November 2014 revised
RADNOR TOWNSHIP SCHOOL DISTRICT
Course Overview
World Geography and Cultures
Course #
General Information
Credits: N/A
Weighted: N/A
Prerequisite: N/A
Length: Full Year
Format: Meets Daily
Grade: 6
Course Description
This geography course will give students a firm grasp of the place and terrain that surrounds them; the
patterns of human development around the world; and the interactions of peoples, places, and
environments. Geographically informed citizens make informed judgments to improve their community,
state, country, and world. They understand how all of these realms are interrelated.
Course Objectives:
Essential Questions
 How do geographers think about the world?
 What tools do geographers use to help explain the world?
 How should natural resources be used and preserved?
 How does geography affect where and how people live?
 How do population trends affect a country?
 How do physical processes shape earth’s landscape?
 How can we understand the diversity of cultures?
 How do ethnic group differences affect who controls resources and power in a society?
 How does having a valuable natural resource affect a region?
 How are humans affected by the changes they make to the environment?
 How does climate influence human activity?
 What is globalization and how does it affect people and places?
 How does a country’s location shape life within its borders?
Enduring Understandings
 Geographic tools explain similarities and differences between regions.
 Location and spatial patterns can be evaluated using geographic tools.
 Knowing where people live provides insight into how they live.
 Identities and lives of people are rooted in particular places and regions.
 Individuals are connected to the rest of the world through the decisions we make on a daily
basis.
 People’s perception of places and regions are affected by their cultural experiences.
 Physical characteristics of a place require adaptation or migration.
 People are shaped by diverse cultures but have a shared community.
Common Assessments:
1.
2.
3.
4.
Geographer’s Toolkit (October)
Persuasive Essay - Physical geography impact on culture (2nd marking period)
Persuasive Essay – Written Language Benchmark Assessment (3rd marking period)
Comparing physical, climate and population maps(4th marking period)
Major Units of Study:
 The Geographer’s Toolbox
 South America
 Europe and Russia
 Sub-Saharan Africa
 Southwest Asia / North Africa
 South and East Asia
 Australia, the Pacific Realm, and Antarctica
Materials & Texts
National Geographic World Cultures and Geography Copyright 2013: National Geographic Leaning,
Cengage Learning
National Geographic Education Websitehttp://education.nationalgeographic.com/education/?ar_a=1&ar_r=1
RADNOR TOWNSHIP SCHOOL DISTRICT
Course Curriculum
First Marking Period
Unit I: The Geographer’s Toolbox (3 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical
and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
 Students will write informative and explanatory pieces that describe, explain, or summarize
information or ideas about geography.
Student Objectives:
Essential Questions:
 How do geographers think about the world?
 What tools do geographers use to help explain the world?
 How do people use geography?
Enduring Understandings:
 Geographic tools explain similarities and differences between places and regions.
 Location and spatial patterns can be evaluated using geographic tools.
 Knowing where people live provides insight into how they live.
KNOWELDGE
Students will know…







Geographers use themes and elements to understand the world.
Geographers divide the world into regions.
Globes and maps are two different tools used to study places on earth.
Maps use different scales for different purposes.
Political maps show features that humans have created on Earth’s surface. Physical maps show
natural features.
Cartographers use various projections to show Earth’s curved surface on a flat map.
Thematic maps focus on specific topics, such as the population density or economic activity in a
region or country.
SKILLS
Students will be able to…
 Analyze geographic patterns through spatial thinking.
 Organize geographic information into five themes and six elements.
 Understand geographic regions and the processes that shaped them.
 Understand the essentials of maps and how they show geographic patterns.
 Compare information on large-scale, medium-scale, and small-scale maps.
 Compare the features of a political map and a physical map.
 Understand the advantages and drawbacks of major map projections.
 Identify various types of thematic maps and the kind of information they provide.
Assessments:



FORMATIVE
Student Interactive Notebook
On Going Assessment of the following skills:
o Spatial thinking Describe Geographic Thinking: making inferences/draw
conclusions/evaluate
o Categorize information: five themes of geography
o Map World Regions: using mental maps and then label a world map of the eleven
regions.
o Use Different maps for Different Purposes: categorize, inferences, interpret maps, make
predictions
o Compare Maps: Political and Physical Maps
o Match Map Projections: Now different map projections
o Use Maps to infer Geographic Patterns: Population density, precipitation
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short
answer questions to assess their ability to apply skills acquired.

