Section Name Locating Our Place in Space Objectives Students will be able to: Assessments PA TX G.7.1.12.A.3 Human and physical features of the world through mental maps 113.34.1 The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. 1. Demonstrate an understanding of geography and its definition through a self‐assessment flashcard vocabulary activity. 2. Differentiate between physical geography and human geography. 3. Identify geographical landforms such as divide, hill, peninsula, plateau, isthmus, strait, etc. 4. Differentiate between various landforms and bodies of water. Welcome to Geography Quiz G.7.1.12.A.1 Spatial patterns of human features that change over time (e.g., intervening opportunity, distance decay, central place theory, locational preference) G.7.1.12.B Analyze the location of places and regions G.7.3.12.C.2 Use models of the internal structures of cities (e.g., concentric zone, sector, multiple nuclei) 113.34.9 The student understands the concept of region as an area of Earth’s surface with unifying geographic characteristics. 113.34.9B Identify the differences among formal, functional, and perceptual regions. 113.34.16 The student understands how the components of culture affect the way people live and shape the characteristics of a region. 113.34.9A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion. 1. Define terms such as axis, spatial, grid system, elevation, scale, key, and compass. 2. Describe the separation of the continents due to movement of the plates and explain how they were once united (Pangaea). 3. Differentiate between absolute and relative location by identifying the latitude and longitude of their community, as well as their relation to other key locations in the world such as Washington, D.C. and Paris, France. 4. Locate your community on a world map by using maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. 5. Analyze the development of regions and the difference between formal, functional, and perceptual regions. 6. Evaluate how spatial patterns and regions change over time due to human and physical phenomena. 7. Describe and model how the tilt of the Earth’s axis affects the angle of the sun’s rays, thereby causing seasons. Place in Space Quiz What is Geography? INTRODUCTION Theme/
Unit Standards Based Curriculum Map Standards Content Plan Time on Task Students Teachers Avatar: Introduction Click and Learn: Physical Geography Vocabulary Flashcards WebQuest: NASA 3 0 Hemispheres Whiteboard Click and Learn: Hemisphere and Continent Avatar: Globes and Maps Tutorial: Reading a Map Discussion: My Community 3 0 Physical Attributes of Earth’s Landscape G.7.1.12.A.2 Physical patterns of physical features that change over time (e.g., climate change, erosion, ecological invasion and succession) G.7.2.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems G.7.4.12.B Analyze the impacts of people on the physical systems Human Impact G.7.1.12.B.3 Cultural change (e.g., influences people’s perceptions of places and regions) G.7.3.12.A Analyze the significance of human activity in shaping places and regions by their population characteristics. G.7.3.12.A.1 Spatial distribution, size, density and demographic characteristics of population at the international level G.7.3.12.D Analyze the significance of human activity in shaping places and regions by their economic characteristics G.7.3.12.E Analyze the significance of human activity in shaping places and regions by their political characteristics G.7.4.12.A Analyze the impacts of physical systems on people 113.34.3 Such as student understands how physical processes shape patterns in the physical environment (lithosphere, atmosphere, hydrosphere, and biosphere), including how Earth‐Sun relationships affect physical processes and patterns on Earth’s surface 113.34.3A Attribute occurrences of weather phenomena and climate to annual changes in Earth‐Sun relationships 113.34.4 The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. 113.34.4A Explain the distribution of different types of climate in terms of patterns of temperature, wind, and precipitation and the factors that influence climate regions such as elevation, latitude, location near warm and cold ocean currents, position on a continent, and mountain barriers 113.34.4.B Relate the physical processes to the development of distinctive land forms. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.6 The student understands the types and patterns of settlement, the factors that affect where people settle, and processes of settlement development over time. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.10 The student understands the distribution and characteristics of economic systems throughout the world. 113.34.12 The student understands the economic importance of, and issues related to, the location and management of key natural resources. 113.34.13 The student understands the characteristics of a variety of political units. 113.34.15.B Explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs. 113.34.18 The student understands the ways in which cultures change and maintain continuity. 113.34.19 The student understands the impact of technology and human modifications on the physical environment. 113.34.20 The student understands how technology affects definitions of, access to, and use of resources. Standards Based Curriculum Map 1. Define geological terms such as ecosystem, plate tectonics, erosion, and climate. 2. Differentiate and describe the relationship between, Earth’s major physical systems, such as biosphere, hydrosphere, lithosphere, and atmosphere. 3. Describe the water cycle 4. Analyze how physical patterns affect climate and explain the factors that influence climate regions such as elevation, latitude, location near warm and cold ocean currents, position on a continent, and mountain barriers. 5. Evaluate the impact of abnormal and/or hazardous environmental conditions at different scales, and the impact people have on these conditions. 1.
