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Unit One:
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The Geographer’s World
The Tools of Geography, Earth-Sun Relationships, Weather and Climate, Landforms and Natural Resources, Human Geography, and Human Systems
Length of
Unit
4 Weeks
Core Content/POS
Program of Studies
SS-H-CS-U-1
SS-H-CS-S-1, S-5
SS-H-Ec-U-1,U-2, U-3,
U-4, U-5, U-6, U-8
SS-H-Ec-S-1, S-2, S-3,
S-4, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Core Content
SS-HS-2.1.1
SS-HS-3.1.1
SS-HS-3.2.1
SS-HS-3.2.3
SS-HS-3.3.1
SS-HS-3.4.2
SS-HS-3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
Key Concepts/Skills/Guiding Questions
Terms: geography, region, latitude, longitude, absolute location,
relative location, equator, parallels, meridians, prime meridian,
hemisphere, map projection, distortion, compass rose, legend,
contiguous, precipitation, topography, climate graphs, population
pyramid, rotation, revolution, Tropic of Capricorn, Tropic of Cancer,
Arctic Circle, Antarctic Circle, solstice, equinox, weather, climate,
greenhouse effect, cyclones, tornadoes, hurricanes, typhoons,
prevailing winds, doldrums, front, orographic effect, rain shadow,
monsoon, arid, landform, deforestation, acid rain, aquifers, fossil
fuels, hydroelectric power, geothermal energy, demography,
population density, birthrate, death rate, migration, emigration,
immigration, push factor, pull factor, culture, culture traits, ethnic
groups, acculturation, enculturation, diffusion, dialect, polytheism,
monotheism, market economy, command economy, traditional
economy, GNP, GDP, per capita, literacy rate, developed countries
(MDCs), developing countries (LDCs), infrastructure, subsistence
agriculture, ethnic group
Students will
 Explain Earth’s position in space and the forces acting on
Earth’s land and water.
 Analyze the interrelationships of solar energy, climate, and
vegetation.
 Examine the physical processes that create and shape the
world’s landforms, water features, and resources.
 Describe the development of cultures and the results of
population expansion.
 Investigate ways people depend on, adapt to, and modify the
physical environment.
 Use geographic information systems to examine relationships
between physical and human geography.
Activities/Assessments/
Resources
Ch. 1-6 in World Geography
Today (Holt)
Ch. 1-2 in Geography Alive!
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Don’t Know Much About
Geography (various readings)
Daily Warm-Ups – Geography
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Population Pyramids
Climate Graphs
Research Project using CIA
World Fact Book
Subunit exams and weekly
quizzes
Guiding Questions
 What are the two main branches of geography?
Rowan County Senior High School 2010-2011
Page 1
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Unit Two:
Length of
Unit
1 Week
How do we use geography?
What are some ways we can organize our world and the
study of geography?
What kinds of special maps do geographers use and why?
What purpose do climate graphs and population pyramids
serve to geographers?
How do rotation and revolution affect Earth?
How does the angle of the Sun’s rays affect the amount of
solar energy received at different locations on Earth?
What are the factors affecting climate?
What are the different types of storms and how do they form?
What are the characteristics of each climate zone and where
are they located?
What are the main energy resources and how are they used?
What are some important trends in world population?
What is culture and how do cultures change over time?
What are the three main types of economic systems?
How do developed and developing countries differ?
The United States and Canada
Core Content/POS
Key Concepts/Skills/Guiding Questions
Program of Studies
SS-H-GC-U-2, U-3
SS-H-CS-U-2, U-4
SS-H-CS-S-2
SS-H-Ec-U-6,7,8
SS-H-Ec-S-3,4,5,6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Terms: Continental Divide, Megalopolis, Corn Belt, Dairy Belt, Wheat
Belt, metropolitan area, arable, smog, province, suburb, urban core,
urban fringe, urban sprawl
Places: Appalachian Mtns, Rocky Mtns, Mississippi River, Great
Lakes, Great Plains, Canadian Shield, Hudson Bay, Cascade Range,
Sierra Nevada, Coast Ranges, St. Lawrence River
Rowan County Senior High School 2010-2011
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Students will
 Describe the major landforms, bodies of water, climates, and
resources found in the United States and Canada.
 Examine the historical and cultural geography of the United
States and Canada.
Activities/Assessments/
Resources
Ch. 7-9 in World Geography
Today (Holt)
Ch. 3-8 in Geography Alive!
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Don’t Know Much About
Page 2
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Core Content
SS-HS-1.2.1, 1.2.2
SS-HS-2.1.1
SS-HS-3.2.1, 3.2.3,
3.3.4, 3.4.1, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
Rowan County Senior High School 2010-2011
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Analyze the changes that are occurring in the economies of
the United States and Canada.