Unit 1 Assessment: National Geographic Chapter Test:) F:\Ch1a on-grade level,above.pdf

Unit 1 Assessment (example) Geographic Modified Chapter Test: F:\ch1b modified.pdf
COMMON ASSESSMENT #1
Geographer’s Toolbox Assessment: Students will answer each of the following two questions to
demonstrate their understanding of maps and the five themes of geography.
Consider the parts of North America with which you are most familiar. Choose one region, city,
or town and use at least three of the five themes of geography to describe that area.

Radnor Township School District.doc ( common assessment cover sheet)

Keystone Expository Writing Rubric
Activities and Assignments
ACTIVITIES
Geography of a Pencil- http://education.nationalgeographic.com/education/activity/geography-of-apencil/?ar_a=1
Differentiation:
Striving Readers
 Introduce Essential Questions
 Focus on Main Ideas
 Summarize information
 Review Map Elements
 Display Cardinal Directions Labels: display cardinal directions around room. Discussion of labels
aligning with points on a compass rose.

Use Tactile Materials: provide rough cutouts of continents; color and arrange as on a globe.
Grade Level/ Accelerated:


Plot a course: student planner gives a student traveler a list of five cities, identified only by
longitude and latitude.
Conduct Internet Research: research major league baseball teams and questions relating to the
five themes of geography.
Terminology
absolute location, distortion, map projection, relative location, physical features, landforms, climate
zones, vegetation zones, population density, economic activity, regions, cartographer, scale, latitude,
longitude, hemisphere
Materials & Texts
ESSENTIAL : National Geographic World Cultures and Geography Copyright 2013: National Geographic
Leaning, Cengage Learning
Media, Technology, Web Resources
Mapping Our Worldhttp://www.oxfam.org.uk/education/resources/mapping_our_world/mapping_our_world/l/home/inde
x.htm
Google Earth- http://www.google.com/earth/index.html
Criterion is an On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS
Unit II: South America (6 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose.
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface. PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by
physical and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
 Students will write informative and explanatory pieces that describe, explain, or summarize
information or ideas about geography
Student Objectives:
Essential Questions:
 How does geography influence lifestyle and point of view?
 How does elevation influence climate in South America?
 How did mountains, plateaus, and rivers shape the region’s history?
Enduring Understandings:
 Physical and climate systems of the earth impact how people live and use natural resources.
 Characteristics and processes of physical geography shape regions and places.
 Knowing where people live provides insight into how they live.
 Identities and lives of people are rooted in particular places and regions.
 People’s perception of places and regions are affected by their cultural experiences.
 Physical characteristics of a place require adaptation or migration.
KNOWELDGE
Students will know…
 South America contains diverse physical features.
 Elevation and climate affect where people live and how they use the land.
 The Amazon River supports life in its vast rainforest.
 Wind currents and ocean currents influence climate across South America in powerful and
unpredictable ways
 The health of the Amazon Rainforest can influence climate change across the globe.
SKILLS
Students will be able to…
 Compare and contrast how elevation impacts the lives of South Americans
 Describe how elevation and climate affect life in South America.
 Analyze how the Amazon River’s seasonal flooding affects the rain forest around it.
 Explore the effects of ocean currents and wind currents on both South American coasts.
 Learn about how rain forests work, and analyze the impact of deforestation on climate change.
Assessments:
FORMATIVE
 Analyze Climate and Elevation: Describe the effect of increasing altitude on South America’s
climate. Relate how elevation and climate are alike.
 Identify Altitude Zones in South America: Primary source photographs are used to determine
the four South American Altitude Zones.
 Compare the Amazon and Mississippi Rivers using a Venn diagram.
 Map the Global impact of El Nino: Climate scientists are working on better ways to predict an El
Nino and provide warnings to flood-and drought –prone regions. Create a map to show how El
Nino changes the weather in different parts of the world.
 Analyze Rainforest Development: Economic development in the Amazon rain forest has both
positive and negative effects. Make a prediction what will happen if development continues
without restrictions.
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer
questions to assess their ability to apply skills acquired.
 Unit 2 Assessment (Example) - Teacher generated from ExamView Test Generator CD-ROM/
National Geographic
Essay: How does elevation influence climate in South America? Consider the information you have
learned about the region’s physical geography, extreme climates, elevations, wind currents, and water
currents.
South America assessment.docx
Keystone Expository Writing Rubric
Activities and Assignments
ACTIVITIES
Striving Readers: Sequence Steps: students display sequence of steps in the rain forest cycle.
Record and compare facts: students record facts specific to physical features
On grade/Accelerated: Design an illustrated Map: create a large wall map that shows the Amazon River
and illustrates points of interest on the areas bordering the river.
Create a Travel Brochure: create a brochure for visitors to South America illustrating and describing
natural and historical sites. Students may use Magazine Maker.
Terminology
altitudinal zonation, snow line, terracing, tree line, vertical trade, biodiversity, carbon-oxygen cycle,
deforestation, sustainable development, tropical rainforest
Materials & Texts
ESSENTIAL : National Geographic World Cultures and Geography Copyright 2013: National Geographic
Leaning, Cengage Learning
Media, Technology, Web Resources
Google Earth- http://www.google.com/earth/index.html
Criterion is a On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS
Second Marking Period
Unit III: Europe and Russia (6 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical
and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet
their wants. Describe how resources are combined to produce different goods and services.
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
 Students will write informative and explanatory pieces that describe, explain, or summarize
information or ideas about geography.
Student Objectives:
Essential Questions:




How did Europe’s physical geography encourage interaction with other regions?
How is the diversity of Europe reflected in its cultural achievements?
How have size and extreme climates shape Russian and the Eurasian Republics?
What features, such as size and climate, have influence Russian culture?
Enduring Understandings:
 Location and spatial patterns can be evaluated using geographic tools.
 Physical and climate systems of the earth impact how people live and use natural resources.
 Characteristics and processes of physical geography shape regions and places.
 Geographic tools explain similarities and differences between regions.
 Physical characteristics of a place require adaptation or migration.
 People are shaped by diverse cultures but have a shared community.
KNOWELDGE
Students will know…
 Europe is made up of several peninsulas with varied land regions and climates.
 Europe’s long coast line help to promote trade, industry, exploration, and settlement on the
continent.
 The land forms and resources in Europe support many economic activities.
 Human activity has harmed the Mediterranean’s seas natural environment.
 Europe has a great variety of languages, cultures, and cities.
 European art and music have developed over thousands of years.
 European literature has reflected new ways of thinking over the centuries.
Landforms and climate have influenced the cooking traditions of Europe.
 Russia and the Eurasian republics cove a huge area and contain a variety of geographic features.
 The extreme climates of this region have an impact on where and how people live.
 Russia and the Eurasians republics have plentiful natural resources, but many of them are in
remote locations.
 Human activities have led to the shrinking of the Aral Sea, which has damaged the surrounding
landscape.
 The variety of climates in Russia and the Eurasian republics has a major impact on the region’s
cultures.
 The Trans-Siberian Railroad links the western and eastern parts of Russia.
 St. Petersburg is Russia’s second largest city and a center of culture, industry and trade.
SKILLS
Students will be able to…
 Describe the land regions and climates of Europe.
 Explain how Europe’s coastline promoted industry, settlements, and interaction with other
regions.
 Identify the economic activities supported by Europe’s landforms and natural resources.
 Describe the human activities that are harming ecosystems in the Mediterranean Sea.