Define terms such as culture, movement, population, human‐environment interaction, pollution, industrialization, religion, economy, and government. 2. Describe the movement that occurs between people, goods, and ideas, and the subsequent impact on the development of regions. 3. Differentiate between the major world religions, governmental systems, and economies. 4. Explain the difference between renewable and nonrenewable resources and infer how human consumption of these resources will impact future generations. Project: Natural Hazards Physical Attributes of Earth’s Landscape Quiz Tutorial: Patterns of Climate Crossword Puzzle 4 .5 Writing Assignment: Natural Resources and Population Human Impact Quiz Self‐Check: Religion Tutorial: Energy ‐ Yesterday and Today 4 .25 Unit Assessment: Careers in Geography G.7.1.12.A Analyze data and issues from a spatial perspective using the appropriate geographic tools G.7.3.12.C.2 Use models of the internal structures of cities (e.g., concentric zone, sector, multiple nuclei) 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.21.D Apply basic statistical concepts and analytical methods such as computer‐based spreadsheets and statistical software to analyze geographic data. Standards Based Curriculum Map 1. Explain the general purpose of the G8 Summit. 2. Describe the role geographers play in the world. 3. Identify tools necessary for geographers and the type of information provided by those tools. 4. Examine issues a geographer would face in a developing community. FINAL PROJECT – Part I: A Day Avatar: Population in the Life of a Geographer Roles and careers in Geography Introduction to Geography Unit Exam 4 Objectives Students will be able to: Assessments Time on Task 1.
Where is … North America? Quiz .5 Section Name Standards PA TX Where is…North America? NORTH AMERICA Theme/Un
it G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change Identify the location of the three largest countries of North America, 50 states of the United States, mountain systems, major rivers, and Great Lakes. 2. Compare the landforms, climates, population, culture, and economic characteristics of places and regions in North America. 3. Use coordinates of latitude and longitude to determine the absolute location of points in North America. 4. Use cardinal and intermediate directions to describe the relative location of places in North America. 5. Describe a variety of physical and human regions by analyzing maps, charts and graphs that show patterns of characteristics that define regions. Content Plan Avatar: Unit Introduction Click and Learn: Countries and Regions of the World Click and Learn: United States of America Webquest: Who’s Who in the U.S. Government Students Teachers 3 0 Physical Characteristics and Systems of North America G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings Standards Based Curriculum Map 1. Identify how environmental processes (i.e., glaciation and weathering) and characteristics (landforms, bodies of water, climate, vegetation) influence human settlement and activity in North America. 2. Explain how climate is influenced by earth‐sun relationships, landforms, and vegetation. 3. Analyze the distribution of plants and animals in different regions of North America using the relationships among climate, vegetation, soil, and geology. 4. Describe ways human settlements and activities are influenced by environmental factors and processes in different places and regions including bodies of water, landforms, climates, vegetation, and weathering. 5. Differentiate between renewable and non‐
renewable resources and determine where there is an abundance of specific resources in North America. Project: Comparing Regions of North America Physical Characteristics and Systems of North America Quiz Tutorial: Regions of North America Self‐Check: Key Terms 4 .5 Human Culture of North America G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. Explain push and pull factors that cause people to migrate from place to place including: oppression/freedom, poverty/economic opportunity, cultural ties, political conflicts, and environmental factors. 2. Analyze the impact of the Columbian Exchange on the culture of North America. 3. Describe the geographic factors and processes that contribute to and impede the diffusion of people, products and ideas from place to place including physical features, culture, war, trade, and technological innovations. 4. Identify works of art and music created by North American artists and the history of their development. 5. Analyze how colonization, westward expansion, immigration and advances in transportation and communication changed geographic patterns in the United States. Discussion: Pros and Cons of NAFTA Human Culture of North America Quiz Bucket Game: Push or Pull? Tutorial: NAFTA 4 .25 Human Impact on the Environment of North America G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. Describe ways in which human migration has an Human Impact on the impact on the physical and human Environment of North America characteristics of places including Quiz desertification, urbanization, and deforestation. 2. Describe the relationship between humans and the environment and how spatial patterns develop in relation to physical systems, such as oceans and waterways. 3. Explain the distribution patterns of economic activities and how changes in technology, transportation, communication and resources affect those patterns including agriculture, mining, fishing, and manufacturing. 4. Describe ways humans depend on and modify the environment and the positive and negative consequences of the modifications including: dam building, energy production/usage, agriculture, and urban growth. 5. Analyze the impact of pollution on the environment and the efforts of North American countries to curb its negative effects. Avatar: Pollution Tutorial: U.S. Environmental Policy Writing Assignment: U.S. Environmental Policy 3 0 Unit Assessment ‐ Immigration in Mexico and Canada Standards Based Curriculum Map 113.34.7.A Construct and analyze population 1. Analyze the current immigration policy of the pyramids and use other data, graphics, and United States, Canada, and Mexico. maps to describe the population characteristics 2. Predict how future immigration patterns of the of different societies and to predict future United States will be affected by new policies. growth trends. 3. Propose a solution to the immigration problems 113.34.8.D Analyze statistical and other data to in North America based on current events. infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Final Project ‐ Part II: Immigration in Mexico and Canada North America Unit Exam Immigration in Mexico and Canada 4 .5 Section Name PA TX Where is…Central America? G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change 1.
113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 1.
Physical Characteristics and Systems CENTRAL AMERICA Theme/
Unit Standards Based Curriculum Map Standards Objectives Students will be able to: Assessments Where is… Central America? Quiz Physical Characteristics and Processes of Central America Quiz 2.
3.
