Social Studies – World Geography
Unit of Study: North America
CURRICULUM OVERVIEW
Second Grading Period – Unit 1
Big Idea
Unit Rationale
Enduring Understandings
 Due to common physical and human similarities, North America is mainly divided up between
Canada and the United States.
 There are physical processes that affect the natural environment of North America.
 There are human processes that affect the natural environment of North America.
The North American continent is a good place for students to begin the study
of comparative physical and human geographic features. This is mainly due to
the diversity in physical and human factors found in North America but also the
familiarity of a place that students have examined since elementary level.
Overarching Questions
 How do physical processes influence and change the physical environment of North
America?
 What factors can be used to demonstrate the effects of urbanization on the United States?
 How does American consumption patters affect people and the planet?
□
□
□
Lessons for this Unit
Lesson 1: Physical Geography of North America
Lesson 2: Human Geography in North America
Lesson 3: Consumption Patterns in North America
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS WG.1 History. 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.
 WG.1A 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.
TEKS WG.3 Geography. 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.
 WG.3A Attribute occurrences of weather phenomena and climate to annual changes in
Earth-Sun relationships.
 WG.3B 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.
TEKS WG.4 Geography. The student understands the patterns and characteristics of major
landforms, climates, and ecosystems of Earth and the interrelated processes that produce
them.
 WG.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.
 WG.4C Explain the distribution of plants and animals in different regions of the world using
relationships among climate, vegetation, soil, and geology.
TEKS WG.5 Geography. The student understands how political, economic, and social
processes shape cultural patterns and characteristics in various places and regions.
 WG.5A Analyze how the character of a place is related to its political, economic, social,
and cultural characteristics.
SAISD © 2008-09 – First Grading Period (Unit 1)
I CAN statements highlighted in yellow and italicized should be
displayed for students.
I can investigate, analyze and evaluate information related to the physical and
human geography of North America.
Including, but not limited to:

Relate the past to the present including physical features and
environmental conditions that influenced human settlement and culture.

Relate different type of physical processes that occur in North America.

Give characteristics of and comparing and contrasting the different
vegetation and climate zones found in North America.

Recognize settlement patterns and explain why people live where they do
and how they alter where they live.

Identify, compare and contrast the characteristics that make North
America a unique geographic region.

Describe and analyze the effects of technology and the extent of
technology in this geographic region.
Social Studies World Geography
Page 1 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS WG.6 Geography. The student understands the types and patterns of settlement, the
factors that affect where people settle, and processes of settlement development over time.
 WG.6A Locate settlements and observe patterns in the size and distribution of cities using
maps, graphics, and other information.
 WG.6B Explain processes that have caused cities to grow such as location along
transportation routes, availability of resources that have attracted settlers and economic
activities, and access to other cities and resources.
TEKS WG.8 Geography. The student understands how people, places, and environments are
connected and interdependent.
 WG.8C Describe the impact of and analyze the reaction of the environment to abnormal
and/or hazardous environmental conditions at different scales such as El Niño, floods,
droughts, and hurricanes.
TEKS WG.9 Geography. The student understands the concept of region as an area of Earth's
surface with unifying geographic characteristics.
 WG.9A Identify physical or human factors that constitute a region such as soils, climate,
vegetation, language, trade network, river systems, and religion.
TEKS WG.16 Culture. The student understands how the components of culture affect the way
people live and shape the characteristics of regions.
 WG.16A Describe distinctive cultural patterns and landscapes associated with different
places in Texas, the United States, and other regions of the world, and how these patterns
influenced the processes of innovation and diffusion.
 WG.16B Give examples of ways various groups of people view cultures, places, and
regions differently.
TEKS WG.17 Culture.The student understands the distribution, patterns, and characteristics
of different cultures.
 WG.17A Describe and compare patterns of culture such as language, religion, land use,
systems of education, and customs that make specific regions of the world distinctive.
TEKS WG.18 Culture. The student understands the ways in which cultures change and
maintain continuity.
 WG.18D Evaluate case studies of the spread of cultural traits to find examples of cultural
convergence and divergence such as the spread of democratic ideas or the English
language as a major medium of international communication for scientists and business
people.
TEKS WG.19 Science, technology, and society. The student understands the impact of
technology and human modifications on the physical environment.
 WG.19A Evaluate the significance of major technological innovations, including fire, steam
power, diesel machinery, and electricity that have been used to modify the physical
environment.
TEKS WG.21 Social studies skills. The student applies critical-thinking skills to organize and
use information acquired from a variety of sources including electronic technology.
 WG.21A 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.
 WG.21B Analyze and evaluate the validity and utility of multiple sources of geographic
information such as primary and secondary sources, aerial photographs, and maps.
 WG.21C Construct and interpret maps to answer geographic questions, infer geographic
relationships, and analyze geographic change.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 2 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
 WG.21E Use a series of maps, including a computer-based geographic information
system, to obtain and analyze data needed to solve geographic and location problems.
TEKS WG.22 Social Studies Skills. The student communicates in written, oral, and visual
forms.
 WG.22A Design and draw appropriate maps and other graphics such as - maps,
diagrams, tables, and graphs to present geographic information including geographic
features, geographic distributions, and geographic relationships.
 WG.22B Apply appropriate vocabulary, geographic models, generalizations, theories, and
skills to present geographic information.
 WG.22C Use geographic terminology correctly.
 WG.22D Use standard grammar, spelling, sentence structure, and punctuation.
TEKS WG.23 Social Studies skills. The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings.
 WG.23B Use case studies and geographic information systems to identify contemporary
geographic problems and issues and to apply geographic knowledge and skills to answer
real-world questions.
 WG.23C Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution.
 WG.23D Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement a
decision.
I CAN statements highlighted in yellow and italicized should be
displayed for students.
I can use my social studies skills to analyze and evaluate geographic
information.
Including, but not limited to:

Geographical data represented by:
o Thematic Maps
o Political Maps
o Physical Maps
o Charts

Graphs
Evidence of Learning
□ Given information on the physical geography of North America, the student will be able to evaluate the physical features and processes that comprise North America with 80%
accuracy.
□ Given information on the human geography of North America, the student will be able to evaluate the social, economic, and cultural aspects of North America with 80%
accuracy.
□ Given information on consumption patterns in North America, the student will be able to problem-solve a solution to the rising environmental concerns of consumption patterns
with 80% accuracy.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 3 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 1: Physical Geography of North America
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How do physical processes influence and change the physical environment of
North America?
 Physical geography of North America (5th Grade – 8th Grade)
 Physical processes (3rd Grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of
information to conduct the following lesson.
Hook
 Break students into pair-share groups. Explain that each group will be competing
in a contest that is to name as many North American physical features (i.e. The
Rocky Mountains) within 60 seconds. (WG.3b, WG.22c, WG.22d)
Guided Practice
 Explain and give examples of physical processes that have created prominent
physical features that are found in North America such as the Great Lakes, the
Rocky Mountains, the Mississippi Delta…) (WG.3a, WG.3b, WG.4a, WG.4c,
WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c,
WG.22d)
 Use Google Earth to “fly to” some of the features mentioned from the hook
exercise. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Discuss the physical regions of North America and list out their defining
characteristics. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b,
WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 In pair-share, brainstorm with a partner to list as many physical features of the
United States and Canada as possible.
 After the end of the session, groups will take turns listing their features on the
overhead/board without repeating an entry that’s is already listed.
 On a blank outline map, locate and label the listed features from all the groups.
 Create a cause and effect graphic organizer demonstrating the causes of the feature,
such as plate tectonics, and the effects such as the creation of the San Andreas
Fault.
 While looking at the different features that are being shown on Google Earth, make
notations in the interactive notebook about your impressions of these features.
 Create a physical map of North America making sure that the different regions are
labeled.
 On the back of the map, list out the distinguishing characteristics of each of the
regions.
 Model how to show the different climate and vegetation zones found in North
America. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Demonstrate how to determine the natural resources that are found in the U.S.
and Canada and how the availability of these resources affect the economies of
both Canada and the United States. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c,
WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Create a climate map and a vegetation map for North America.
 On the back of each map, create a chart demonstrating the major climate and
vegetation zones in the United States.
 Create a thematic map showing the major natural resources in North America.
 On the back of the map, outline the major resources that can be found in the United
States.
 With a partner, create 3 summary statements about the climate, vegetation and
natural resources of the United States.
Independent Practice
 Conduct the Geography Alive Canada and the United States Mapping Lab.
(WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c, WG.21e,
WG.22a, WG.22b, WG.22c, WG.22d, WG.23b, WG.23c, WG.23d)
Extension
 Help students brainstorm different modes of transportation that have been used
through different periods of North American history from the steam engine to the
interstate highway system. (WG.3a, WG.3b, WG.4a, WG.4c,
SAISD © 2008-09 – First Grading Period (Unit 1)
 See Lesson Guide
 Conduct research on the growth of transportation in the United States beginning with
the development of the National Road and ending with the Interstate Highway
system.
 Demonstrate how people, through different periods of time, dealt with or modified
Social Studies World Geography
Page 4 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c,
WG.22d, WG.23b, WG.23c, WG.23d)
 the physical geography in order to transport goods and people.
 Create a display showing the timeline of the development of transportation in the
United States and how Geography played a role.
Vocabulary:
 Water features
 Landforms
 Tectonic plate
 Earthquake
 Erosion
 Soil building process
 Climate
 El Niño
 Appalachian Mountains
 Great Plains
 Canadian Shield
 Rocky Mountains
 Great Lakes
 Mississippi River Delta
SAISD © 2008-09 – First Grading Period (Unit 1)
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 5
 Geography Alive! – Mapping Lab: Canada and the United States
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Social Studies World Geography
Page 5 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support

Use alternative resources found on the
Xpeditions website.

Demonstrate how to create vocabulary word
wall interactive cards for concepts in this lesson.
What do you do for students who master the learning
quickly?

Continue to work on the History Fair Project.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 6 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – First Grading Period (Unit 1)
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 7 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 2: Human Geography of North America
Essential Questions
 How do human processes influence and change the physical environment of North America?
 What are the major features of the United States government?
 What factors can be used to demonstrate the effects of urbanization on the United States?




