9th Grade World Geography
Scope and Sequence
First Quarter-The foundations of Geography, including Chapters1-4; and US & Canada Atlas Ch 5
TAKS
Concept
Geography
Foundational Topic
The student understands
how political, economic,
and social processes
shape cultural patterns
and characteristics in
various places and
regions.
The student understands
how people, places, and
environments are
connected and
interdependent
Economics
Social
Studies Skills
The student understands
the reasons for the
location of economic
activities (primary,
secondary, tertiary, and
quaternary) in different
economic systems.
The student
communicates in written,
oral, and visual forms.
TEKS Statement
WG 5(A)analyze how
the character of a
place is related to its
political, economic,
social, and cultural
characteristics
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
11(C) describe how
changes in
technology,
transportation, and
communication
affect the location
and patterns of
economic activities.
22(A) design and
draw appropriate
maps and other
graphics such as
sketch maps,
diagrams, tables, and
graphs to present
Specificity
Intro to Five themes and
Map Skills:
Obj.
#
2
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other
(OT), United Streaming (USV)
TBWorld Geography-Building a Global
Perspective . (Prentice Hall)
Explain how geographers
use tools to understand
the world (various types
of maps, sketch maps,
thematic maps, GIS and
other tools).
Identify and discuss the
five themes of geography
Pages 12-17; 35-43
5
Ideally teachers should be practicing the
following strategies throughout unit:
Cornell notes, summarizing, cause & effect,
reinforcing previously learned material,
identifying and comparing similarities and
differences, homework and classroom
practice, graphic organizers, use of
mnemonics, cooperative learning activities.
Remember to connect local to global
especially when looking at real world
problems, giving students a chance to do
some hypothetical problem solving.
TANational Geographic homepage:
http://www.nationalgeographic.com
NGS Regions using the US
http://www.nationalgeographic.com/xpediti
ons/lessons/04/g912/usregions.html
NGS – Map Projections lesson
http://www.nationalgeographic.com/xpediti
ons/lessons/01/g912/projections.html
Time
Allotment
In Days
3
Concept
Foundational Topic
TEKS Statement
geographic
information
including geographic
features, geographic
distributions, and
geographic
relationships;
(B) apply
appropriate
vocabulary,
geographic models,
generalizations,
theories, and skills to
present geographic
information;
(C) use geographic
terminology
correctly; and
(D) use standard
grammar, spelling,
sentence structure,
and punctuation.
WH23A
Specificity
Geographic Vocabulary
throughout the year must
be emphasized
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
Introduce students to this NGS program
http://www.mywonderfulworld.org/educator
s_action_kit.html
National Geographic Regions
Regions: A Hands-On Approach
USGS has many lessons on it,
http://education.usgs.gov/common/secondar
y.htm#mapteach
USGS Teaching maps
http://erg.usgs.gov/isb/pubs/teacherspackets/exploringmaps/
USGS Teaching with topo maps:
http://education.usgs.gov/common/lessons/t
eaching_with_topographic_maps.html
USGS Which projection is best, and get a
free poster for your classroom:
http://erg.usgs.gov/isb/pubs/MapProjections
/projections.html
Unites Streaming Videos (USV)
Different types of Maps (17 mins)
Geography Basics: Globes, Maps, and
Graphs (20 mins)
2
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
OTLabeling and coloring maps and diagrams.
Demonstration using flashlight and sphere
(globe)
Simulations wkbk:
“Exploring Local Geography, Defining a
Region”
“Exploring Local Geography,
Environmental Problems”
Geography Alive!
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 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;
3(B)- describe
physical environment
Physical Geography/
Landforms
5
Explain how scientist
classify the Earth’s major
physical characteristics
USGS Geology sites
http://education.usgs.gov/common/secondar
y.htm#geology
2
Explain how mechanical
and chemical weathering
affects a places physical
landscape.
6
TA-
Describe the physical
processes that affect the
earth’s crust.
Explain the theories that
help scientist understand
the earth’s past.
Globe into flat map – introducing projection
difficulties using an orange
TB-World Geography-Building a Global
Perspective. pages 44-61
Multi-media tour of the solar system
http://seds.lpl.arizona.edu/nineplanets/ninep
lanets/nineplanets.html
Landform Websites page:
http://mitchell.needham.k12.ma.us/technolo
gy/lessons/landforms/landforms.html
Describe how the physical
3
Concept
Geography
Foundational Topic
TEKS Statement
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.
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
The student understands
the patterns and
characteristics of major
landforms, climates, and
ecosystems of Earth and
the interrelated processes
that produce them.
4(B) relate the
physical processes to
the development of
distinctive land
forms;
The student understands
how people, places, and
environments are
connected and
interdependent.
8(A) 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;
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
process of erosion alters
the landscape.