Analyze the variety of physical features that characterize Russia and the Eurasian republics.
Explain how extreme climates affect people’s lives in Russia and the Eurasian republics.
Locate important natural resources in the region and discuss why they are significant.
Explain how global climate change is affecting the environment in Siberia.
Describe how the physical geography of Central Asia affects the people who live there.
Assessments
FORMATIVE
 Map Europe’s Land Regions: Create maps using information to plot the four land regions of
Europe.
 Analyze Early European Trade: Reading a passage to learn about trade routes during the Roman
Empire and to make inferences about how geographic location influence and affect trade.
 Explore Amsterdam’s Canals: After reading a passage, students will identify major problems that
the earliest settlers of Amsterdam encountered. Students will identify the layout of the canals
and analyze the affect of the Netherland’s geography has on the economy.
 Graph Fishery Catches in the Mediterranean Sea: Using chart data, students will make a line
graph to show how fishery catches have changed to Mediterranean countries.
 Draw a Mental Map: make a mental map to show where the landforms and bodies of water are
located in Eurasia. Infer the types of land on which people settle and build cities.
 Provide Transportation Alternatives: Russia’s many ports lie along the frigid coast. In addition,
few highways make transportation difficult. Think and discuss alternatives to solve the problem.
 Research Mineral Resources: Conduct research ( Connect to NG)on several minerals in Russia
and Eurasia. Find out how the minerals are extracted from the earth and how they are used.
 Analyze the Impact of Global Warming: Research global warming and its impact on Siberia. List
advantages and disadvantages of why global warming might benefit or harm Siberia.
 Analyze Central Asian Economies: Interpret charts and graphs to draw conclusions that countries
GDP per capita have a significant effect on the economy.
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer
questions to assess their ability to apply skills acquired.
 Unit 3 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National
Geographic
Essay: How did Europe’s physical geography encourage interaction with other regions? Consider
information you have learned about European civilizations, Europe’s coastlines and waterways, trade,
and settlement.
Europe assessment.docx
Keystone Expository Writing Rubric
Activities and Assignments
ACTIVITIES
Striving Readers:
 Make Word Connections: display key vocabulary words and make sentences about how each are
related.
 Illustrate a Word Tree: make connections with words displaying them in an illustration.
 On grade/ Accelerated
 Tic-Tac-Toe Project: giving students a choice of three activities that form a tic-tac-toe win.
Terminology
Demography, dependency ratio, life expectancy, replacement rate, total fertility rate, erosion,
glaciations, physical processes, tectonic movement, volcanic activity.
Materials & Texts
National Geographic World Cultures and Geography Copyright 2013: National Geographic Leaning,
Cengage Learning
Media, Technology, Web Resources
Google Earth- http://www.google.com/earth/index.html
Criterion is a On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS
Unit 4: Sub-Saharan Africa (6 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical
and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions
of individuals and groups to world history
Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet
their wants. Describe how resources are combined to produce different goods and services.
PA Academic Science StandardS6.A.1.2.1: Use evidence, observations, or explanations to make
inferences about changes in systems over time.
Materials & Resources
PA Academic Science StandardS6.A.1.2.2: Identify variables that cause changes in natural or humanmade systems.
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
Students will write informative and explanatory pieces that describe, explain, or summarize information
or ideas about geography
Student Objectives:
Essential Questions:
 How has the varied geography of Sub-Saharan Africa affected the people’s lives?
 What historical and geographic factors have influenced the cultures of Sub-Saharan Africa?
Enduring Understandings:
 Geography influences needs, culture, opportunities, choices, interests, and skills.
 There is a relationship between the consumption and conservation of natural resources.
 Global societies are diverse, creating varied perspectives, contributions, and challenges.
 Culture is both a unifying and divisive force in human relations.
KNOWELDGE
Students will know…
 The physical characteristics of three environments of the Saharan region: the desert, the
highlands, and the Sahel.
 Ways in which people have adapted to life in these three environments.
 The characteristics of the physical environment, ethnic groups, culture, and economic activity
unique to each region.
SKILLS
Students will be able to…
 Locate and analyze the physical characteristics of the diverse areas of Sub-Saharan Africa.
 Identify and describe the physical features of East Africa and the Great Rift Valley.
 Analyze how West Africa’s physical features, climate precipitation, and access to coastal waters
affect the population of the region.
 Describe the geography and resources of Central Africa and the rain forest.
 Understand how Southern Africa’s physical features and natural resources shape the land and
its economic development.
 Explain the importance of Africa’s big cats and other wildlife, and describe efforts to protect
the animals and their habitats.
 Understand the legacy of colonialism and the steps that Africa is taking to form stable
countries.
 Examine the role of music in Africa’s cultures and its influence around the world
 Analyze the challenges Kenya has faced and the progress it has made.
 Understand the scientific value of traditional healing methods and the need to preserve
traditional cultures.
Assessments:
FORMATIVE
On Going Assessment of skills:
 Compare Precipitation Across Regions: Based on a reading passage, students will make a
generalization about how population’s density is related to the amount of annual precipitation.
 Relate Topography and Plate Tectonics: Analyze the tectonic plate movements in East Africa and
the creation of the tallest mountain in Tanzania.
 Graph Water Levels in Lake Chad: Make a line graph showing Lake Chad’s water level over
decades. Using the information on the chart to discover the relationship between the extended
periods of drought and the use of the lake for irrigation.
 Explore a Tropical Rain Forest: Explore a diagram of a Tropical Rain Forest as it is divided into
four layers. Place animals that live in the Congo Basin into the layer of which it lives.
 Research Copper Exports: Research to find out which countries of the world import the copper
from Zambia and the Democratic Republic of the Congo. http://cia.gov/library/publications/theworld-factbook. Investigate the different ways that copper is commonly used
http://minerals.usgs.gov/minerals Draw conclusions about the economies of the top copperimporting countries.
 Locate a wildlife Reserve: After evaluating a map of Botswana, infer why it might be difficult to
set aside land as a wildlife reserve than to use the land for farming, ranching or mining.
 Analyze Central Africa’s Borders: European colonial powers were not concerned with keeping
kingdoms together or cultural groups intact. What factors might have contributed to those
decisions and could Africa revert back to its original boundaries.
 Solve a Puzzle: About African Music: complete a crossword puzzle about what was learned
about African Music.
 Graph Kenya’s Economic Indicators: Create a line graph showing how Kenya has improved over
time in literacy ad GDP per capita.
 Research Vanishing Cultures: Team research on one of the groups whose runs the risk of
disappearing because of environmental and political threats.
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer
questions to assess their ability to apply skills acquired.
Unit 4 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic
And, synthesize the Essential Question
Essay: How has the varied geography Sub-Saharan Africa affected people’s lives? Consider the
information you have learned about Sub-Saharan Africa. Think about the region’s physical
geography, landforms and rivers, location and climate, access to fresh water, natural resources,
and economy.
Sub-Saharan assessment.docx
COMMON ASSESSMENT #2
Using the five paragraph persuasive writing structure, students will respond to the following:
Your hometown is on the short list of possible locations for the next Olympic games. Write an essay for
the Olympic officials persuading them to choose your hometown. List at least three reasons why your
hometown should be picked to host the next Olympics.
Make sure that your persuasive essay has an introduction with a thesis statement. Include three
supporting paragraphs and a conclusion.
PSSA Argumentative Rubric
Activities and Assignments
ACTIVITIES
Striving Readers:
 ABC Brainstorm - Prior knowledge activity
 Graphic Summary of the four areas of the Sub-Saharan: visual overview of the four areas of
Sub-Saharan Africa.
On grade/Accelerated:
 Map the Congo River and do research to show details of countries and major cities.
 Defend a position: designate one of the four areas of the Sub-Saharan Africa as most
interesting to visit and write a position paper.
Terminology
apartheid, desertification, drought, marginal land, savanna, rift valley , transition zone, highlands, rain
forest, hydroelectric power, landlocked, escarpment, habitat, poaching, nocturnal, reserve,
ecotourism ,
Materials & Texts
ESSENTIAL : National Geographic World Cultures and Geography Copyright 2013: National Geographic
Leaning, Cengage Learning
Media, Technology, Web Resources
Google Earth- http://www.google.com/earth/index.html
Criterion is an On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS
1.
Third Marking Period
Unit V: Southwest Asia and North Africa (6 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical
and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
PA Academic Econ. Standards 6.1.6.A Explain how limited resources and unlimited wants cause scarcity.
PA Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet
their wants. Describe how resources are combined to produce different goods and services.
PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions
of individuals and groups to world history
Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet
their wants. Describe how resources are combined to produce different goods and services.
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
Students will write informative and explanatory pieces that describe, explain, or summarize information
or ideas about geography
Student Objectives:
Essential Questions:
 How have climate and location influence the region in the past and today?
 How have resources and migration shaped culture in Southwest Asia and North Africa?
 How does having a valuable natural resource affect a region?
Enduring Understandings:
 Decisions concerning the allocation and use of resources can impact a society.
 Scientific and technological developments affect people’s lives, the environment, and transform
societies.
 Progress is interpreted differently by different cultures.
 Characteristics and processes of physical geography shape regions and places.
KNOWLEDGE
Students will know…
 The expansive region of Southwest Asia and North Africa is hot and water in the region is
sometimes scarce.
 The Tigris and Euphrates Rivers have supported life for thousands of years.
 The Arabian Peninsula is primarily a desert and provides a large percentage of the world’s
petroleum.