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Identify the location (absolute and relative) for the Central American nations. Identify the location of Caribbean nations, such as Cuba, Puerto Rico, and Jamaica. Describe major Mesoamerican historical sites, such as the Colossal Olmec heads and Maya ruins. Analyze the foundation of the Central American economies based on location and size. Analyze the difference between a developed and developing country. Define terms such as plateau, tributary, trench, canal, archipelago, cay, and isthmus. 2. Describe the flora and fauna native to Central American and Caribbean nations. 3. Analyze the impact of abnormal and/or hazardous environmental conditions, such as volcanoes, mudslides, and hurricanes, on the physical landscape and humans. 4. Describe the topography and physical environment of the region and the physical processes that affect these regions such as weather, tectonic forces, and wave action. 5. Analyze the impact of climate change on Central America. Content Plan Time on Task Students Teachers Avatar: Introduction Click and Learn: Countries and Regions of the World Click and Learn: Central America Click and Learn: Mayan Ruins Crossword Puzzle 3 0 Flash Cards Video: Panama Jungle Video: Volcanoes 3 0 People and Culture of Central America G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. Trace the historical movement of people, goods, and ideas to, from, and within Central America. 2. Describe the historical basis for the economic systems of the indigenous people of Central America. 3. Compare the historical development of the economic and political systems of Central American nations. 4. Analyze the impact of illegal emigration from Central America and Cuba to the United States. 5. Describe the cultural attributes of the Central American and Caribbean nations, including food, transportation, art/architecture, and traditions. Webquest: Mesoamerican History Discussion: Fair Trade People and Culture of Central America Quiz Avatar: What’s the Difference? Video: Mayan Life in Central America Today Video: Fair Trade Tutorial: Cuba 5 .5 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. Explain how the Panama Canal was built and how it enables movement. 2. Describe the importance of regional agriculture and the current issues facing the region and people. 3. Evaluate the impact of poverty on Central American nations. 4. Analyze deforestation due to over grazing of cattle and other agrarian practices. 5. Predict the impact of fair trade and eco‐tourism on the environment. Human Impact on the Environment Quiz Tutorial: Panama Canal Bucket Game Video: Costa Rica Eco‐Tourism 3 0 Unit Assessment ‐ Eliminating Poverty 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. Analyze the issue of poverty in Central America and the Caribbean, as well as the economic disparity between the natives and tourists. 2. Identify the causes and effects of poverty around the world. 3. Examine the topic of child labor in relation to poverty. 4. Propose a solution to the problem of poverty in the region based on current events. Final Project – Part III: Eliminating Poverty Central America Unit Exam Poverty ‐Introduce students to topic ‐Provide directions and outside resources 4 .5 Standards Based Curriculum Map Section Name Standards PA TX Where is…South America? SOUTH AMERICA Theme/
Unit G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change Objectives Students will be able to: Assessments 1. Locate (absolute and relative location) the countries of South America. 2. Identify the capitals of the countries of South America. 3. Describe important landmarks, geographical features, and natural wonders of South America such as the Amazon River, Andes Mountains, and Machu Picchu. 4. Analyze the political and economic situation of South America. 5. Analyze the legacy of the Inca civilization.
Discussion – Where is South America? Warm‐Up Project: Landmarks of South America Where is South America? quiz Content Plan Avatar – Welcome to South America Section Warm‐Up – Virtual Tour Click and Learn: Countries and Regions of the World Click and Learn: South America Time on Task Students Teachers 4 .5 Physical Systems and Processes of South America G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings Standards Based Curriculum Map 1. Define geographical terms relevant to South America such as elevation, pampas, rainforest, canopy, llano, and altiplano. 2. Identify the natural resources of different regions of South America. 3. Explain the physical systems of the region occurring on all spheres, such as the atmosphere, hydrosphere, and biosphere. 4. Describe the impact of abnormal and/or hazardous conditions on the natural environment. 5. Analyze the importance of the Andes Mountains. Discussion – Physical Systems and Processes of South America Warm‐Up Physical Systems and Process of South America Quiz Self‐Check: Geographical Terms of South America 3 0 People and Culture of South America G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. Describe the cultural characteristics of the Inca civilization and the cultural legacy on the people of South America. 2. Identify the predominant religions of the region and the corresponding beliefs of those who practice. 3. Explain the profound effect of Eva Peron on the working people of Argentina. 4. Analyze the current culture of various regions of South America. 5. Compare and contrast the cultural attributes of the Americas: North, Central, and South America. Discussion – The Peace Corp in Paraguay People and Culture of South America Quiz Section Warm‐Up: Get cooking! Tutorial: Eva Perón Self‐Check: Bucket Game Video: Paraguay 4 .25 Human Impact on the Environment of South America G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. Define terms such as poaching, deforestation, endangered species and sustainable development. 2. Differentiate between a latifundia and minifundia, and the corresponding impact on the people of South America. 3. Identify the main oil producing countries of South America and their impact on the politics and economics of the region. 4. Analyze the human role in the extinction of various species of animals. 5. Discuss ways to promote sustainable development in South America. Human Impact on the Environment of South America Quiz Section Warm‐Up Video Crossword Puzzle 3 0 Unit Assessment – Focus on Deforestation 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. Analyze the issue of deforestation and the reasons for the destruction of forests, such as in South America. 2. Discuss the man‐made and natural occurrences causing deforestation. 3. Predict how the Earth will change if current practices are not altered. 4. Propose a solution to end deforestation, yet sufficiently meet the needs of humans. Final Project ‐ Part IV: Reducing Deforestation South America Unit Exam Section Warm‐Up Video 4 .5 Section Name PA TX Where is…Western Europe? WESTERN EUROPE Theme/
