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

ACKNOWLEDGEMENTS

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

Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt

Diana Jordan Barbara Ann Lavelle Cathy Bonneville Hix Social Studies Supervisor

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

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

THEME: The organizing theme for grade eight is INTERACTION.

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

UNITS and UNIT SECTIONS:

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

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

II. Physical Geography and Geographic Skills In this unit, students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:  synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;  using geographic information to determine patterns and trends to understand world regions;  creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;  evaluating sources for accuracy, credibility, bias, and propaganda;  using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;  explaining indirect cause-and-effect relationships to understand geospatial connections;  analyzing multiple connections across time and place; and investigating and researching to develop student-produced products orally and in writing.

In this unit students will analyze how physical and ecological processes shape Earth’s surface by:  explaining regional climatic patterns and weather phenomena and their effects on people and places;  describing how humans influence the environment and are influenced by it; and  explaining how technology affects one’s ability to modify the environment and adapt to it.

III. Cultural Geography In this unit students will apply the concept of a region by:  explaining how characteristics of regions have led to regional labels;  describing how regional landscapes reflect the physical environment and cultural characteristics of their inhabitants;  analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;  explaining how different cultures use maps and place names to reflect their regional perspectives; and  developing and refining mental maps of world regions.

In this unit students will apply social science skills to analyze past and present trends in human migration and cultural interaction diffusion by:  determining how they are influenced by social, economic, political, and environmental factors.; and  determining how they influence the current human characteristics of places and regions.

In this unit students will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by:  explaining and evaluating reasons for the creation of different political divisions; and  describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.

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

IV. Demographics, Economics & Political Geography In this unit students will apply social science skills to evaluate the significance of natural, human, and capital resources by:  comparing the distribution of major natural resources throughout world regions;  showing their influence on patterns of economic activity and land use; and  evaluating perspectives regarding the use of resources.

In this unit students will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by:  examining demographic data to determine the relative level of development;  distinguishing between developed and developing countries; and  comparing and contrasting the level of economic development to the standard of living and quality of life.

In this unit students will apply social science skills to analyze the patterns of urban development by:  applying the concepts of site and situation to major cities in each region;  explaining how the functions of towns and cities have changed over time; and  describing the unique influence of urban areas and challenges they face.

In this unit students will apply social science skills to analyze the impact of globalization by:  identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;  describing ways that economic and social interactions change over time; and  mapping, describing, and evaluating economic unions.

V. United States and Canada In this unit students will analyze the characteristics of the United States and Canada by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

VI. Latin America and the Caribbean In this unit students will analyze the characteristics of the Latin America and the Caribbean region by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

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

VII. Europe In this unit students will analyze the characteristics of the European region by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

VIII. Russia and Central Asia In this unit students will analyze the characteristics of the Russian and Central Asian regions by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

IX. Sub-Saharan Africa In this unit students will analyze the characteristics of the Sub-Saharan Africa region by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

X. North Africa and Southwest Asia In this unit students will analyze the characteristics of the North African and Southwest Asian regions by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

XI. South and Southeast Asia In this unit students will analyze the characteristics of the South and Southeast Asian regions by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

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

XII. East Asia In this unit students will analyze the characteristics of the East Asian region by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

XIII. Australia and the Pacific Islands In this unit students will analyze the characteristics of the Australian and Pacific Island regions by:  identifying and analyzing the location of major geographic regions and major cities on maps and globes;  describing major physical and environmental features;  explaining important economic characteristics; and  recognizing cultural influences and landscapes.

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

UNIT I: Introduction to Geography

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing.

ENDURING UNDERSTANDING: The interaction of humans with their environment affects the development of a region.

CONCEPTUAL UNIT QUESTIONS (Essential Questions): What is geography? What are the essential terms needed to study geography?

PREVIEW ACTIVITY: Students are asked to draw a map of the world using only their own mental map of the world. Students are encouraged to start with what they know and work out from that point. Praise and encouragement are offered for placing items in the correct hemisphere or region, not necessarily artistic skill. These maps are stored until the end of the year. At that point, students will repeat the activity to visualize their progress.

Each student should get a blank sheet of paper and a copy of the student directions, which can be found in the Introduction to Geography folder from this link: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk

TEXTBOOK ALIGNMENT: SEE FILES

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

PACING GUIDE:

UNIT TIME FRAME DATES I. Introduction to Geography 4-5 days September II. Physical Geography and Geographic Skills 20 days September III. Cultural Geography 10-15 days October IV. Demographics, Economics and Political Geography 25 days November/December V. United States and Canada 3 days The remaining units follow a regional VI. Latin America and the Caribbean 15 days approach. The sequence of regions varies VII. Europe 10 days depending on factors such as available VIII. Russia and Central Asia 4 days resources within your school, current events, IX. Sub-Saharan Africa 15 days and integration with core subjects. X. North Africa and Southwest Asia 10 days XI. South and Southeast Asia 15 days XII. East Asia 15 days XIII. Australia and Pacific Islands 1 day

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

Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads.

CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries.

Gapminder http://www.gapminder.org/ This site contains graphs of demographics.

The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations) SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding. GIS Immigration Region Equator Africa Maps Inhabitants Location Prime Meridian Antarctica Globes Migrations Place Hemisphere Arctic Ocean Satellite images Diversity Movement Latitude Asia Diagrams Incentives Human Environment Longitude Atlantic Ocean Interaction Primary Sources Consequences Human Geography Absolute Location Australia Data bases Perspective Physical Geography Relative Location Europe Field Work Pacific Ocean Indian Ocean Southern Ocean South America North America SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studies. Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

STANDARD WG.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;

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

Synthesizing involves combining  Use a variety of sources to collect information about a location. Describe the impact of the location’s processed information with other geography on its social and cultural development. Tools and sources to consider for data collection knowledge to logically reach a may include the following: new interpretation and o GIS (Geographic Information Systems) understanding of content. o Field work o Satellite images Primary and secondary sources o Photographs enable us to examine evidence o Maps, globes closely and to place it in a o Databases broader context. o Primary sources o Diagrams An artifact is an object or tool that  Examine and analyze information about cities, countries, regions, and environments. Use the tells us about the people from the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water past. usage, transportation methods, and communications.  Examine and analyze geographic information and demographic data. Use the information gathered to A primary source is an artifact, gain a new and deeper understanding of economic development. document, image, or other source of information that was created during the time under study.

A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

STANDARD WG.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions; Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves  Use a variety of sources to collect information about a location. Describe how people have identifying the important elements of adapted to the earth’s features. Tools and sources to consider for data collection may include the geographic sources in order to make following: inferences and generalizations and o GIS (Geographic Information Systems) draw conclusions. o Field work o Satellite images Knowledge of geography and o Photographs application of geographic skills enable o Maps, globes us to understand relationships between o Charts and graphs people, their behavior, places, and the o Databases environment for problem solving and o Primary sources historical understanding. o Diagrams  Analyze the relationship between physical and human geography. The physical geography of a location  Analyze geographic information related to the movement of people, products, resources, ideas, had a direct impact on the lives of and language to determine patterns and trends. people in world regions and how they  Examine maps of a location before and after a major conflict to discuss how the conflict adapted to their environment. influenced the social, political, and economic landscapes of the region.  Use maps to explain how the location of resources influences the patterns, trends, and migration Five Themes of Geography of the population.  Location: Defined according to its position on the earth’s surface; where is it?  Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?  Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?  Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?  Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world? Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

STANDARD WG.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;

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

Interpreting involves the process  Interpret a variety of thematic maps to draw conclusions about a region or country. of explaining or translating  Gather information from a variety of sources to create a chart or graph depicting characteristics of a information. world region.  Gather information about the push and pull factors of a region. Create a chart differentiating between Interpreting begins with economic, political, and social factors. observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.

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

STANDARD WG.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;

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

It is critical to determine the  Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: accuracy and validity of o Timeliness of the information information and recognize bias to o Importance of the information draw informed conclusions, solve o Source of the information problems, and make informed o Reliability, truthfulness, and correctness of the content decisions. o Reason the information exists  Select a current issue or regional concern. Explore multiple sources that report the same event, issue, The context from the time period or concern. Examine the information to determine the accuracy and validity of the sources. Events, of a primary or secondary source issues, or concerns may include the following: can influence the information o War conflict included. o Immigration o Environmental issues Facts can be verified with o Geographic boundaries evidence while opinions cannot.

Bias is partiality in favor of or against one thing, person, or group compared with another. Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

STANDARD WG.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;

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

The skill of comparing and  Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a contrasting perspectives involves variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental breaking down information and Web sites; social or political blogs with an environmental focus). Compare and contrast varying then categorizing it into similar perspectives on the issue to gain an understanding of historical, cultural, political, and regional and dissimilar pieces. perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities  Create a post for a social media platform highlighting an issue of environmental concern or benefit.

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

STANDARD WG.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) explaining indirect cause-and-effect relationships to understand geospatial connections;

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

A cause-and-effect relationship is  Apply a process for explaining indirect cause-and-effect relationships, such as the following: a relationship in which one event o Choose an established effect and brainstorm causes. (the cause) makes another event o Categorize the causes into direct or indirect causes. (the effect) happen. There can be o Describe direct and indirect items separately. multiple causes and effects. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. An indirect cause-and-effect o Draw conclusions about the impact on people, places, and events. relationship usually takes time to o Discuss, defend, and refine conclusions. establish. Such relationships are  Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, often unforeseen, unplanned, or economic, and political structures of connected to the main causes o a region and effects. o standard of living/quality of life o developing/developed countries. Explaining includes justifying why  Create flow charts, storyboards, and timelines to explore multiple causes and effects. the evidence credibly supports  Determine how the choices of selected people/groups influence the claim. o a region o standard of living/quality of life Diversity creates a variety of o developing/developed countries. perspectives, contributions, and  Examine both intended and unintended consequences of an event, including the following questions: challenges. o What was the context for the event to take place? o What actions were taken? o What was the result of these actions? Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