Learn how to use mental maps to organize information about
places.
Understand how models are used to analyze or interpret
geographic data.
Guiding Questions
 What are the major landform regions in the US and Canada?
 Which climate types are found in the US and Canada?
 What farming, forest, and water resources are found in the
US and Canada?
 What unique elements make up American culture?
 How did physical geography affect migration patterns to
America throughout its history?
 What are the major distinctive regions of the US and what
characterizes these regions?
 What environmental issues does the US face?
 What natural hazards affect the lives of Americans in various
regions?
 How are cities and population patterns in the US changing?
 How is the US economy tied to other countries around the
world?
 What shaped Canada’s early history and settlement?
 What are some important features of Canadian culture?
 What resources and activities drive Canada’s economy?
 How is Canada organized and governed?
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Geography (various readings)
Daily Warm-Ups – Geography
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Case Studies: Ch. 5, 7, 8
(Urban Sprawl, Consumption
Patterns, Migration to the US)
from Geography Alive!
Unit Exam and quizzes
Page 3
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Unit Three:
Length of
Unit
1 Week
Core Content/POS
Program of Studies
SS-H-CS-U-2, U-3, U-4,
U-5, U-6
SS-H-CS-S-1, S-2, S-3,
S-4, S-5
SS-HS-Ec-U-4, U-5, U6, U-8
SS-HS-Ec-S-2, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Core Content
SS-HS-2.1.1, 2.2.1,
2.3.1, 2.3.2
SS-HS-3.1.1, 3.2.1,
3.4.2, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
Rowan County Senior High School 2010-2011
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Latin America
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Terms: standard of living, urbanization, indigenous, slash-and-burn
method, Coriolis effect, El Nino, La Nina, Llanos, Pampas,
sustainable development, snow line, terracing, tree line, isthmus,
conquistadores, haciendas, mestizos, dictator, cash crops,
maquiladoras, mulattoes, latifundia,
Places: Mexican Plateau, Sierra Madre Oriental, Sierra Madre
Occidental, Mexico City, Yucatan Peninsula, Baja, Hispaniola,
Panama Canal, Andes Mtns, Lake Titicaca, Amazon River,
Patagonia, Tierra del Fuego, Rio de la Plata, Atacama Desert, Lake
Maracaibo
Ch. 10-12 in World Geography
Today (Holt)
Students will
 Describe the landforms, bodies of water, climates, and
resources of Middle and South America.
 Analyze the influence of ancient American civilizations,
European colonialism, and recent events on societies in
Middle and South America.
 Identify the political, economic, social, cultural, and
environmental challenges facing the region’s countries.
 Analyze Latin America’s current role in world events, and its
degree of interdependence with other regions.
Don’t Know Much About
Geography (various readings)
Guiding Questions
 What are the major landforms and bodies of water of Latin
America?
 What climates, biomes, and natural resources does this
region have?
 What are the economic and cultural regions of Mexico?
 How does the history of this region continue to shape it
today?
 What cultural and population patterns are found in this
region?
 What activities support the economies in this region?
 What issues and challenges face the people of Latin America
today?
Unit Exam and quizzes
Ch. 9-13 in Geography Alive!
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Daily Warm-Ups – Geography
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Page 4
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Unit Four:
Length of
Unit
Core Content/POS
1 ½ Weeks
Program of Studies
SS-H-GC-U-1
SS-H-GC-S-1
SS-H-CS-U-2, U-3, U-4,
U-5, U-6
SS-H-CS-S-1, S-2, S-3,
S-4, S-5
SS-HS-Ec-U-4, U-5, U6, U-8
SS-HS-Ec-S-2, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Core Content
SS-HS-1.1.1
SS-HS-2.1.1, 2.2.1,
2.3.1, 2.3.2
SS-HS-3.1.1, 3.2.1,
3.4.2, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
Rowan County Senior High School 2010-2011
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Europe and Russia
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Terms: fjords, polders, dikes, navigable, North Atlantic Drift, loess,
constitutional monarchy, European Union, cosmopolitan, socialism,
alliances, balance of power, confederation, cantons, neutral,
multilingual, city-states, Eurasia, taiga, Slavs, czar, light industry,
heavy industry
Places: British Isles, England, Wales, Scotland, Northern Ireland,
Thames River, Seine River, Alps, North Sea, Ruhr Valley, Danube
River, Strait of Gibraltar, Bay of Biscay, Baltic Sea, Black Sea, Ural
Mtns, Caucasus Mtns, Caspian Sea, Crimean Peninsula, Volga
River, Lake Baikal, Chernobyl, Aral Sea
Ch. 13-18 in World Geography
Today (Holt)
Students will
 Describe the major landforms, bodies of water, climates, and
resources of Europe.
