Public Schools Social Studies Curriculum 2009 Curriculum Guide Grade 8 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.
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