CURRICULUM GUIDE
Essential Pre-requisite Skills
Human geography of North America (5th Grade – 8th Grade)
Human processes (3rd Grade – 8th Grade)
Urbanization (6th Grade-8th Grade)
Functions and Characteristics of the United States government (3rd
Grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of information to
conduct the following lesson.
Hook
 Write on the board the word FREEDOM and discuss what their concept of freedom is. (WG.1a)
 With a partner, come up with a good working definition of what the
word freedom means.
 After the definition, discuss and create a listing of conditions of when
personal freedom should be restricted.
Guided Practice
 Review the major features of Human Geography and how these features apply to the United
States. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a,
WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
1. Form of Government

The Constitution

The Bill of Rights

Concept of Limited Government
2. Type of Economic System

Free Enterprise

Market System
3. Religious Freedom
4. Social Classes / Ethnic Races
5. Education opportunities
 Demonstrate how to create an organizational chart demonstrating the major human factors of
Canada. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d,
WG.19a, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Break students into pairs and brainstorm the evidence that San Antonio is a growing metropolis.
(WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a,
WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
Independent Practice
 Conduct the Geography Lesson: Urban Sprawl in North America: Where Will End? (WG.1a,
WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a,
WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
 Use the GLOBAL PC Strategy for the United States.
 Create an informative poster summarizing the features of the
government, powers granted to the government and limitations
placed on the government that are found within the Constitution and
the Bill of Rights. (Rights Protected as well)
 Create a visual demonstrating how the United States has a limited
government.
 Create a graphic organizer summarizing the main features of free
enterprise and market system.
 Using resources such as The CIA Factbook, create a graph
demonstrating the ethnic breakdown of the United States.
 Using various resources, create a comparative GLOBAL PC chart
showing the United States and Canada.
 Using wither a map of San Antonio, printed articles, or other various
resources, plot the expansion of San Antonio in order to
prove/disprove growth.
 See Lesson Guide
Page 8 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Contact the San Antonio City Planning office to request a speaker on
Extension
 Model how city planning is very important during large periods of growth.
the importance of city planning.
 Write an essay on how San Antonio can avoid some of the problems
that were observed during the Urban Sprawl lesson and present the
solutions to the presenter from the city.
Vocabulary:
 Government
 Democracy
 Declaration of Independence
 Constitution
 Checks and Balances
 Separation of Power
 Bill of Rights
 Civil Liberties
 Republicanism
 Popular Sovereignty
 Urbanization
 Urban Sprawl
 Cities
 Suburbs
 Metropolitan Area
 Residential area
 Industrial area
 Commercial area
 Central business district (CBD)
 Concentric zone model
 Sector Model
 Multiple Nuclei Model
 Infrastructure
 Smart growth
 Sustainable community
SAISD © 2008-09 – First Grading Period (Unit 1)
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 6 & Chapter 8, Section
2
 Geography Alive! – Lesson 5: Urban Sprawl in North America: Where
Will it End?
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Social Studies World Geography
Page 9 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support

Use alternative resources found on the
Xpeditions website.

Demonstrate how to create vocabulary word
wall interactive cards for concepts in this lesson.
What do you do for students who master the learning
quickly?

Continue to work on the History Fair Project.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 10 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – First Grading Period (Unit 1)
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 11 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 3: Consumption Patterns in North America
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How do American consumption patterns affect people and the planet?




Human geography of North America (5th Grade – 8th Grade)
Human processes (3rd Grade – 8th Grade)
Compare world economies (6th Grade)
Evaluation of effects and predict future trends (7th grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of
information to conduct the following lesson.
Hook
 Conduct the Preview activity from Lesson 7 of Geography Alive. (WG.1a, WG.6a, WG.6b,
WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b,
WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d, WG23b, WH/23c, WG.23d))
Guided Practice
 Conduct Lesson 7 from Geography Alive. Conduct the Preview activity from Lesson 7 of
Geography Alive. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a,
WG.18d, WG.19a, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c,
WG.22d, WG23b, WH/23c, WG.23d))
Independent Practice
 Conduct the Processing portion of Lesson 7 from Geography Alive. Conduct the Preview
activity from Lesson 7 of Geography Alive. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a,
WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b, WG.21c, WG.21e,
WG.22a, WG.22b, WG.22c, WG.22d, WG23b, WH/23c, WG.23d))
Extension
 Demonstrate how to conduct research on consumption patterns found within San Antonio.
Conduct the Preview activity from Lesson 7 of Geography Alive. (WG.1a, WG.6a, WG.6b,
WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b,
WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d, WG23b, WH/23c, WG.23d)
Vocabulary:
 Consumption
 Developed countries
 Undeveloped countries
 Gross domestic product (GDP)
 Per capita
 Cartogram
 See Lesson Guide
 See Lesson Guide
 See Lesson Guide
 With a partner, conduct research on consumption patterns in San Antonio.
 Based upon prior experiences and research write an essay on whether or
not San Antonio is doing enough as far as recycling goes.
 Create a presentation for representatives from the city government on how
you would change recycling rates in San Antonio.
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 6, Sections 2-3
 Geography Alive! – Lesson 7: Consumption Patterns in the United State:
The Impact of Living Well
Print Resources
 World Almanac
 Globe
Internet Resources
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 12 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
One solution to the byproduct of high consumption is
What do you do for students who need further
support
 Use alternative resources found on the Xpeditions
website.
 Demonstrate how to create vocabulary word wall
interactive cards for concepts in this lesson.
A. The banning of developing alternative fuel sources.
B. Adopting a community-recycling program.
C. Discouraging mass transit in large cities.
D. Providing funding for fluoridating the water systems.
What do you do for students who master the learning
quickly?
 Continue to work on the History Fair Project.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 13 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – First Grading Period (Unit 1)
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 14 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Unit of Study: Latin America
CURRICULUM OVERVIEW
Second Grading Period – Unit 2
Big Idea
Unit Rationale
Enduring Understandings
 Due to common physical and human similarities, Latin America is considered to be Mexico,
Central America, the Caribbean, and South America.
 There are physical processes that affect the natural environment of Latin America.
 There are human processes that affect the natural environment of Latin America.
Overarching Questions
 How do physical processes influence and change the physical environment of Latin America?
 What factors can be used to demonstrate the effects of human-environment interaction in
Latin America?
 Why does spatial inequality exist in urban areas?
The Latin American geographic region is a place that shares strong cultural
commonalities and at the same time diversity. It is important to understand the
Latin American region for its strong influence on Texas and other parts of the
world.
Lessons for this Unit
□
□
□
Lesson 1: Physical Geography of Latin America
Lesson 2: Human Geography in Latin America
Lesson 3: Spatial Inequality in Urban Areas
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS WG.1 History. 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.
 WH.1A 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.
TEKS WG.3 Geography. 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.
 WG.3A Attribute occurrences of weather phenomena and climate to annual changes in
Earth-Sun relationships.
 WG.3B 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.
TEKS WG.4 Geography. The student understands the patterns and characteristics of major
landforms, climates, and ecosystems of Earth and the interrelated processes that produce
them.
 WG.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.
SAISD © 2008-09 – First Grading Period (Unit 1)
I CAN statements highlighted in yellow and italicized should be
displayed for students.
I can investigate, analyze and evaluate information related to the physical and
human geography of Latin America.
Including, but not limited to:

Relate the past to the present including physical features and
environmental conditions that influenced human settlement and culture.

Relate different type of physical processes that occur in Latin America.

Give characteristics of and comparing and contrasting the different
vegetation and climate zones found in Latin America.

Recognize settlement patterns and explain why people live where they do
and how they alter where they live.

Identify, compare and contrast the characteristics that make Latin
America a unique geographic region.

Describe and analyze the effects of technology and the extent of
technology in this geographic region.
Social Studies World Geography
Page 15 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 WG.4C Explain the distribution of plants and animals in different regions of the world using
relationships among climate, vegetation, soil, and geology.
TEKS WG.5 Geography. The student understands how political, economic, and social
processes shape cultural patterns and characteristics in various places and regions.
 WG.5A Analyze how the character of a place is related to its political, economic, social,
and cultural characteristics.
TEKS WG.6 Geography. The student understands the types and patterns of settlement, the
factors that affect where people settle, and processes of settlement development over time.
 WG.6A Locate settlements and observe patterns in the size and distribution of cities using
maps, graphics, and other information.
 WG.6B Explain processes that have caused cities to grow such as location along
transportation routes, availability of resources that have attracted settlers and economic
activities, and access to other cities and resources.
TEKS WG.8 Geography. The student understands how people, places, and environments are
connected and interdependent.
 WG.8C Describe the impact of and analyze the reaction of the environment to abnormal
and/or hazardous environmental conditions at different scales such as El Niño, floods,
droughts, and hurricanes.
TEKS WG.9 Geography. The student understands the concept of region as an area of Earth's
surface with unifying geographic characteristics.
 WG.9A Identify physical or human factors that constitute a region such as soils, climate,
vegetation, language, trade network, river systems, and religion.
TEKS WG.16 Culture. The student understands how the components of culture affect the way
people live and shape the characteristics of regions.
 WG.16A Describe distinctive cultural patterns and landscapes associated with different
places in Texas, the United States, and other regions of the world, and how these patterns
influenced the processes of innovation and diffusion.
 WG.16B Give examples of ways various groups of people view cultures, places, and
regions differently.
TEKS WG.17 Culture.The student understands the distribution, patterns, and characteristics
of different cultures.
 WG.17A Describe and compare patterns of culture such as language, religion, land use,
systems of education, and customs that make specific regions of the world distinctive.
TEKS WG.18 Culture. The student understands the ways in which cultures change and
maintain continuity.
 WG.18D Evaluate case studies of the spread of cultural traits to find examples of cultural
convergence and divergence such as the spread of democratic ideas or the English
language as a major medium of international communication for scientists and business
people.
TEKS WG.19 Science, technology, and society. The student understands the impact of
technology and human modifications on the physical environment.
 WG.19A Evaluate the significance of major technological innovations, including fire, steam
power, diesel machinery, and electricity that have been used to modify the physical
environment.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 16 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
TEKS WG.21 Social studies skills. The student applies critical-thinking skills to organize and
use information acquired from a variety of sources including electronic technology.
 WG.21A 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.
 WG.21B Analyze and evaluate the validity and utility of multiple sources of geographic
information such as primary and secondary sources, aerial photographs, and maps.
 WG.21C Construct and interpret maps to answer geographic questions, infer geographic
relationships, and analyze geographic change.
 WG.21E Use a series of maps, including a computer-based geographic information
system, to obtain and analyze data needed to solve geographic and location problems.
TEKS WG.22 Social Studies Skills. The student communicates in written, oral, and visual
forms.
 WG.22A Design and draw appropriate maps and other graphics such as - maps,
diagrams, tables, and graphs to present geographic information including geographic
features, geographic distributions, and geographic relationships.
 WG.22B Apply appropriate vocabulary, geographic models, generalizations, theories, and
skills to present geographic information.
 WG.22C Use geographic terminology correctly.
 WG.22D Use standard grammar, spelling, sentence structure, and punctuation.
TEKS WG.23 Social Studies skills. The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings.
 WG.23B Use case studies and geographic information systems to identify contemporary
geographic problems and issues and to apply geographic knowledge and skills to answer
real-world questions.
 WG.23C Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution.
 WG.23D Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement a
decision.
I CAN statements highlighted in yellow and italicized should be
displayed for students.
I can use my social studies skills to analyze and evaluate geographic
information.
Including, but not limited to:

Geographical data represented by:
o Thematic Maps
o Political Maps
o Physical Maps
o Charts

