Campbellsport School District Understanding by Design (UbD)-Geography
Class
Curriculum/Content Area: Social Studies
Course Length: 1 year
Course Title: 7th grade Geography
Date last reviewed: 12/28/14
Prerequisites: -
Board approval date:
Desired Results: Students will have a better understanding of the world around them and be
able to apply knowledge of economics, political systems, and geographical features to different
regions of the world.
Course description and purpose: In World Geography, students will study the world’s
peoples, places, and environments by regions, with a specific emphasis placed on students’
application of geographic concepts and skills to their everyday lives.
Enduring Understandings (EUs):
1. Students will be able to locate major
regions of the Earth, and have a general
understanding of what countries would be
found in each region.
2. Students will understand what causes
climate, and how internal and external forces
shape the Earth.
3. Students will be able to apply knowledge of
geographical features to understand different
trade and travel barriers.
4. Students will be able to identify and
discuss the different political systems of the
world.
5. Students will be able to identify and
examine the different types of economic
systems found around the world.
6. Students will be able to evaluate the longterm impact of environmental issues on the
Earth
7. Students will be able to apply knowledge of
important world historical events to current
world issues.
8. Students will be able to analyze and
comprehend historical text.
Essential Questions (EQs): [6-10 things that
you want to make sure kids can do on a final
project/assessment… students should be
able to answer these at the end of each unit]
EQs:
1. What are the major geographical features
found in this region, and how do these
features effect climate, trade, economics,
etc.?
2. What kind of economic system is found in
this country/region, and how does it
compare/contrast with the United States.
3. In your opinion, how are U.S. relations with
this country/region.
4. What kind of political system is in place in
this country/region, and how does this affect
the day-to-day lives of citizens?
5. Is this region considered to be a
developed or developing region, and why
would you classify it in this way?
6. How have the major historical events
shaped this region today?
7. In your opinion, what could be considered
positive and negative features of living in this
region?
Assessment Evidence
Performance assessments:
-Unit summative exam (consisting of multiple
choice, mapping, document based questions,
short answer, and essay question.
-Research project
-Interactive Notebook quizzes
Other assessments:
-Exit Tickets
-Interactive notebook reflections (output
pages)
-Role plays
-Hot Seat
-Question Cards
-Who am I?
-Task cards
Unit Title Introduction to World Geography
A. The 5 themes of geography
B. Earth’s interlocking systems
C. Human Geography
D. People and culture
Standards (CCSS, Next Generation Science, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1- Use a variety of geographic representations, such as political, physical, and
topographic maps, a globe, aerial photographs, and satellite images, to gather and compare
information about a place
A.8.3- Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate
and land use, and compute population density
A.8.6- Describe and distinguish between the environmental effects on the earth of short-term
physical changes, such as those caused by floods, droughts, and snowstorms, and long-term
physical changes, such as those caused by plate tectonics, erosion, and glaciation
A.8.8- Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10- Identify major discoveries in science and technology and describe their social and
economic effects on the physical and human environment
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can identify the five themes of geography in the world around me.
-I can locate places on a map using my knowledge of latitude and longitude.
-I can explain how different forces shape the Earth.
-I can predict why people move, and why population density varies
-I can differentiate between different political and economic systems.
Unit Title Latin America
A. Physical geography of Latin America
B. Location, Climate, and natural resources of Latin America
C. Environmental issues in Latin America
D. Political systems of Latin America
E. Economic Systems of Latin America
F. Early Civilizations of Latin America
G. Latin American Revolutions
Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about a place
A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of
climate and land use, and compute population density
A.8.7 Describe the movement of people, ideas, diseases, and products throughout the
world
A.8.8 Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10 Identify major discoveries in science and technology and describe their social
and economic effects on the physical and human environment
A.8.11 Give examples of the causes and consequences of current global issues, such as the
expansion of global markets, the urbanization of the developing world, the consumption of
natural resources, and the extinction of species, and suggest possible responses by various
individuals, groups, and nations
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can locate and identify the regions of Latin America, and important physical features
-I can describe the climate of Latin America
-I can compare and contrast the different political and economic systems of Latin America
-I can evaluate environmental issues in Latin America
-I can illustrate how Latin American revolutions have shaped the Latin America of today.
Unit Title Europe
A. Physical geography of Europe
B. Location, Climate, and natural resources of Europe
C. Language families of Europe
D. Environmental issues of Europe
E. European Colonization
F. Political systems of Europe
G. Economic systems of Europe
Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about a place
A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of
climate and land use, and compute population density
A.8.7 Describe the movement of people, ideas, diseases, and products throughout the
world
A.8.8 Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10 Identify major discoveries in science and technology and describe their social
and economic effects on the physical and human environment
A.8.11 Give examples of the causes and consequences of current global issues, such as the
expansion of global markets, the urbanization of the developing world, the consumption of
natural resources, and the extinction of species, and suggest possible responses by various
individuals, groups, and nations
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can locate Europe, important European countries, and important physical features of
Europe.