STANDARD WG.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) analyzing multiple connections across time and place;

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

Analyzing includes identifying the  Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has important elements of a topic. changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: Analytical thinking is further o Movement strengthened when connections o Region are made between two or more o Human-environment interactions topics. o Location and place  Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions

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

STANDARD WG.1h The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;

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

Decision-making models serve  Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid: several purposes. They can help Problem: Rural Brazilian residents making a choice to migrate us  make decisions for the future Criteria  better understand the choices Income Family impact Transportation people faced in the past Alternatives  analyze the outcomes of the Remain in the countryside decisions that people already made. Move to megacities Remain in the countryside and commute to Decision making involves megacities determining relevant and Decision: irrelevant information.

 Use a cost-benefit analysis chart: Effective decision-making models

 compare the expected costs What are the consequences of ethanol fuel subsidies? and benefits of alternative BEFORE THE CHOICE WAS MADE choices Expected Costs Expected Benefits  identify the costs and benefits of specific choices made. Higher monetary costs Lower carbon dioxide emissions

Incentives are actions or rewards AFTER THE CHOICE WAS MADE—OUTCOME that encourage people to act. Unintended Consequences Intended Consequences When incentives change, Since ethanol is made from corn (in the United In Brazil and the United States, gasoline for cars behavior changes in predictable States), using it for fuel increased food prices, now typically contains a certain percentage of ways. especially the price of food for livestock. ethanol. This decreases the emission of carbon Furthermore, using more resources to grow corn dioxide from motor vehicles. leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity. Decision:

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

STANDARD WG.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

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

Plagiarism is the unauthorized  Promote collaboration with others both inside and outside the classroom. Examples of collaboration use or theft of intellectual may include the following: property. o Socratic Seminar o Two-way journaling There are consequences of o Digital media (e.g., videoconferences) plagiarism, according to the  Explore the ethical and legal issues related to the access and use of information by guidelines established by local o properly citing authors and sources used in research school divisions and the law. o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.  Provide other students with constructive feedback on written assignments via the peer-editing process.  Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.

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

STANDARD WG.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

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

The skill of investigating involves  Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region acting like a detective—formulating at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. questions and proactively setting out Provide a justification for each item. to try to answer them.  Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, The skill of researching works in political, economic, and geographic conditions of the region, how the region has been affected by the tandem with investigating in that recent population increase, and the support the United States would be willing to provide. students need to uncover material in order to adequately answer questions  Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that formulated when investigating. will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time Students take more ownership over that have affected its clean water. investigating and researching when they are able to choose the type of product to produce.

Student inquiry drives the design process. Specifically, students  formulate a question to investigate  create a goal/hypothesis  conduct research and collaborate with teacher and peers  revisit and revise the goal/hypothesis, if necessary  create a product  write a reflection on the process involved to arrive at the product.

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

UNIT II: Physical Geography and Geographic Skills STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

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

SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have to led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; and e) developing and refining mental maps of world regions. ENDURING UNDERSTANDING: Visual representations of geographic information provide an organized way of seeing the many elements in a place. “Relative to nature humans are not in control; nature still has the upper hand.” –National Geographic Video Nature’s Fury

CONCEPTUAL UNIT QUESTIONS (Essential Questions): “What makes geography the science of place?” “How does the physical environment affect humans?”

PREVIEW ACTIVITY: Post the quote from Nature’s Fury on the board. Ask students to respond in writing whether they agree or disagree, providing three examples supporting their stance and one example that challenges their stance. Open the class for a larger discussion by taking a quick class survey (nature versus humans have more control) and having a couple of students share out from each perspective. Connect student shares with what they will be studying in this unit on physical geography.

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

TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT TIME FRAME DATES XIV. Introduction to Geography 4-5 days September XV. Physical Geography and Geographic Skills 20 days September XVI. Cultural Geography 10-15 days October XVII. Demographics, Economics and Political Geography 25 days November/December XVIII. United States and Canada 3 days The remaining units follow a regional XIX. Latin America and the Caribbean 15 days approach. The sequence of regions varies XX. Europe 10 days depending on factors such as available XXI. Russia and Central Asia 4 days resources within your school, current events, XXII. Sub-Saharan Africa 15 days and integration with core subjects. XXIII. North Africa and Southwest Asia 10 days XXIV. South and Southeast Asia 15 days XXV. East Asia 15 days XXVI. Australia and Pacific Islands 1 day

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

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

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

Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography

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

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