Graphs
Evidence of Learning
□
□
□
Given information on the physical geography of North America, the student will be able to evaluate the physical features and processes that comprise Latin America with 80%
accuracy.
Given information on the human geography of North America, the student will be able to evaluate the social, economic, and cultural aspects of Latin America with 80%
accuracy.
Given information on consumption patterns in North America, the student will be able to problem-solve a solution to the concerns of spatial inequity with 80% accuracy.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 17 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 1: Physical Geography of Latin America
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How do physical processes influence and change the physical environment of
Latin America?
 Physical geography of North America (4th Grade – 8th Grade)
 Physical processes (3rd Grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of
information to conduct the following lesson.
Hook
 Break students into pair-share groups. Explain that each group will be creating a
list of characteristics that they think of when they hear the terminology “Latin
America.” (WG.3b, WG.22c, WG.22d)

Guided Practice
 Explain and give examples of physical processes that have created prominent
physical features that are found in North America such as the Andes Mountains,
the Amazon Rain Forest, and the Amazon River…
 Use Google Earth to “fly to” some of the features. (WG.3a, WG.3b, WG.4a,
WG.4c, WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b,
WG.22c, WG.22d)
 Discuss the physical regions of Latin America and list out their defining
characteristics. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b,
WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)




In pair-share, brainstorm with a partner to list as many characteristics of Latin
America within 30 seconds.
After the end of the session, groups will take turns listing their characteristics on the
overhead/board without repeating an entry that’s is already listed.
Discuss and report out how many of these different characteristics can be found in
San Antonio.
On a blank outline map, locate and label the main physical features of Latin
America.
While looking at the different features that are being shown on Google Earth, make
notations in the interactive notebook about your impressions of these features.
 Create a physical map of Latin America making sure that the different regions are
labeled.
 On the back of the map, list out the distinguishing characteristics of each of the
regions.
 Model how to show the different climate and vegetation zones found in Latin
America. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Demonstrate how to determine the natural resources that are found in the Latin
and how the availability of these resources affects the economies of assorted
Latin American nations. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a,
WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Create a climate map and a vegetation map for Latin America.
 On the back of each map, create a chart demonstrating the major climate and
vegetation zones in major Latin American cities to show similarities and differences.
 Create a thematic map showing the major natural resources in Latin America.
 On the back of the map, outline the major resources that can be found in the Latin
America.
 With a partner, create 3 summary statements about the climate, vegetation and
natural resources of Latin America.
Independent Practice
 Conduct the Geography Alive Latin America Mapping Lab. (WG.3a, WG.3b,
WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b,
WG.22c, WG.22d)
Extension
 Help students brainstorm different modes of transportation that have been used
through different periods of Latin American history from the ancient Incan
Highways to the interstate highway system. (WG.3a, WG.3b, WG.4a, WG.4c,
WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c,
WG.22d)
SAISD © 2008-09 – First Grading Period (Unit 1)
 See Lesson Guide
 Demonstrate how people, through different periods of time, dealt with or modified
the physical geography in order to transport goods and people through the use of a
multimedia presentation.
Social Studies World Geography
Page 18 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 Andes Mountains
 Llanos
 Pampas
 Orinoco River
 Amazon River
 Greater Antilles
 Lesser Antilles
 Caribbean Sea
 Gulf of Mexico
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 9
 Geography Alive! – Mapping Lab: Latin America
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support
 Use alternative resources found on the Xpeditions
website.
 Demonstrate how to create vocabulary word wall
interactive cards for concepts in this lesson.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The Greater Antilles and Lesser Antilles are actually
names for chains of
F
G
H
J
mountains
rivers
cities
islands
What do you do for students who master the learning
quickly?
 Continue to work on the History Fair Project.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 19 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – First Grading Period (Unit 1)
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 20 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 2: Human Geography of Latin America
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How do human processes influence and change the physical environment of
Latin America?
 How have certain cultures maintained their cultural identity over a large span of
time?




Human geography of North America (5th Grade – 8th Grade)
Human processes (3rd Grade – 8th Grade)
Columbian Exchange (4th grade – 7th Grade)
Cultural diffusion (6th Grade - 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of
information to conduct the following lesson.
Hook
 Ask students to visualize what they think of when they hear the word, “Latin.”
(WG.1a, WG.22c, WG.22d)
Guided Practice
 Review the major features of Human Geography and how these features apply to
selected Latin American nations to include Mexico, Cuba, Brazil, Chile and Costa
Rica. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a,
WG.18d, WG.19a, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b,
WG.22c, WG.22d)
1. Form of Government
2. Type of Economic System
3. Religious Freedom
4. Social Classes / Ethnic Races
5. Educational opportunities
 Introduce the concept of cultural blending and spatial diffusion through the use of
using various San Antonio examples. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a,
WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Demonstrate how to recognize human-environment interactions such as the
Amazon Rainforest, the Panama Canal and farming terraces. (WG.1a, WG.6a,
WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a,
WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
Independent Practice
 Conduct the Geography Alive Lesson: Indigenous Culture: The Survival of the
Maya in Mesoamerica. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a,
WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b, WG.21c, WG.21e,
WG.22a, WG.22b, WG.22c, WG.22d)
SAISD © 2008-09 – Second Grading Period
 With a partner, create a list of things that are associated with the word “Latin.”
 Using various resources, create a collage using self-made drawings, pictures from
printed materials, or other various sources to demonstrate their concept of what
“Latin” is.
 Hang displays around the room and create a summation of what the class’ concept
of “Latin” is.
 Using resources such as The CIA Factbook, create graphs demonstrating
population and economic data of assigned Latin American nations.
 Use the GLOBAL PC Strategy to demonstrate human features of assigned nations.
 Create a chart using ads from the newspaper and/or telephone book to demonstrate
the concept of cultural diffusion.
 Complete the various strategies found within the Columbian Exchange packet.
 Answer the following question in the interactive notebook, “To what extent is humanenvironment important to survival and when does it become excessive?”
 See Lesson Guide
Social Studies World Geography
Page 21 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Extension:
 Demonstrate how to contrast cultural convergence from cultural divergence.
(WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d,
WG.19a, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c,
WG.22d)
Vocabulary:
 Slash and burn
 Terraced farming
 Panama Canal
 Cultural hearth
 Cultural convergence (cultural diffusion)
 Cultural divergence
 Push-pull factors
 Mestizo
 Population density
 Urbanization
 Traditional economy
 Command economy
 Market economy
 Subsistence agriculture
 In an essay, write about how cultural convergence and cultural divergence plays a
role in his or her life.
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 9 Section 3, Chapters 10 - 11
 Geography Alive! – Lesson 10: Indigenous Culture: The Survival of the Maya in
Mesoamerica.
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support
 Use alternative resources found on the Xpeditions
website.
 Demonstrate how to create vocabulary word wall
interactive cards for concepts in this lesson.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The clearing of the rainforests in the Amazon River basin
is an example of how humans
A
B
C
D
adapt to the physical environment.
depend on the physical environment.
explore the physical environment.
modify the physical environment.
What do you do for students who master the learning
quickly?
 Continue to work on the History Fair Project.
SAISD © 2008-09 – Second Grading Period
Social Studies World Geography
Page 22 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 23 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 3: Spatial Inequality in Urban Areas
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 Why does spatial inequality exist in urban areas?