Unit Standards Based Curriculum Map Standards G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change Objectives Students will be able to: Assessments Content Plan 1. Locate (absolute and relative) the countries of Where is Western Europe? Quiz Unit Warm‐Up – Google Earth Western Europe and major Western European cities, such as Paris, Rome, London, and Berlin. Section Warm‐Up: Let’s Learn a New 2. Describe the region in which Ancient Rome and Language! Greece existed. 3. Describe the division of regions such as the British Click and Learn: Countries and Isles, Mediterranean Europe, and Western Europe. Regions of the World 4. Analyze the settlement patterns that occurred from ancient times to the present. Click and Learn: Western Europe 5. Describe different types of economic activity, such as agriculture, industry, and coastal sustenance, in Tutorial: Art and Architecture of various regions of Western Europe. Ancient Greece Video: How to Explore Ancient Rome in Google Earth Time on Task Students Teachers 3 0 Physical Characteristics and Systems G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings Standards Based Curriculum Map 1. Determine the types of food available in regions of Western Europe based upon the terrain. 2. Identify climate regions of Western Europe and the flora and fauna present in the regions. 3. Identify the major bodies of water in Western Europe. 4. Define geographical terms relevant to Western Europe, such as peninsula, loess, acid rain, and glaciations. 5. Report the events of the volcanic eruption at Pompeii in 79 CE. Project: Reporting on Pompeii Physical Systems and Processing of Western Europe Quiz Section Warm‐Up Video Tutorial: Protecting Pompeii Video: Cities in Dust Matching Game 4 .5 Human Culture G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. Analyze the impact of ancient civilizations on present‐day society. 2. Compare and contrast the ancient Athenian and Spartan civilizations. 3. Explore economic and political factors from the 4. Medieval and Renaissance periods in Western Europe to the present day. 4. Identify works of art from French Impressionists, and the characteristics of the Impressionist style. 5. Explain the factors that contribute to human migration, and how geography affects the routes, flows, and destination of migration. WebQuest; Daily Life in Athens and Sparta People and Culture of Western Europe Quiz Section Warm‐Up – Athens Quiz Self Check: Venn Diagram ‐ Athens vs. Sparta Tutorial: The European Union 4 .25 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. Explain acid deposition and its causes and solutions. 2. Describe the effects of glacial processes on the Alps. 3. Explain the impact pollution has on people and outdoor sculpture. 4. Analyze the process and impact of creating genetically modified food. Discussion – Genetic Engineering Human Impact on the Environment of Western Europe Quiz 3 Section Warm‐Up Video Video: Goldilocks and the Greenhouse Crossword .25 Unit Assessment 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. Describe the economic functions of government. 2. Identify the current economic systems utilized around the world, such as a market economy, command economy, and mixed economy. 3. Analyze the current global financial situation, and the global crisis that occurred in the early 2000s. 4. Propose a plan to improve the current financial condition, and identify what type of economy works best. Final Project – Part V: Global Economic Crisis Speech Western Europe Unit Exam 4 .5 Section Name PA TX Where is…Eastern Europe? G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change 1. locate (absolute and relative) the major port city of St. Petersberg, and cite its significance. 2. locate (absolute and relative) the major cities such as Helsinki, Stockholm, Prague, Warsaw, Bucharest, and Moscow. 3. identify the Caucasus and Ural Mountains. 4. understand the physical division of Russia into the Russian Plain, West Siberian Plain, Central Siberian Plateau, and Eastern Highlands. 5. identify the relative location of Russia to other major world regions. 1. Self Assessments/Interactives: a. Mapping Eastern Europe b. Russian Territory 2. Section Quiz 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 1. define terms such as fjord, permafrost, taiga, tundra, and timberline. 2. describe the impact of the tundra on the ecosystem 3. analyze the interrelationship between climate regions and vegetation. 4. evaluate the similarities between Russia and the North American climate regions. 5. locate various mountains and waterways in Eastern Europe and Russia 1. Self Assessment/Interactives: a. Drag and Drop climate regions b. Terminology flashcards 2. Section Quiz Physical Characteristics and Systems EASTERN EUROPE and RUSSIA Theme/