-I can analyze how the climate of Europe effects the natural resources and trade of Europe
-I can classify different European languages into language families
-I can address the major environmental issues in Europe, and why they occur.
-I can evaluate how European colonization has shaped the world today.
-I can compare and contrast the different political and economic systems found in Europe.
Unit Title Russia and the Eurasian Republics
A. Geography of Eurasia
B. History of Russia and the Eurasian republics
C. Culture of Russia and the Eurasian Republics
D. Governments and Economics in the Eurasian Republics
Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about a place
A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of
climate and land use, and compute population density
A.8.7 Describe the movement of people, ideas, diseases, and products throughout the
world
A.8.8 Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10 Identify major discoveries in science and technology and describe their social
and economic effects on the physical and human environment
A.8.11 Give examples of the causes and consequences of current global issues, such as the
expansion of global markets, the urbanization of the developing world, the consumption of
natural resources, and the extinction of species, and suggest possible responses by various
individuals, groups, and nations
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can locate and identify Russia, the Eurasian republics, and the important physical features
of the region on the map
-I can analyze how history has shaped the current culture of the Eurasian Republics
-I can evaluate the different cultures of Russia and the Eurasian Republics
-I can compare and contrast the governments and economic systems of this region.
Unit Title Africa
A. Physical geography of Africa
B. Early African History
C. Location, History, culture, government and economics of Egypt and North Africa
D. Location, History, culture, government and economics of West Africa
E. Location, History, culture, government and economics of East, Central, and Southern Africa
Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about a place
A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of
climate and land use, and compute population density
A.8.7 Describe the movement of people, ideas, diseases, and products throughout the
world
A.8.8 Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10 Identify major discoveries in science and technology and describe their social
and economic effects on the physical and human environment
A.8.11 Give examples of the causes and consequences of current global issues, such as the
expansion of global markets, the urbanization of the developing world, the consumption of
natural resources, and the extinction of species, and suggest possible responses by various
individuals, groups, and nations
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can locate Africa and the important physical features of the region on the map
-I can analyze how history has shaped the current culture of the Africa
-I can evaluate the different cultures of Africa
-I can compare and contrast the governments and economic systems of this region.
Unit Title Southern and Eastern Asia
A. Physical Geography of Southern and Eastern Asia
B. Asia’s population distribution
C. Asia’s environmental issues
D. Communism in China
E. India’s independence
F. Vietnam’s Independence
G. Asian Economies
Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about a place
A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of
climate and land use, and compute population density
A.8.7 Describe the movement of people, ideas, diseases, and products throughout the
world
A.8.8 Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10 Identify major discoveries in science and technology and describe their social
and economic effects on the physical and human environment
A.8.11 Give examples of the causes and consequences of current global issues, such as the
expansion of global markets, the urbanization of the developing world, the consumption of
natural resources, and the extinction of species, and suggest possible responses by various
individuals, groups, and nations
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can identify the major physical features of Southern and Eastern Asia
-I can analyze how Asia’s population is distributed and why
-I can illustrate the environmental issues in Asia
-I can discuss the independence movements in this region
-I can compare and contrast the economies and governments in this region
Unit Title Southwest Asia
A. Physical Geography of Southwest Asia
B. Population distribution of Southwest Asia
C. Ethnic groups and populations
D. Creation of Israel
E. Oil in Southwest Asia
F. Comparing economies and governments of Southwest Asia
G. The United States in the Middle East
H. Environmental Issues of Southwest Asia
Standards (CCSS, Next Generation, ACT College and Career Readiness, etc.)
(Wisconsin Model Academic Standards in Geography)
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic
maps, a globe, aerial photographs, and satellite images, to gather and compare information
about a place
A.8.3 Use an atlas to estimate distance, calculate scale, identify dominant patterns of
climate and land use, and compute population density
A.8.7 Describe the movement of people, ideas, diseases, and products throughout the
world
A.8.8 Describe and analyze the ways in which people in different regions of the world
interact with their physical environments through vocational and recreational activities
A.8.10 Identify major discoveries in science and technology and describe their social
and economic effects on the physical and human environment
A.8.11 Give examples of the causes and consequences of current global issues, such as the
expansion of global markets, the urbanization of the developing world, the consumption of
natural resources, and the extinction of species, and suggest possible responses by various
individuals, groups, and nations
Learning Targets Addressed [“I can” statements (focus on skill-based vs. contentbased)]:
-I can locate Southwest Asia and its important physical characteristics on a map
-I can analyze the distribution of Southwest Asia’s population
-I can identify and compare and contrast the major ethnic groups and religions of this region
-I can examine the creation of Israel
-I can assess the location of oil in Southwest Asia and its effect on this region
-I can compare and contrast the economies and governments of Southwest Asia
-I can examine the United States’ involvement in the middle east
-I can explain the environmental issues in this region