 Explain the historical development of European countries and
the influence of European cultures on other parts of the
world.
 Identify different cultural groups in Europe and understand
how they interact with one another.
 Discuss Europe’s influence in international affairs.
 Describe the types of economic activities characteristic of
various European countries.
Don’t Know Much About
Geography (various readings)
Guiding Questions
 How has history affected the culture of the British Isles?
 How has the British economy changed over the last 200
years?
 What issue has caused tension in Northern Ireland?
 What is French culture like?
 What are some of the main industries in France?
 What historical/cultural ties o the Benelux countries share?
 How are the cultures of Scandinavia similar to and different
from each other?
Ch. 14-18 in Geography Alive!
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Daily Warm-Ups – Geography
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Connecting to Technology:
Polders – pg. 293 (humanenvironment interactions)
Subunit exams and quizzes
Page 5
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What activities drive Scandinavia’s economy?
What are the key events and features of German history and
culture?
What is Germany’s economy like today?
What are the important historical, political, cultural, and
economic features of Central Europe?
What are the important historical, political, cultural, and
economic features of Southern Europe?
Why are the western Balkans politically unstable?
What landforms and rivers are found in Russia, Ukraine, and
Belarus?
What natural resources does this region have?
What are some characteristics of Eastern European history
and culture?
What challenges does this region face today?
Unit Five:
Length of
Unit
½ Week
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Southwest Asia
Core Content/POS
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Program of Studies
SS-H-GC-U-1
SS-H-GC-S-1
SS-H-CS-U-2, U-3, U-4,
U-5, U-6
SS-H-CS-S-1, S-2, S-3,
S-4, S-5
SS-HS-Ec-U-4, U-5, U6, U-8
SS-HS-Ec-S-2, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Terms: oasis, Sunni, Shiite, dynasty, imams, Bedouins, OPEC,
ayatollahs, theocracy, Zionism, Holocaust, Kurds, sultans, mandates,
crude oil, nonrenewable resource, oil reserves,
Places: Persian Gulf, Arabian Peninsula, Red Sea, Arabian Sea,
Mesopotamia, Tigris River, Euphrates River, Zagros Mtns, Hindu
Kush, Mecca, Medina, Tehran, Baghdad, Kabul, Riyadh, Anatolia,
Dardanelles, Bosporus, Jordan River, Dead Sea, West Bank, Golan
Heights, Gaza Strip, Istanbul, Jerusalem
Ch. 19-20 in World Geography
Today (Holt)
Students will
 Describe how the physical geography and economic
geography of Southwest Asia affect ways of life there.
 Trace the history and development of religion in the region,
and analyze the role that religion has played in events in
Southwest Asia.
 Identify the political, social, and environmental challenges
faced by the countries in Southwest Asia.
 Understand the significance of the region’s strategic location
and natural resources.
Don’t Know Much About
Geography (various readings)
Core Content
SS-HS-1.1.1
SS-HS-2.1.1, 2.2.1,
2.3.1, 2.3.2
Rowan County Senior High School 2010-2011
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Daily Warm-Ups – Geography
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Page 6
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SS-HS-3.1.1, 3.2.1,
3.4.2, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
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Analyze the role Western nations have played in shaping the
Middle East, and how this region interacts with other nations
today.
Guiding Questions
 What landforms and rivers can be found in the Persian Gulf
area and the interior of Southwest Asia?
 What natural resources does this region have, and how do
those affect the region’s politics and economy?
 How has Islam affected the history and current culture of this
region?
 What are the major features of this region’s culture?
 On what activities do the region’s economies depend?
 What important issues and challenges face this region today?
 What are the most significant physical and human
geographical features of the eastern Mediterranean region?
 How did the modern state of Israel develop?
Unit Six:
Length of
Unit
1 Week
[Type text]
Case Study - Ch. 24 in
Geography Alive!