Human geography of North America (5th Grade – 8th Grade)
Human processes (3rd Grade – 8th Grade)
Class system (6th Grade – 7th Grade)
Evaluation of effects and predict future trends (7th grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of information
to conduct the following lesson.
Hook
 Conduct the Preview activity from Lesson 9 of Geography Alive. (WG.1a, WG.6a, WG.6b,
WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
Guided Practice
 Conduct Lesson 9 from Geography Alive. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a,
WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a,
WG.22b, WG.22c, WG.22d, WG23b, WH/23c, WG.23d)
Independent Practice
 Conduct the Processing portion of Lesson 9 from Geography Alive. (WG.1a, WG.6a, WG.6b,
WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d, WG23b, WH/23c, WG.23d)
Extension
 Demonstrate how to conduct research on spatial inequalities found within San Antonio.
(WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a,
WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d, WG23b,
WH/23c, WG.23d)
Vocabulary:
 Rural decline
 Spatial inequality
 Standard of Living
 See Lesson Guide
 See Lesson Guide
 See Lesson Guide
 With a partner, conduct research on spatial inequalities in San Antonio.
 Based upon prior experiences and research write an essay on whether or
not San Antonio has spatial inequality.
 Create a presentation for an uninformed audience on spatial inequality in
San Antonio and possible solutions to improve such inequality.
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 6, Sections 2-3
 Geography Alive! – Lesson 9: Spatial Inequality in Mexico City: From
Cardboard to Castles
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
SAISD © 2008-09 – Second Grading Period
Social Studies World Geography
Page 24 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support

Use alternative resources found on the
Xpeditions website.

Demonstrate how to create vocabulary word
wall interactive cards for concepts in this lesson.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The ironic part that the dwellers in the favelas have over
other citizens of Rio de Janeiro is that they have
A the best views of the city.
B regular fire and police protection.
C a good system of education.
D water and sewage disposal.
What do you do for students who master the learning
quickly?