Unit Standards Based Curriculum Map Standards Objectives Students will be able to: Assessments Content Plan Time on Task Students Teachers ‐TOUR GUIDE: To the East ‐Balkan Peninsula ‐Germany Divided ‐Regions of Eastern Europe ‐Location of Russia 2.5 1 ‐Physical boundaries ‐TUTORIAL: Mountains and Waterways ‐Climate regions and vegetation of Eastern Europe and Russia ‐The United States and Russia: Physical similarities 3 1 Human Culture G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. explain the development of the Eastern Orthodox Church in Eastern Europe 2. identify the various political and economic systems of Eastern Europe and Russia, such as communism. 3. understand why chronic conflict has, and continues to, arise in the Balkan peninsula. 4. describe the policies of Lenin and Stalin, the establishment of the Soviet Union, and the subsequent destruction of the Berlin Wall. 5. explain the relationship between the United States and the Soviet Union during the Cold War 6. analyze how resources are distributed and the impact on society. 1. Self Assessments/ Interactives: a. MapSkills b. Compare political and economic systems c. Terminology Self‐test 2. Section Quiz 3. Discussion Assignment: Banished to Siberia ‐The Byzantine Empire ‐Ethnic cleansing ‐TUTORIAL: Political and Economic Systems ‐Soviet Union, Cold War, and Communism ‐Take Down This Wall 4 2 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. discuss the types of snow sports, and safety tips for participating in those sports. 2. understand how nuclear energy is harnessed to benefit humans. 3. describe the hazards of nuclear power, such as nuclear plant disasters and nuclear bombs for destruction. 4. explain how shelters can be constructed in permafrost regions 5. predict what a typical day for a teenager would be like in Eastern Europe or Russia. 1. Self Assessments/ Interactives: a. Fun in the Snow b. Man‐made Disasters 2. Section Quiz 3. Written Assignment: Daily Journal 4. Webquest: Passport Adventure around the World ‐AVATAR: Snow Sports ‐Harnessing Nuclear Power ‐Building in permafrost 4 3 Unit Assessment 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. analyze the pros and cons of nuclear power, both for military use and energy. 2. discuss recent events, such as the Chernobyl disaster, that have demonstrated instability with nuclear energy. 3. defend their viewpoint of the use of nuclear power for military and energy purposes, and propose the safest use of nuclear power, if at all. Project: Nuclear Power Nuclear Power ‐Introduce students to topic ‐Provide directions and outside resources 4 5 Section Name PA TX Where is…Asia? G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change 1. locate (relative and absolute) China, Japan, and Korea on a world map 2. locate (relative and absolute) major cities of East Asia, such as Taiwan, Beijing, Tokyo, Seoul, and Pyongyang. 3. locate the Gobi Desert, the Himalaya Mountain range, Three Gorges Dam, and Mongolia. 4. identify physical boundaries of Japan 5. define peninsula, archipelago, and desert. 1. Self Assessments/ Interactives: a. Map Skills b. Early Civilizations 2. Section Quiz 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 1. define terms such as bamboo, current, monsoon, silt, and patina. 2. identify major bodies of water in China, Japan, and Korea, such as the Huang He and Yellow Rivers. 3. examine the interrelationship between climate and vegetation in East Asian countries. 4. explain the effect of the Japan Current on these East Asian countries. 5. describe the significance of bamboo and tea to East Asian countries, and as a global commodity. 1. Self Assessments/Interactives: a. Bamboo and Tea b. Charts and Graphs c. Terminology Self Check 2. Section Quiz Physical Characteristics and Systems EAST ASIA Theme/
Unit Standards Based Curriculum Map Standards Objectives Students will be able to: Assessments Content Plan Time on Task Students Teachers ‐TOUR GUIDE: Agriculture ‐China, Japan, Korea ‐Desert Regions of China ‐Japan’s Isolation 2.5 1 ‐Natural Disasters: Monsoons, typhoons, earthquakes, and tsunamis ‐China’s river systems ‐Interrelationship between climate and vegetation in East Asia ‐Japan Current ‐The Korean Peninsula 3 1 Human Culture G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. define terms such as vessel, dictator, cultural hearth, dynasty, and buffer state. 2. discuss the cultural impact of ancient civilizations on modern‐day societies. 3. explain the significance of concepts/locations such as the Silk Road, Jakota Triangle, and Hong Kong. 4. identify political and economic systems of the region. 5. understand the events that occurred in Tiananmen Square in China. 6. explain why East Asian nations one held isolationist policies, and how contact with the West has impacted their cultures. 1. Self Assessments/ Interactives: a. History Timeline b. The Silk Road c. Terminology d. Religion 2. Section Quiz 3. Discussion Assignment: Historical Periods ‐Ancient Civilizations: Han, Shang, Zhou, Jomon ‐Trade: The Silk Road ‐Political Systems ‐Tiananmen Square TUTORIAL: McDonalds and other Western influences 4 2 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. describe concepts such as zero population growth, population‐control, and pollution in relation to statistics about East Asian population. 2. identify issues regarding infrastructure maintenance due to increasing population. 3. analyze the development of East Asian countries, particularly in regards to fossil fuel consumption. 4. compare and contrast the industrialization of East Asian countries and the United States. 5. identify the impact of population growth on global warming and the increasing number of natural disasters. 1. Self Assessments/ Interactives a. Charts and Graphs b. Terminology 2. Section Quiz 3. Writing Assignment: Debate about population control 4. Webquest: Passport Adventure around the World ‐Population Statistics, Zero Population Growth ‐TUTORIAL: Population Control ‐Coping with Disaster ‐Fossil Fuels ‐Global Warming and Pollution 4 3 Unit Assessment 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. identify the current major political systems utilized around the world, such as democracy and communism. 2. discuss how conflict arises from differences in political policies. 3. compare and contrast political systems, including how policies affect society and impact economic systems. Project: Political Systems Political Systems ‐Introduce students to topic ‐Provide directions and outside resources 4 5 Section Name PA TX Where is…Southeast Asia and the Pacific Cultures? G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change 1. locate (absolute and relative) the nations in SE Asia, such as Indonesia, Vietnam, 2. locate (absolute and relative) the nations and islands of the Pacific, such as Australia, Fiji, Tasmania, and New Zealand 3. locate (absolute and relative) major cities and straits in SE Asia, such as Singapore, Bangkok, Strait of Malacca, and Sunda Strait. 4. locate major cities and bodies of water in the Pacific, such as Melbourne, Sydney, Southern Ocean, and the Great Barrier Reef. 5. understand the location and significance of the Outback in Australia. 1. Self Assessments/ Interactives: a. Map of the Region b. Country Word Scramble 2. Section Quiz 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 1. understand the development of the islands and peninsulas in the Indian and Pacific Oceans, based on the plate tectonics theory. 2. describe the concept “Ring of Fire” and its significance for all nations in its path. 3. examine the climate and ecosystems of SE Asia and Pacific cultures using food webs and maps. 4. analyze the cause and effect of the 2004 tsunami centered in north Sumatra. 5. compare and contrast ecosystems and topography of nations on the mainland, and the island nations. 6. explain the significance of the Great Dividing Range and the El Nino/Southern Oscillation. 1. Self Assessments/ Interactives: a. Trace the Ring of Fire b. Food Web c. Terminology Flashcards 2. Section Quiz Physical Characteristics and Systems SOUTHEAST ASIA and the PACIFIC CULTURES Theme/