Interpret how natural
boundaries are formed by
plate tectonics.
Describe natural hazards
that are associated with
plate tectonics.
Physical geography at about.com
http://geography.about.com/od/physicalgeo
graphy/Physical_Geography.htm
Oregon State’s Volcano Worldhttp://volcano.oregonstate.edu/
Volcanoes and how they work at
http://www.volcanoes.com/
Weathering website
Washington Post “Study fuels worry over
glacial melting” at
http://www.public.iastate.edu/~sws/Glacial
Melting.htm
Weathering slides
http://www.nicholas.duke.edu/eos/geo41/we
a.htm
USGS earthquake resources
http://education.usgs.gov/common/secondar
y.htm#earthquakes
USGS natural hazards
http://education.usgs.gov/common/secondar
y.htm#hazards
NGS – Places and Processes: Physical
Processes in Shaping Place lesson
http://www.nationalgeographic.com/xpediti
4
Concept
Foundational Topic
TEKS Statement
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
The student understands
the concept of region as
an area of Earth's surface
with unifying geographic
characteristics.
Social
Studies Skills
The student
communicates in written,
oral, and visual forms.
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
ons/lessons/04/g912/processes.html
OTLabel plates on the earth.
9(B) identify the
differences among
formal, functional,
and perceptual
regions.
22(B) apply
appropriate
vocabulary,
geographic models,
generalizations,
theories, and skills to
present geographic
information;
22(C) use geographic
terminology
correctly
5
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
WH26C
Geography
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.
The student understands
the patterns and
characteristics of major
landforms, climates, and
ecosystems of Earth and
the interrelated processes
that produce them.
WG 3(A) attribute
occurrences of
weather phenomena
and climate to annual
changes in Earth-Sun
relationships; and
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
4(A) 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,
Weather & Climate
Describe how weather and
climate are affected by the
relative positions of the
earth and the sun
Explain how wind and
ocean currents redistribute
the sun’s heat
List the factors that
influence the world’s
climate regions
Summarize why climatic
change is a cause for
concern
Describe natural hazards
that are associated with
weather systems.
Evaluate climographs and
determine their climates
and characteristics.
5
2
TBWorld Geography-Building a Global
Perspective. (Prentice Hall)
pages 62-76
6
TAwww.worldclimate.com
www.ghcc.msfc.nasa.gov/temperature/
www.nhc.noaa.gov
www.unitedstreaming.com
Climagraph Lesson – by Matt Lyons (Alief
ISD)
National Hurricane Center
http://www.nhc.noaa.gov/
National weather forecast office:
Wind-chill calculator
http://www.srh.noaa.gov/elp/wxcalc/wxcalc
.shtml
National Climate data center
http://www.ncdc.noaa.gov/oa/ncdc.html
Global learning and observations to benefit
the Environment: Map Images at
http://viz.globe.gov/vizbin/map.cgi?l=en&b=g&rg=n&enc=00&na
v=1
6
Concept
Foundational Topic
TEKS Statement
location near warm
and cold ocean
currents, position on
a continent, and
mountain barriers;
The student understands
how people, places, and
environments are
connected and
interdependent.
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;
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 Niño, floods,
droughts, and
hurricanes;
Social
Studies Skills
The student applies
critical-thinking skills to
organize and use
information acquired
from a variety of sources
21(A) use historical,
geographic, and
statistical
information from a
variety of sources
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
El Nino
http://kids.earth.nasa.gov/archive/nino/
National Oceanic and Atmospheric Admin
(NOAA): El Nino k-12
http://www.oar.noaa.gov/k12/html/elnino2.
html
El Nina
Pacific Marine Environmental Laboratory:
What is La Nina?
http://www.pmel.noaa.gov/tao/elnino/lanina-story.html
FEMA for kids: La Nina
Http://www.fema.gov/kids/lanina.htm
NOAA El Nino Page
http://www.elnino.noaa.gov
Global warming and Glacier retreat
www.abcnews.com and search Greenland
and you will find short video clips, slide
shows and news reports from 2007 and
2008
NGS- What’s up with the weather?
http://www.nationalgeographic.com/xpediti
ons/lessons/07/g912/weather.html
USV
Earth Science: Weather and Climate (20
min)
7
Concept
Foundational Topic
including electronic
technology.
The student
communicates in written,
oral, and visual forms.
The student uses
problem-solving and
decision-making skills,
working independently
and with others, in a
variety of settings.
TEKS Statement
such as databases,
field interviews,
media services, and
questionnaires to
answer geographic
questions and infer
geographic
relationships
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
OTChart high annual temperatures along a line
of longitude to show how distance from the
Sun affects climate.
Tracking a hurricane
Video clips of natural disasters
Simulations wkbk: “Exploring Local
Geography, Analyzing the Weather.”