Continue to work on the History Fair Project.
SAISD © 2008-09 – Second Grading Period
Social Studies World Geography
Page 25 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 26 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Unit of Study: Oceania
CURRICULUM OVERVIEW
Second Grading Period – Unit 3
Big Idea
Unit Rationale
Enduring Understandings
 Due to common physical and human similarities, Oceania is considered to be Australia,
Papua New Guinea, New Zealand and various Pacific Islands.
 There are physical processes that affect the natural environment of Oceania.
 There are human processes that affect the natural environment of Oceania.
It is very important to understand this unique region owing to the
characteristics of Australia and the numerous islands that make up this
geographic region. Oceania allows geographers a unique glimpse into
resources and life that only exist in this region of the world.
Overarching Questions
 How do physical processes influence and change the physical environment of Oceania?
 What factors can be used to demonstrate the effects of human processes on Oceania?
 How do people adapt to life on an island region?
□
□
Lessons for this Unit
Lesson 1: Physical Geography of Oceania
Lesson 2: Human Geography in Oceania
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS WG.1 History. 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.
 WH.1A 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.
TEKS WG.3 Geography. 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.
 WG.3A Attribute occurrences of weather phenomena and climate to annual changes in
Earth-Sun relationships.
 WG.3B 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.
TEKS WG.4 Geography. The student understands the patterns and characteristics of major
landforms, climates, and ecosystems of Earth and the interrelated processes that produce
them.
 WG.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.
 WG.4C Explain the distribution of plants and animals in different regions of the world using
relationships among climate, vegetation, soil, and geology.
TEKS WG.5 Geography. The student understands how political, economic, and social
processes shape cultural patterns and characteristics in various places and regions.
 WG.5A Analyze how the character of a place is related to its political, economic, social,
and cultural characteristics.
SAISD © 2008-09 – Second Grading Period
I CAN statements highlighted in yellow and italicized should be
displayed for students.
I can investigate, analyze and evaluate information related to the physical and
human geography of Oceania.
Including, but not limited to:
 Relate the past to the present including physical features and
environmental conditions that influenced human settlement and culture.
 Relate different type of physical processes that occur in Oceania.
 Give characteristics of and comparing and contrasting the different
vegetation and climate zones found in Oceania.
 Recognize settlement patterns and explain why people live where they do
and how they alter where they live.
 Identify, compare and contrast the characteristics that make Oceania a
unique geographic region.
 Describe and analyze the effects of technology and the extent of
technology in this geographic region.
Social Studies World Geography
Page 27 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS WG.6 Geography. The student understands the types and patterns of settlement, the
factors that affect where people settle, and processes of settlement development over time.
 WG.6A Locate settlements and observe patterns in the size and distribution of cities using
maps, graphics, and other information.
 WG.6B Explain processes that have caused cities to grow such as location along
transportation routes, availability of resources that have attracted settlers and economic
activities, and access to other cities and resources.
TEKS WG.8 Geography. The student understands how people, places, and environments are
connected and interdependent.
 WG.8C Describe the impact of and analyze the reaction of the environment to abnormal
and/or hazardous environmental conditions at different scales such as El Niño, floods,
droughts, and hurricanes.
TEKS WG.9 Geography. The student understands the concept of region as an area of Earth's
surface with unifying geographic characteristics.
 WG.9A Identify physical or human factors that constitute a region such as soils, climate,
vegetation, language, trade network, river systems, and religion.
TEKS WG.16 Culture. The student understands how the components of culture affect the way
people live and shape the characteristics of regions.
 WG.16A Describe distinctive cultural patterns and landscapes associated with different
places in Texas, the United States, and other regions of the world, and how these patterns
influenced the processes of innovation and diffusion.
 WG.16B Give examples of ways various groups of people view cultures, places, and
regions differently.
TEKS WG.17 Culture.The student understands the distribution, patterns, and characteristics
of different cultures.
 WG.17A Describe and compare patterns of culture such as language, religion, land use,
systems of education, and customs that make specific regions of the world distinctive.
TEKS WG.18 Culture. The student understands the ways in which cultures change and
maintain continuity.
 WG.18D Evaluate case studies of the spread of cultural traits to find examples of cultural
convergence and divergence such as the spread of democratic ideas or the English
language as a major medium of international communication for scientists and business
people.
TEKS WG.19 Science, technology, and society. The student understands the impact of
technology and human modifications on the physical environment.
 WG.19A Evaluate the significance of major technological innovations, including fire, steam
power, diesel machinery, and electricity that have been used to modify the physical
environment.
TEKS WG.21 Social studies skills. The student applies critical-thinking skills to organize and
use information acquired from a variety of sources including electronic technology.
 WG.21A 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.
 WG.21B Analyze and evaluate the validity and utility of multiple sources of geographic
information such as primary and secondary sources, aerial photographs, and maps.
 WG.21C Construct and interpret maps to answer geographic questions, infer geographic
relationships, and analyze geographic change.
SAISD © 2008-09 – Second Grading Period
Social Studies World Geography
Page 28 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
 WG.21E Use a series of maps, including a computer-based geographic information
system, to obtain and analyze data needed to solve geographic and location problems.
TEKS WG.22 Social Studies Skills. The student communicates in written, oral, and visual
forms.
 WG.22A Design and draw appropriate maps and other graphics such as - maps,
diagrams, tables, and graphs to present geographic information including geographic
features, geographic distributions, and geographic relationships.
 WG.22B Apply appropriate vocabulary, geographic models, generalizations, theories, and
skills to present geographic information.
 WG.22C Use geographic terminology correctly.
 WG.22D Use standard grammar, spelling, sentence structure, and punctuation.
TEKS WG.23 Social Studies skills. The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings.
 WG.23B Use case studies and geographic information systems to identify contemporary
geographic problems and issues and to apply geographic knowledge and skills to answer
real-world questions.
 WG.23C Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution.
 WG.23D Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement a
decision.
I CAN statements highlighted in yellow and italicized should be
displayed for students.
I can use my social studies skills to analyze and evaluate geographic
information.
Including, but not limited to:
 Geographical data represented by:
o Thematic Maps
o Political Maps
o Physical Maps
o Charts
o Graphs
Evidence of Learning
□ Given information on the physical geography of Oceania, the student will be able to evaluate the physical features and processes that comprise Oceania with 80% accuracy.
□ Given information on the human geography of Oceania, the student will be able to evaluate the social, economic, and cultural aspects of Oceania with 80% accuracy.
□ Given information on patterns of settlement, the student will evaluate the conditions of human-environment interaction in Oceania with 80% accuracy.
SAISD © 2008-09 – Second Grading Period
Social Studies World Geography
Page 29 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Lesson 1: Physical Geography of Oceania
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How do physical processes influence and change the physical environment of Oceania?
 Physical geography of Oceania (6th Grade)
 Physical processes (3rd Grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of
information to conduct the following lesson.
Hook
 Break students into pair-share groups. Explain that each group will be creating a list of
characteristics that they think of when they hear the terminology “Australia.” (WG.3b,
WG.22c, WG.22d)
Guided Practice
 Explain and give examples of physical processes that have created prominent physical
features that are found in Oceania such as the Great Barrier Reef, the Pacific Ocean,
Western Plateau, and Simpson Desert…
 Use Google Earth to “fly to” some of the features. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c,
WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
 Discuss the physical regions of Oceania and list out their defining characteristics. (WG.3a,
WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b,
WG.22c, WG.22d)
 Model how to show the different climate and vegetation zones found in Oceania. (WG.3a,
WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b,
WG.22c, WG.22d)
 Demonstrate how to determine the natural resources that are found in the Oceania region
and how the availability of these resources affects the economies of assorted Oceania
nations. (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c, WG.21e,
WG.22a, WG.22b, WG.22c, WG.22d)
Independent Practice
 Conduct the Geography Alive Oceania Mapping Lab. (WG.3a, WG.3b, WG.4a, WG.4c,
WG.8c, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
Extension
 Conduct the Geography Alive lesson Relative and Absolute Location: What Makes
Australia Unique? (WG.3a, WG.3b, WG.4a, WG.4c, WG.8c, WG.21a, WG.21b, WG.21c,
WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
SAISD © 2008-09 – Second Grading Period
 In pair-share, brainstorm with a partner to list as many characteristics of
Australia within 30 seconds.
 After the end of the session, groups will take turns listing their
characteristics on the overhead/board without repeating an entry that’s is
already listed.
 Discuss and report out how many of these different characteristics can be
found in San Antonio.
 On a blank outline map, locate and label the main physical features of
Oceania
 While looking at the different features that are being shown on Google
Earth, make notations in the interactive notebook about your impressions of
these features.
 Create a physical map of Oceania making sure that the different regions are
labeled.
 On the back of the map, list out the distinguishing characteristics of each of
the regions.
 Create a climate map and a vegetation map for Oceania.
 On the back of each map, create a chart demonstrating the major climate
and vegetation zones in major Oceania cities to show similarities and
differences.
 Create a thematic map showing the major natural resources in Oceania.
 On the back of the map, outline the major resources that can be found in the
Oceania.
 With a partner, create 3 summary statements about the climate, vegetation
and natural resources of Oceania.
 See Lesson Guide
 See Lesson Plan
Social Studies World Geography
Page 30 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 Oceania
 archipelago
 high island
 low island
 atoll
 coral reef
 Great Barrier Reef
 outrigger canoe
 outback
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapter 30
 Geography Alive! – Mapping Lab: Oceania
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support