The Anatolian and Iranian plateaus have a long history of a crossroads of trade.
Trade and migration continue to define Southwest Asia and North Africa.
For centuries, Istanbul has been a thriving city at the crossroads of Europe and Asia.
Dubai is a multicultural and rapidly developing city on the Persian Gulf.
SKILLS
Students will be able to…
 Analyze the physical geography of Southwest Asia and North Africa.
 Describe the features and significance of the Tigris and Euphrates Rivers
 Examine the location and importance Arabian Peninsula.
 Describe the location, geography, climate, and geologic history of the Anatolian and Iranian
 Plateaus.
 Analyze trends in migration and trade in Southwest Asia and North Africa.
 Analyze the location and cultural importance of Istanbul.
 Explore the rapid development of Dubai.
Assessments:
FORMATIVE
On Going Assessments:
 Analyze Effects of Desertification: Read about the past and present of the Sahara and find
reasons for the cause and effect of desertification.
 Evaluate a Water Budget: Review the Euphrates River Water Budget. While completing charts,
infer how the climate of a country impacts the water budget.
 Study Arabian Vegetation and Wildlife: compare visuals, draw conclusions, make inferences, and
make predictions.
 Explore and analysis of an Ancient Irrigation System: A quanta is an underground system of
tunnels that carries water down the mountains to the cities. Analyze the elevation and slope of
a region to help the system work.
 Graph Guest Worker Population: Create a pictograph of the total number of guest workers from
GCC countries using symbols. Analyze the data and decide what impact this information might
have on countries in Southwest Asia and North Africa.
 Create a Sketch Map of the Grand Bazaar: Reread a passage about Istanbul’s Grand Bazaar and
underline key features of a bazaar. Create a sketch map of the bazaar.
 Map a Route in Dubai: Dubai’s climate is hot and arid. Make an inference when architects chose
and design some of the buildings sites shown on the Dubai map.
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer
questions to assess their ability to apply skills acquired.
Unit 5 Assessment - Teacher generated from Exam View Test Generator CD-ROM/ National Geographic
Essay: How have climate and location influenced the region in the past and today? Consider the
information you have learned about the geography Southwest Asia and North Africa. Think about the
regions physical geography, the life-enhancing qualities of the Tigris and Euphrates rivers, Arabian
Peninsula, and its petroleum resources, and the Anatolian and Iranian plateaus and their history of
trade.
Southwest Asia and North Africa assessment.docx
Keystone Expository Writing Rubric
COMMON ASSESSMENT #3 (SOCIAL STUDIES WLB)
Using the five paragraph persuasive writing structure, students will respond to the following:
You have been hired by National Geographic to be an explorer. Your boss requires you to choose a
region where you will be assigned. Select a region or country that you want to explore and write an essay
persuading why that place is worth exploring. • Make sure that your persuasive essay has an introduction
with a thesis statement. Include three supporting paragraphs and a conclusion • Consider a place you
studied in geography class • Consider the physical geography, climate, and culture of the place you
choose.
PSSA Argumentative Rubric
Activities and Assignments
ACTIVITIES
 Striving Readers:
o Play Vocabulary Tic-Tac-Toe
o Summarize Information using the 5 Ws.
 On Grade/Accelerated:
o Group Presentation/ development of a culture
o Explore heritage sites: choose a country or region and research three World Heritage
Sites located there.
Terminology sites in that country.
Arid, alluvial plain, silt, irrigation, petroleum, fault, oasis, qanat, migration, strait, mosque, breakwater,
tsunami, emirate
Materials & Texts
ESSENTIAL : National Geographic World Cultures and Geography Copyright 2013: National Geographic
Leaning, Cengage Learning
Media, Technology, Web Resources
Google Earth- http://www.google.com/earth/index.html
Criterion is a On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS
2.
Fourth Marking Period
Unit VI: South and East Asia (6 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical
and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
PA Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet their
wants. Describe how resources are combined to produce different goods and services.
PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions
of individuals and groups to world history
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
Students will write informative and explanatory pieces that describe, explain, or summarize information
or ideas about geography
Student Objectives:
Essential Questions:
 How do South Asia‘s water systems affect how people in the region live?
 How is diversity reflected in South Asia’s culture?
 What is globalization and how does it affect people and places?
Enduring Understandings:





Knowing where people live provides insight into how they live.
Physical characteristics of a place require adaptation or migration.
Geography influences needs, culture, opportunities, choices, interests, and skills.
Scientific and technological developments affect people’s lives, the environment, and transform
societies.
Individuals are connected to the rest of the world through the decisions we make on a daily
basis.
KNOWELDGE
Students will know…
 The key physical features of South and East Asia including mountains, rivers and a delta.
 South Asia’s mountain systems create unique challenges for its people.
 Seasonal monsoons provide water for crops and bring fresh soil to farmland.
 The advances of the Green Revolution had both positive and negative effects.
 People have contributed to the problem affecting the Ganges River.
 South Asia faces a water crisis because of pollution, water scarcity, and flooding.
 Because of economic globalization students are connected to South and East Asia.
SKILLS
Students will be able to…
 Analyze how South and East Asia’s physical features, climates, and water systems affect its
population
 Draw conclusions about life in the Himalaya Mountains and define elevation.
 Analyze the South Asian seasonal monsoons and evaluate how well people in the region have
adapted to them.
 Analyze the impact of the Green Revolution on India’s economy and environment.
 Explain the causes and effects of pollution in the Ganges River, and describe conservation
efforts toward its improvement.
 Analyze the extent of South Asia’s water problems, including pollution, drought and flooding.
Assessments:
FORMATIVE
 Draw a mental map of South and East Asia: Pretend you are a cartographer and draw in country
boarders and rivers on an outline map of India.
 Explore South Asia’s Mountains: Learn about the terms and tools that geographers use to
explore elevations of Mt. Everest.
 Compare and contrast Monsoons: Use Venn diagram to compare and contrast between wet and
dry monsoons.
 Turn Resources into Products: Use sequence chart to show how South and East Asia’s
resources are used to create everyday products.
 Research Local Water Conservation: Use a project organizer to research and write about water
resources in your community and compare with water resources in South and East Asia.
 Graph India’s Drinking Water: After creating a line graph showing the protected water in India,
show the average life expectancy in India during the same period.
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer
questions to assess their ability to apply skills acquired.
Unit 6 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic

 How does South Asia’s water system affect how people in the region live? Consider information you
have learned about South Asia. Think about the pollution, land use, and climate and how they impact
life in the region.

South Asia Assessment.docx
Keystone Expository Writing Rubric
Activities and Assignments
ACTIVITIES
Interdependence and Youhttp://education.nationalgeographic.com/education/activity/interdependence-andyou/?ar_a=1&ar_r=999
Have students create their own interdependence map using the “Global Closet Calculator”http://education.nationalgeographic.com/education/media/globalcloset/?ar_a=1
Striving Readers:
 Annotate the Map: Trace features of a map as they listen to an audio recording.
 Summarize information: students will use cluster diagrams to identify information from the
section.
On grade/Accelerated:
 Develop a model: students examine tectonic shifts in the Himalayas and create a diagram that
shows plate movement.
 Form a thesis: students develop a thesis statement from a specific topic related to one of the
sections. Make a claim to support thesis
Terminology
atmospheric pressure, monsoon, rain shadow, economic interdependence, free trade, globalization,
multinational corporation
Materials & Texts
ESSENTIAL National Geographic World Cultures and Geography Copyright 2013: National Geographic
Leaning, Cengage Learning
Media, Technology, Web Resources
Google Earth- http://www.google.com/earth/index.html
Criterion is an On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS
Unit VII: Australia, the Pacific Realm, and Antarctica (3 weeks)
Common Core Standards and PA Academic Standards
RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST. 6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize
and interpret information about people, places, and environments.
PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical
and human features.
PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.
PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s
surface.
PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using
the following criteria: population, culture, settlement, economic activities, and political activities.
PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on
people within regions.
PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical
systems within regions.
PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions
of individuals and groups to world history
Keystone Connections:
C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or
ideas.
Students will write informative and explanatory pieces that describe, explain, or summarize information
or ideas about geography
Student Objectives:
Essential Questions:


How did geographic isolation influence the development of Australia and the Pacific Realm
How are Australia, the Pacific Realm, and the Antarctica becoming connected to the rest of the
world?
Enduring Understandings:



Physical and climate systems of the earth impact how people live and use natural resources.
Characteristics and processes of physical geography shape regions and places.
Physical characteristics of a place require adaptation.
KNOWELDGE
Students will know…