“Oil in Southwest Asia: How
“Black Gold” Has Shaped a
Region”
Case Study- pg 452-53
“Palestine-Setting Boundaries”
Cities & Settlements – pg. 464
“Jerusalem”
Current events articles on the
Middle East from Upfront
magazine
Unit exam
Africa
Core Content/POS
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Program of Studies
SS-H-GC-U-1
SS-H-GC-S-1
SS-H-CS-U-2, U-3, U-4,
U-5, U-6
SS-H-CS-S-1, S-2, S-3,
S-4, S-5
SS-HS-Ec-U-4, U-5, U6, U-8
SS-HS-Ec-S-2, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Terms: desertification, drought, marginal land, pastoral nomads,
colonialism, cultural region, ethnic diversity, multiracial, apartheid,
segregation, silt, pharaohs, hieroglyphs, duel economies, tsetse fly,
Swahili, ivory, genocide, Afrikaners
Places: Mediterranean Sea, Red Sea, Atlas Mtns, Sahara, Nile River,
Suez Canal, Sahel, Great Rift Valley, Lake Victoria, Serengeti Plain,
Blue Nile, White Nile, Namib Desert, Kalahari Desert, Cape of Good
Hope
Ch. 21-24 in World Geography
Today (Holt)
Rowan County Senior High School 2010-2011
Students will
 Describe the various landforms, bodies of water, climates,
and natural resources of Africa and relate resource
distribution to the economic development of the continent.
 Identify ways that historical events have affected modern
Ch. 19-23 in Geography Alive!
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Don’t Know Much About
Geography (various readings)
Daily Warm-Ups – Geography
Page 7
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[Type text]
Core Content
SS-HS-1.1.1
SS-HS-2.1.1, 2.2.1,
2.3.1, 2.3.2
SS-HS-3.1.1, 3.2.1,
3.4.2, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
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African societies.
Compare the cultures and ways of life of peoples in different
regions of Africa.
Explain the political, economic, social, and environmental
issues facing African countries today.
Guiding Questions
 How do people adapt to living in a desert region?
 What are the major landforms, factors affecting climate, and
natural resources of North Africa?
 What are the people and culture of North Africa like today?
 What activities drive the economies of North Africa?
 What are the major landforms, rivers, climate types, and
natural resources found in West and Central Africa?
 How has this region been shaped by a history of slavery?
 What is the culture of this region like today?
 How economically developed are West and Central African
countries?
 What landforms, rivers, and lakes are found in East Africa,
and what physical processes have shaped the land?
 Why does East Africa have a variety of climates and biomes,
and on what natural resources does the region depend?
 How did European exploration and colonization affect East
Africa’s development?
 What are the people and cultures of East Africa like today?
 What activities characterize East African economies?
 What are the main landforms, rivers, climates, and natural
resources of Southern Africa?
 How diverse are the cultural groups in this region of Africa?
 What are the main economic activities in Southern Africa?
Unit Seven:
Rowan County Senior High School 2010-2011
[Type text]
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Cities & Settlements – pg. 512
“The Tuareg: A Nomadic Way
of Life”
Video – “Darfur Diaries”
National Geographic segments
on African regions
Case Study – pg. 546
“The Geography of Disease”
(Focus on Malaria and AIDS
epidemics in Africa)
Unit exam and quizzes
Asia
Page 8
[Type text]
Length of
Unit
2 Weeks
[Type text]
[Type text]
Core Content/POS
Key Concepts/Skills/Guiding Questions
Activities/Assessments/
Resources
Program of Studies
SS-H-GC-U-1
SS-H-GC-S-1
SS-H-CS-U-2, U-3, U-4,
U-5, U-6
SS-H-CS-S-1, S-2, S-3,
S-4, S-5
SS-HS-Ec-U-4, U-5, U6, U-8
SS-HS-Ec-S-2, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Terms: subcontinent, Sanskrit, Dalits, Sikhism, Jainism, pantheon,
sepoys, reincarnation, caste, dharma, karma, cottage industries,
paddy, intensive agriculture, Taoism, Confucianism, communes,
Special Economic Zones (SEZs), martial law, tsunamis, shogun,
samurai, demilitarized zone (DMZ), export economy, trade surplus,
domino theory, ASEAN, archipelago, homogeneous, monsoon,
outsource, doubling time, rate of natural increase, zero population
growth, globalization, economic interdependence
Places: Himalayas, Ganges River, Deccan Plateau, Indus River, Mt.
Everest, Huang (Yellow) River, Chang (Yangtze) River, Gobi, Fuji,
Sea of Japan, Bay of Bengal, Gulf of Thailand, South China Sea, Gulf
of Tonkin
Ch. 25-30 in World Geography
Today (Holt)
Students will
 Describe how landforms, climates, and water resources
affect the way people live in South Asia.
 Identify the natural resources of South Asia and link them to
the region’s economic development.
 Trace the history of South Asia and identify the interactions of
the region’s cultural groups.
 Analyze the social and environmental challenges facing the
countries in this region.
 Describe how tectonic activity, climate, and precipitation
affect the people of East and Southeast Asia.