Use alternative resources found on the
Xpeditions website.

Demonstrate how to create vocabulary word
wall interactive cards for concepts in this lesson.
What do you do for students who master the learning
quickly?

Continue to work on the History Fair Project.
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The main type of vegetation of Southeast Asia is
F
G
H
J
alpine plants like lichens, mosses, and scrub
grasses.
desert plants like cacti, succulents, and thorny
shrubs.
tall grasses and occasional clumps of trees.
tropical rain forest trees and shrubs.
Social Studies World Geography
Page 31 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – Second Grading Period
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 32 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – World Geography
Essential Questions
Lesson 2: Human Geography of Oceania
CURRICULUM GUIDE
Essential Pre-requisite Skills
 How do human processes influence and change the physical environment of
Oceania?
 How do people adapt to life in an island region?
 Human geography of Oceania (6th Grade)
 Human processes (3rd Grade – 8th Grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use resources from the Internet, Geography Alive, the textbook and other sources of
information to conduct the following lesson.
Hook
 Ask students to visualize what they think of when they hear the word, “Island.” (WG.1a,
WG.22c, WG.22d)
Guided Practice
 Review the major features of Human Geography and how these features apply to selected
Oceania nations including New Zealand, Australia, and Samoa. (WG.1a, WG.6a, WG.6b,
WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a, WG.21b,
WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
1. Form of Government
2. Type of Economic System
3. Religious Freedom
4. Social Classes / Ethnic Races
5. Educational opportunities
Independent Practice
 Conduct the Geography Alive Lesson: The Pacific Islands: Adapting to Life surrounded by
Ocean. (WG.1a, WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d,
WG.19a, WG.21a, WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
Extension:
 Demonstrate how to contrast cultural convergence from cultural divergence. (WG.1a,
WG.6a, WG.6b, WG.8c, WG.9a, WG.16a, WG.16b, WG.17a, WG.18d, WG.19a, WG.21a,
WG.21b, WG.21c, WG.21e, WG.22a, WG.22b, WG.22c, WG.22d)
Vocabulary:
 Atoll
 Continental island
 Lagoon
 Volcanic island
 With a partner, create a list of things that are associated with the word
“Island.”
 With a partner, create an illustrated pamphlet demonstrating life on an
imaginary island in the Pacific Ocean describing how they live.
 Using resources such as The CIA Factbook, create graphs demonstrating
population and economic data of assigned Oceania nations.
 Use the GLOBAL PC Strategy to demonstrate human features of assigned
nations.
 See Lesson Guide
 In an essay, write about how cultural convergence and cultural divergence
plays a role in Oceania.
Resources
Textbook:
 Mcdougal Littell – World Geography: Chapters 31-32
 Geography Alive! – Lesson 10: Indigenous Culture: The Survival of the
Maya in Mesoamerica.
District Resources
Print Resources
 World Almanac
 Globe
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 33 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support
 Use alternative resources found on the Xpeditions
website.
 Demonstrate how to create vocabulary word wall
interactive cards for concepts in this lesson.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The original settlers of Australia are known as
A Native Americans
B Aborigine
C Mongols
D Vandals
What do you do for students who master the learning
quickly?
 Continue to work on the History Fair Project.
SAISD © 2008-09 – First Grading Period (Unit 1)
Social Studies World Geography
Page 34 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
SAISD © 2008-09 – First Grading Period (Unit 1)
Interims/TAKS/Benchmarks
Social Studies World Geography
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 35 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.