Unit Standards Based Curriculum Map Standards Objectives Students will be able to: Assessments Content Plan Time on Task Students Teachers ‐Map of the Region ‐TOUR GUIDE: The Outback ‐Peninsulas and Straits 2.5 1 ‐Plate tectonics ‐TUTORIAL: Ring of Fire ‐Climate and the Ecosystems ‐Food Web ‐Natural Disasters ‐The Great Dividing Range ‐El Nino and Southern Oscillation 3 1 Human Culture G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. define terms such as colony, ethnicity, indigenous, and diversity. 2. identify the role of the Association of Southeast Asian Nations (ASEAN) and its impact in the global economy. 3. identify the political and economic systems of SE Asia and Pacific cultures. 4. debate the role of the United States in the Vietnam War 5. explain the unique characteristics of the nations in the region, such as the Maori. 1. Self Assessments/ Interactives: a. Ethnic Divisions b. Colonization of the Region c. Terminology Drag and Drop 2. Section Quiz 3. Writing Assignment: Debating the Vietnam War ‐Ethnicity ‐Association of Southeast Asian Nations ‐Vietnam War ‐Colonization ‐TUTORIAL: Indigenous Peoples ‐Maori 4 2 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. identify how movement of people, goods, and ideas occur in SE Asia and the Pacific Cultures. 2. discuss the types of agriculture and industry of the region, in relation to the climate and vegetation. 3. discuss what draws tourists to the area, while creating a travel brochure for one select nation. 4. explain what products are imported and exported from the region, and how that impacts the economy. 5. evaluate the impact of policies on the growth of regional economy. 1. Self Assessments/ Interactives: a. Movement b. Terminology Scramble 2. Section Quiz 3. Discussion Assignment: Tourism Brochure 4. Webquest: Passport Adventure around the World ‐Transportation ‐Agriculture and Industry ‐Tourism ‐Import/Export 4 3 Unit Assessment 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. identify the various types of natural disasters, such as hurricanes, tornadoes, earthquakes, floods, and tsunamis. 2. explain the process by which these natural disasters occur. 3. discuss the role humans play in natural disasters and how these disasters affect humans. 4. compose a natural disaster emergency plan for individual families and for larger communities. Project: Natural Disasters Natural Disasters ‐Introduce students to topic ‐Provide directions and outside resources 5 5 Section Name PA TX Where is…Africa? G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change 1. locate (absolute and relative) the countries that comprise the continent of Africa. 2. differentiate between countries north and south of the Sahara. 3. identify the equator on a world map and explain where it runs through Africa 4. locate significant physical features such as Kilimanjaro and Victoria Falls. 5. compare maps of several African countries. 1. Self Assessments/Interactives: a. Mapping the Countries b. The Equator c. Terminology 2. Section Quiz 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 1. define terms such as desertification, savanna, alluvial soil, and delta. 2. explain how the Nile River provided fertile soil for ancient Egyptians, and its importance to Africa today. 3. identify the various types of farming, such as subsistence, commercial, and sedentary farming. 4. explore the ecosystems of the savanna and desert regions. 5. analyze the vast resources located in African regions, and infer how it impacted European colonization and imperialism. 1. Self Assessments/Interactives a. Physical Features b. South of the Sahara c. Resources Drag and Drop 2. Section Quiz 3. Discussion Assignment: Varied Terrain Physical Characteristics and Systems AFRICA Theme/
Unit Standards Based Curriculum Map Standards Objectives Students will be able to: Assessments Content Plan Time on Task Students Teachers ‐TOUR GUIDE: The Continent ‐Continent vs. Country ‐Absolute/Relative Location ‐The Equator ‐The Sahara 2.5 1 ‐Desertification ‐Victoria Falls ‐Savanna and Sahel ‐TUTORIAL: Rich in Resources 3 1 Human Culture G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1, understand the cultural legacy of ancient civilizations, such as Egypt, Songhai, Mali, and Ghana. 2. compare the cultures of the ancient civilizations. 3. explain how Europe divided and colonized the continent of Africa, and what resources they sought to obtain 4. explore the external cultural influences, such as the introduction of Islam and Christianity to Africa 5. evaluate the oppression of apartheid and discuss the battle to rid Africa of apartheid policies. 1. Self Assessments/Interactives: a. Ancient Civilizations b. European Colonization c. Terminology d. Name Scramble 2. Section Quiz 3. Written Assignment: External Cultural Influences ‐Ancient Civilizations: Egypt, Songhai, Mali, Ghana ‐Colonization ‐Ethnic Conflict ‐TUTORIAL: Influence of Islam ‐Apartheid 4 2 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. evaluate the impact of poaching on the native animals of Africa 2. identify various diseases that plague Africa, and other developing regions, such as malaria, HIV/AIDS, and Ebola 3. understand the reason for the spread of disease in Africa and what is being done to prevent it 4. locate regions of Africa that are rich in resources, and describe the gold and salt trade 5. evaluate the relationship between the resource‐