 Analyze how historical events have shaped this region’s
human geography.
 Explain the economic significance of East and Southeast
Asia as a world region.
Daily Warm-Ups – Geography
Core Content
SS-HS-1.1.1
SS-HS-2.1.1, 2.2.1,
2.3.1, 2.3.2
SS-HS-3.1.1, 3.2.1,
3.4.2, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
Ch. 27-32 in Geography Alive!
Geography Alive! Interactive
Student Notebook
Holt Video Program:
Geography’s Impact
Don’t Know Much About
Geography (various readings)
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Cities & Settlements – pg.
694-95 “Singapore”
Video on North Korean society
Video on China’s one-child
policy
Subunit exams and quizzes
Guiding Questions
 What are the major landforms, rivers, climate types, and
natural resources found in India?
 What are some important events and factors in India’s history
and culture?
Rowan County Senior High School 2010-2011
Page 9
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What diverse activities characterize India’s economy?
What countries are located on India’s perimeter in South
Asia, and what are the physical and human features of these
countries?
What are the major physical features and climate types found
in China, Mongolia, and Taiwan?
What are China’s main natural resources?
What are the important historical and political events shaping
China?
What are some features of Chinese culture?
What are China’s major regions?
What is Taiwan’s relationship with China?
What are the major physical features, climate types, and
natural resources found in Japan and the Koreas?
What is the culture of this region like today?
How is Japanese life affected by its high population density?
How does life in North Korea compare to life in South Korea?
What are the major physical features, climate and vegetation
types, and natural resources found in Mainland Southeast
Asia (Myanmar, Laos, Thailand, Vietnam, and Cambodia)?
What is the culture of this region like?
What are the different economic activities of this region?
What are the major physical features, climates, and natural
resources of Island SE Asia (Malaysia, Indonesia,
Philippines)?
What are the people and culture of this region like?
How has island SE Asia’s economy changed in recent
decades?
Unit Eight:
Length of
The Pacific World
(Australia, New Zealand, Pacific Islands, Antarctica)
Core Content/POS
Key Concepts/Skills/Guiding Questions
Rowan County Senior High School 2010-2011
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Activities/Assessments/
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Unit
½ Week
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Resources
Program of Studies
SS-H-GC-U-1
SS-H-GC-S-1
SS-H-CS-U-2, U-3, U-4,
U-5, U-6
SS-H-CS-S-1, S-2, S-3,
S-4, S-5
SS-HS-Ec-U-4, U-5, U6, U-8
SS-HS-Ec-S-2, S-6
SS-H-Ge-U-1, U-2, U-3,
U-4, U-5, U-6, U-7, U-8,
SS-H-Ge-S-1, S-2, S-3,
S-4
Core Content
SS-HS-1.1.1
SS-HS-2.1.1, 2.2.1,
2.3.1, 2.3.2
SS-HS-3.1.1, 3.2.1,
3.4.2, 3.4.3
SS-HS-4.3.1
SS-HS-4.3.2
SS-HS-4.1.1
SS-HS-4.1.2
SS-HS-4.1.3
SS-HS-4.2.1
SS-HS-4.2.2
SS-HS-4.2.3
SS-HS-4.2.4
SS-HS-4.4.1
SS-HS-4.4.2
Rowan County Senior High School 2010-2011
Terms: Aborigines, artesian wells, outback, marsupials, atoll,
Intertropical Convergence Zone (ITCZ)
Places: Great Barrier Reef; multiple islands in the Pacific (Guam,
Marshall Islands, Fiji, etc…
Ch. 31-32 in World Geography
Today (Holt)
Students will
 Describe the landforms and climates of the Pacific World.
 Identify the culture groups of the region, and relate their
experiences to historical events.
 Explain the relationship of the region’s resources to its
economic development.
 Identify the environmental challenges facing this region
today.
Geography Alive! Interactive
Student Notebook
Guiding Questions
 What is Australia’s physical landscape and climate like?
 What are some important elements of Australian history and
culture?
 What is New Zealand’s physical landscape and climate like?
 What is the culture of New Zealand like?
 On what is New Zealand’s economy based, and what
economic challenge does the country face?
 What are the main physical features, climate patterns, and
resources of the Pacific Islands?
 What are the traditions and culture of this region like?
 What activities drive Pacific Island economies?
Daily Warm-Ups – Geography
Ch. 33-35 in Geography Alive!
Holt Video Program:
Geography’s Impact
Don’t Know Much About
Geography (various readings)
Geographic Literacy: Maps for
Memorization
Various transparencies and
graphic organizers
Unit Exam
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