22(C) use
geographic
terminology
correctly;
22(D) use standard
grammar, spelling,
sentence structure,
and punctuation.
23(D) use a decisionmaking process to
identify a situation
that requires a
decision, gather
information, identify
options, predict
consequences, and
take action to
implement a
decision.
8
Concept
History
Geography
Foundational Topic
TEKS Statement
Specificity
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 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;
Ecosystems
Identify the conditions
that affect life in an
ecosystem
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.
The student understands
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.
TAKS
Obj. #
2
6
Introduction to biomes at
http://www.radford.edu/%7Eswoodwar/CL
ASSES/GEOG235/biomes/intro.html
Locate grasslands
globally
Differentiate how natural
boundaries are classified
in ecosystems.
TB pages 77-85
Time
Allotment in
Days
TA:
Discovery Planet Earth Series
Explain why there are
different types of forests
Explain how life survives
in harsh deserts and
tundras
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Reading on biomes
Klesius, Michael. “The State of the Planet.”
National Geographic Sept 2002 pages 2-32.
5
USV
Biomes: Our Earth’s Major Life Zones (26
mins)
Biomes: Land of the Inuit (56 mins)
4 (A) explain the
distribution of
9
Concept
Foundational Topic
TEKS Statement
the patterns and
characteristics of major
landforms, climates, and
ecosystems of Earth and
the interrelated processes
that produce them.
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
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
4(C) explain the
distribution of plants
and animals in
different regions of
the world using the
relationships among
climate, vegetation,
soil, and geology
The student understands
how people, places, and
environments are
connected and
interdependent.
8(A) explain the
interrelationships
among physical and
human processes that
shape the geographic
characteristics of
places such as
connections among
economic
development,
urbanization,
population growth,
10
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
and environmental
change
Social
Studies Skill
Geography
The student applies
critical-thinking skills to
organize and use
information acquired
from a variety of sources
including electronic
technology.
21(C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change;
The student
communicates in written,
oral, and visual forms.
22(C) use
geographic
terminology
correctly; and
The student understands
how people, places, and
environments are
connected and
interdependent.
22(D) use standard
grammar, spelling,
sentence structure,
and punctuation
WG8(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
World Resources
Differentiate between
renewable and
nonrenewable resources
5
Tb Ch 4.1 – World Resources
Pages 109-113
4
National Geographic
Montaigne, Fen. “Water pressure” National
Geographic. Sep 2002, pages 2-32.
Compare and contrast
arable and non-arable
land.
List energy sources
available to nations and
individuals
USV:
Water Rules: The history of water in the Las
Vegas Valley. (57 mins)
8(D) analyze
statistical and other
11
Concept
Foundational Topic
TEKS Statement
data to infer the
effects of physical
and human processes
on patterns of
settlement,
population
distribution,
economic and
political conditions,
and resource
distribution.
Economics
The student understands
the reasons for the
location of economic
activities (primary,
secondary, tertiary, and
quaternary) in different
economic systems.
The student understands
the economic importance
of, and issues related to,
the location and
management of key
natural resources.
Social
Studies Skills
The student applies
critical-thinking skills to
organize and use
information acquired
from a variety of sources
including electronic
technology
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
Water Smart: Water as a Natural Resource
(15 mins)
History of Transportation: Pipeline (19 min)
11(B) identify
factors affecting the
location of different
types of economic
activities;
12(B) analyze how
the creation and
distribution of
resources affect the
location and patterns
of movement of
products, capital, and
people;
21(A) use historical,
geographic, and
statistical
information from a
variety of sources
such as databases,
field interviews,
media services, and
questionnaires to
12
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
answer geographic
questions and infer
geographic
relationships
21(C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change
The student
communicates in written,
oral, and visual forms.
22(A) design and
draw appropriate
maps and other
graphics such as
sketch maps,
diagrams, tables, and
graphs to present
geographic
information
including geographic
features, geographic
distributions, and
geographic
relationships
22(C) use
geographic
terminology
correctly;
13
Concept
History
Geography
Foundational Topic
TEKS Statement
Specificity
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(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
Human Geography
Unit
The student understands
the growth, distribution,
movement, and
characteristics of world
population.
The student understands
the concept of region as
an area of Earth's surface
with unifying geographic
characteristics.
The student understands
how the components of
culture affect the way
people live and shape the
characteristics of regions
TAKS
Obj. #
Culture
The student will list some
of the elements of culture
(ABCs/keys) and describe
how much has changed.
The student will describe
cultural patterns and
landscapes and how these
patterns influenced
process and innovation of
diffusion
7(C) describe trends
in past world
population growth
and distribution;
The student will learn the
ABCs of cultures/Cultural
Keys to interpret various
cultures throughout the
world
9(A) identify
physical or human
factors that constitute
a region such as
soils, climate,
vegetation, language,
trade network, river
systems, and religion
The student will be able to
evaluate the spread of
cultural traits to find
examples of cultural
convergence, divergence
in the US and different
regions of the world.