rich areas and Europe’s imperial policies. 1. Self Assessments/ Interactives: a. Map Skills b. Charts and Graphs c. Terminology 2. Section Quiz 3. Webquest: Passport Adventure around the World ‐Endangered Species ‐Disease and Medical Care ‐AVATAR: Gold and Salt ‐Imperialism and Resources 4 3 Unit Assessment 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. describe the causes and symptoms for many Project: Disease and Health communicable diseases found around the world, Issues such as HIV/AIDS, tuberculosis, malaria, and SARS. 2. explore historical epidemics of disease, such as the bubonic plague during the Middle Ages. 3. discuss the impact of disease on the world population. 4. predict current patterns in the spread of disease. Disease and Health Issues ‐Introduce students to topic ‐Provide directions and outside resources 4 5 Section Name PA TX Where is…India and the Middle East? G.7.1.12.A.3 Human and physical features of the world through mental maps G.7.1.12.B Analyze the location of places and regions. G.7.1.12B.1 Changing regional characteristics (e.g., short‐and long‐term climate shifts; population growth or decline; political instability) G.7.1.12.B.2 Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US‐Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region) G.7.3.12.C Analyze the significance of human activity in shaping places and regions by their settlement characteristics G.7.3.12.C.1 Description of current and past settlement patterns at the international scale (e.g., global cities) G.7.3.12.A Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth’s physical systems. G.7.2.12.A.1 Biomes and ecosystem regions G.7.2.12.A.2 Watershed and river basins G.7.2.12.A.3 World patterns of biodiversity G.7.2.12.B Analyze the significance of physical processes in shaping the character of places and regions. G.7.2.12.B.1 Circulation of the oceans G.7.2.12.B.2 Ecosystem processes G.7.2.12.B.3 Atmospheric systems G.7.2.12.B.4 Extreme natural events 113.34.2 The student understands how people, places, and environments have changed over time and the effects of these changes on history. 113.34.2.A Describe the human and physical characteristics of the same place at different periods of history. 113.34.6.A Locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information 113.34.11.A Map the locations of different types of economic activities 113.34.11.B Identify factors affecting the location of different types of economic activities 113.34.13.B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. 113.34.21.C Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change 1. locate (absolute and relative) the Cradle of Civilization. 2. understand the meaning of “Fertile Crescent” and locate the region on a map 3. locate (absolute and relative) various Middle Eastern nations, such as Turkey, Iraq, Afghanistan, and Saudi Arabia. 4. locate major bodies of water that provide transportation and irrigation for Middle Eastern nations, such as the Mediterranean Sea, Persian Gulf, and the Red Sea. 5. locate (absolute and relative) major cities of India such as Bombay, Calcutta, and Delhi 1. Self Assessments/ Interactives: a. Map Skills b. Population maps 2. Section Quiz 113.34.3.B Describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil‐building processes. 113.34.4.C Explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology. 113.34.8.C Describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Nino, floods, droughts, and hurricanes. 113.34.9.A Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 1. describe the impact of desert terrain on agricultural production in the Middle East 2. locate sources of crude oil in the Middle Eastern nations 3. explain the ecosystem of desert and coastal regions, and the importance of the camel 4. describe the physical characteristics of India, such as mountain ranges, and how they create physical boundaries to neighboring nations 5. 1. Self Assessments/ Interactives: a. Drag and Drop: Bodies of Water b. Climate/Vegetation c. Terminology 2. Section Quiz Physical Characteristics and Systems INDIA and the MIDDLE EAST Theme/
Unit Standards Based Curriculum Map Standards Objectives Students will be able to: Assessments Content Plan Time on Task Students Teachers ‐TOUR GUIDE: Cradle of Civilization ‐Locating countries in the Middle East ‐Absolute/Relative location ‐Indian subcontinent 2.5 1 ‐TUTORIAL: The Desert ‐India’s Mountain Ranges ‐Middle Eastern Desert ‐Climate and Vegetation ‐Camels 3 1 Human Culture G.7.3.12.B Analyze the significance of human activity in shaping places and regions by their cultural characteristics G.7.3.12.B.1 Cultural conflicts (e.g., over language (Canada), over political power (Spain), over economic opportunities (Mexico)) G.7.3.12.B.2 Forces for cultural convergence (e.g., the diffusion of foods, fashions, religions, language) G.7.3.12.C.3 Forces that have reshaped settlement patterns (e.g., commuter railroads, urban freeways, the development of megalopoli and edge cities) G.7.3.12.D.1 Changes in spatial distribution of economic activities at the global scale (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services) G.7.3.12.D.2 Forces that are reshaping business (e.g., the information economy, business globalization, the development of off‐shore activities) G.7.3.12.D.3 Effects of changes and movements in factors of production (e.g., resources, labor, capital) G.7.3.12.E.1 Spatial patterns of political units in the global system G.7.3.12.E.2 Role of new political alliances on the international level (e.g., multinational organizations, worker’s unions, United Nations’ organizations) G.7.3.12.E.3 Impact of political conflicts (e.g., secession, fragmentation, insurgencies, invasions) 113.34.1.B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang. 113.34.2.B Assess how people’s changing perceptions of geographic features have led to changes in human societies 113.34.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. 113.34.5.A Analyze how the character of a place is related to its political, economic, social, and cultural characteristics 113.34.5.B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. 113.34.7 The student understands the growth, distribution, movement, and characteristics of world population. 113.34.7.B Explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push‐