This region lies in the Pacific Ocean and is geographically isolated from other parts of the world.
Many plants and animals are found exclusively in this region.
The introduction of non-native plant and animal species has changed the natural habitats of
Australia and New Zealand.
Physical processes helped form the Pacific islands over a long period of time.
The Great Barrier Reef is a marine ecosystem that is threatened by human activities.
Most Australians live in coastal cities, and many have migrated from rural areas.
Australia includes people who have come from a wide variety of countries and cultures.
Polynesians people maintain their cultural traditions while migrating to urban areas.
People all over the world have been interested in Antarctica for hundreds of years.
SKILLS
Students will be able to…
 Identify and describe the location and geographic features of the region.
 Analyze the impact of geographic isolation on indigenous species.
 Explain how invasive species were introduced to the region and understand their impact.
 Describe the physical processes that formed the Pacific islands.
 Synthesize information about climate change and human action n the Great Barrier Reef.
 Analyze causes of rural to urban migration.
 Describe how Australia has been shaped by immigration.
 Analyze the history and cultural characteristics of Polynesia.
 Examine the history of human involvement in Antarctica.
Assessments:
FORMATIVE
 Create an Economic Activity Map: After reading “A dramatic and diverse landscape,” create a
economic activity map for New Zealand. www.myngconnect.com
 Analyze Cause and Effect of Invasive Species: Using a project organizer, research plants or
animals in one of these four areas: Australia, New Zealand, the Pacific Islands, or Antarctica.
 Evaluate the Solutions for Invasive Species: Evaluate what Australia is doing to protect the
natural environment from invasive species.
 Identify the Stages of Atoll Formation: An atoll is a coral island or a string of coral islands in a
shape of a ring with a lagoon at it center. Make inferences why it takes hundreds of thousands
of years for atolls to form. Make predictions of how ocean levels have been rising and how that
may affect atolls.
 Build a Coral Reef Ecosystem: Global issue: Save the Reefs by completing a diagram showing the
flat lagoon zone, reef crest, reef zone, and drop off zone. www.myngconnect.com
 Analyze Urbanization: Analyze the push factors that drive peoples from their farms or ranches
and what pulls them to the city.
 Graph Immigration Trends: Create and compare charts for Australia’s immigration trends over
45 years.
 Diagram a Traditional Government: Compared to the United States, the Samoan government
uses a different traditional system. Conclude the benefits to a system in which people select
leaders to make most decisions, rather than having the entire community vote on each issue.
 Compare Research Stations: Identify similarities and differences between the two stations
(Horseshoe Island Station and Rothera Station) and record in a Y note chart.
SUMMATIVE
We will administer summative assessments that will use objective items such as True/False and
multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer
questions to assess their ability to apply skills acquired.
Unit 7 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic
COMMON ASSESSMENT # 4
You have been given a population dot density map, climate map, and physical map of North America.
Use the three maps and discuss how climate and elevation affect the population in North America.
Keystone Expository Writing Rubric
Activities and Assignments
ACTIVITIES
Striving Readers:
 Create 4-Square Word Charts with illustrations/photos
 Build a Concept Cluster
 Pose and Answer Questions
Grade level/ Accelerated:
 Create a photo Essay using Magazine Maker
 Write a Featured Article: write a feature article describing what the student learned and
highlighting major issues facing the reef today.
 Publish a Newspaper: creation of an issue of a one-page daily news bulletin for a day in the
1800’s in Australia.
Terminology
endangered species, invasive species, coral reef, indigenous, atoll, coral island, marine, exoskeleton,
extinct, feral, marsupial, ice shelf, scientific station, urban
Materials & Texts
ESSENTIAL : National Geographic World Cultures and Georgraphy Copyright 2013: National Geographic
Leaning, Cengage Learning
Cultures of the World copyright 2013/2012- ebooks (available in the RMS library)
Media, Technology, Web Resources
Google Earth- http://www.google.com/earth/index.html
Criterion is a On-Line Writing Evaluation. Students will access the website where they will find each
common assessment. The students will enter their essays into their portfolio.
Criterion
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as students’ progress through school. Using this tool, you can locate
specific standards, anchors, and eligible content based on subject area and grade level or course. Select
the subject area and grade level, or select the course to view the related standards.
PDE SAS