and‐pull factors and how geography affects the routes, flows, and destinations of migration. 113.34.7.C Describe trends in past world population growth and distribution 113.34.10.A Describe the characteristics of traditional, command, and market economies 113.34.10.B Explain how traditional, command, and market economies operate in specific countries 113.34.10.C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market‐oriented agriculture or cottage industries versus commercial industries. 113.34.11 The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems 113.34.11.C Describe how changes in technology, transportation, and communication affect the location and patterns in economic activities. 113.34.12.A Compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes 113.34.12.B Analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people 113.34.14.A The student understands the geographic processes that influence political divisions, relationships, and policies 113.34.14.B Explain how forces of conflict and Standards Based Curriculum Map 1. identify the cultural characteristics of India and Middle Eastern nations 2. evaluate the colonization of India by the British and Gandhi’s efforts to obtain India’s independence 3. evaluate the impact of an increasing population, and how Dubai is creating more land 4. identify the cause and effect of dividing India into two nations. 5. compare and contrast the numerous religions practiced in this region 1. Self Assessments/Interactives: a. Culture Webs b. Terminology 2. Section Quiz 3. Writing Assignment: Religion Comparisons ‐Culture of the Region ‐Colonization of India and Gandhi ‐Movement through the Middle East ‐Population and Urbanization ‐Creating More Land ‐TUTORIAL: Religion ‐Division of India and Pakistan 4 2 Human Impact on the Environment G.7.4.12.B.1 How people develop international agreements to manage environmental issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica Treaty) G.7.4.12.B.2 How local and regional processes can have global effects (e.g., wind and hydroelectric power transmitted across regions, water use and irrigation for crop production G. 7.4.12.B.3 Sustainability of resources (e.g., reforestation, conservation) G.7.4.12.B.4 World patterns of resource distribution and utilization (e.g., oil trade, regional electrical grids) G.7.3.12.A.2 Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model) G.7.4.12.A.2 Ways in which people modify ways of life to accommodate different environmental contexts (e.g., building in permafrost areas; the role of air‐conditioning in the United States South and Southwest; the development of enclosed spaces for movement in cold climates) G.7.4.12.A.1 How people depend on, adjust to, and modify physical systems on international scales (e.g., resource development of oil, coal, timber) 113.34.1.A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today. 113.34.6.B Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. 113.34.8.B Compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts 113.34.19.B Analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes. 113.34.20.B Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place. 113.34.8A Explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change. 113.34.8 The student understands how people, places, and environments are connected and interdependent. 113.34.12.C Evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or polices related to the development of scarce natural resources. 113.34.19.A Evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment 113.34.20.A Describe the impact of new technologies, new markets, and revised perceptions of resources Standards Based Curriculum Map 1. explain how oil leads to conflict in the Middle East, as well as other nations around the world. 2. describe the movement of people, goods, and ideas through India and the Middle East 3. discuss how the increasing population, primarily in India, is affecting the physical environment 4. evaluate how the agricultural economy of landlocked countries is impacted, and how technological advancements bring water to the region 5. discuss alternative methods of energy, and how the development of that industry would free other countries from dependence on foreign nations for oil 1. Self Assessments/Interactives: a. Charts and Graphs b. Terminology 2. Section Quiz 3. Discussion Assignment: Oil and Alternative Energy 4. Webquest: Passport Adventure around the World ‐AVATAR: Oil ‐Population Overload ‐Movement of people, ideas, and goods ‐Agriculture in the oasis ‐ 4 3 Unit Assessment 113.34.7.A Construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends. 113.34.8.D Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution. 113.34.14.A Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions 113.34.15 The student understands how different points of view influence the development of public policies and decision‐making processes of local, state, national, and international levels. 113.34.15.A Identify and give examples of different points of view that influence the development of public policies and decision‐
making processes on local, state, national, and international levels 113.34.15.C Compare different points of view on geographic issues 113.34.15.C Compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes 113.34.21 The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. 113.34.21.A Use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships. 113.34.21.B Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps 113.34.22 The student communicates in written, oral, and visual forms 113.34.22.B Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information 113.34.22.C Use geographic terminology correctly 113.34.22.D Use standard grammar, spelling, sentence structure, and punctuation 113.34.23 The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings 113.34.23.A Plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results 113.34.23.C Use a problem‐solving process to Standards Based Curriculum Map 1. analyze the current global economy utilizing issues in present‐day society. 2. propose a comprehensive plan for global prosperity, evaluating all aspects covered in Units 1‐
10. Project: Global Economy Global Economy ‐Introduce students to topic ‐Provide directions and outside resources 4 5 Standards Based Curriculum Map