16(A) describe
distinctive cultural
patterns and
landscapes
associated with
The students will be able
investigate human rights
issues throughout the
world (or pick a region to
discuss).
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
3
TB – pages 90-98
5
Ideally teachers should be practicing the
following strategies throughout unit:
Cornell notes, summarizing, cause & effect,
reinforcing previously learned material,
identifying and comparing similarities and
differences, homework and classroom
practice, graphic organizers, use of
mnemonics, cooperative learning activities.
Remember to connect local to global
especially when looking at real world
problems, giving students a chance to do
some hypothetical problem solving.
Time
Allotment in
Days
4
TA
Country studies
http://www.lcweb2.loc.gov/frd/sc/schome.ht
ml
www.nationalgeographic.com
Cruise the Planet at Virtual World Cultures
Http://www.vny.com/resources/culture/defa
ult.htm
*See graph for elements of culture
(ABCs of Culture)
Unitedstreaming Video (USV)
Culture Similarities and Differences
(27 mins)
14
Concept
Foundational Topic
Culture
The student understands
the distribution, patterns,
and characteristics of
different cultures.
The student understands
the ways in which
cultures change and
maintain continuity.
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
different places in
Texas, the United
States, and other
regions of the world,
and how these
patterns influenced
the processes of
innovation and
diffusion;
How to Study Culture: How Beliefs and
Values Define a Culture (24 mins)
(B) give examples of
ways various groups
of people view
cultures, places, and
regions differently;
Sketches of the World: Basic Necessity
(27 mins)
17(A) 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
18(A) describe the
impact of general
processes such as
migration, war, trade,
independent
inventions, and
diffusion of ideas
and motivations on
Time
Allotment in
Days
Sketches of the World: Bridging the Gap
(26 mins) (developing countries/
transportation)
Sketches of the World: the Art of Life
(26 mins) (crafts/art)
Sketches of the World: Down by the
Riverside (26 mins)
Sketches of the World: A Roof Above Our
Heads (26 mins) (different shelters)
Sketches of the world: Of Gods and Man
(28 mins) (architecture religious buildings)
Sketches of the world: In search of the light
(Intro to Religions)
Sketches of the world: To the sound of
Music (27 mins) - (Intro to Global Dance)
How Geography Defines a Culture. (18
mins)
Culture: What is it? (12 mins)
Roots of Religion
55 mins
15
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
cultural change;
(B) analyze cultural
changes in specific
regions;
(C) analyze
examples of cultures
that maintain
traditional ways;
Social
Studies Skills
The student applies
critical-thinking skills
to organize and use
information acquired
from a variety of
sources including
electronic technology.
The student
communicates in
written, oral, and visual
forms.
21(C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change
OT
Create a personal culture map, using slide
show software. Each slide should illustrate
some aspect of your culture, including
language, religion, and customs your
practice as an American. During each unit
of study, compare your culture to the one
being studied. Add one slide to your slide
show for each area studied, including
graphics and text that illustrate that culture
and connect it to yours in some way.
22(B) apply
appropriate
vocabulary,
geographic models,
generalizations,
theories, and skills
to present
geographic
information;
(C) use geographic
terminology
correctly
16
Concept
History
Foundational Topic
TEKS Statement
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.
WG1. (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;
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.
Geography
The student
understands the types
and patterns of
settlement, the factors
6(A) locate
settlements and
observe patterns in
Specificity
TAKS
Obj. #
Population
The student will use tools
(population pyramids,
maps, graphics and other
data) to visually describe
populations and make
predictions about their
growth. Using terms birth
rate and death rate.
The student will explain
how forces of nature and
human actions influence
where groups of people
choose to live. (Push –
pull factors)
The student will explain
the reasons why groups of
people move from one
place to another. (Use
terms of diffusion and
migration)
The student will explain
how forces of nature and
human actions influence
where groups of people
choose to live.
The student will support
predictions about
populations, including the
stages of population
2
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
TBWorld Geography-Building a Global
Perspective. Pages 87-91;99
Time
Allotment in
Days
4
3
5
OTWriting exercise using 10 elements of
culture
Simulations wkbk
“Population Strains City Services”
TA*Census Bureau – International database
Provides country stats and population
pyramid a great source for this unit
http://www.census.gov/ipc/www/idb/
Population Reference Bureau provides data
and lesson plans
http://www.prb.org/
http://www.hewett.norfolk.sch.uk/curric/Ne
wGeog/global/village.doc
http://www.cia.gov/library/publications/theworld-factbook/index.html
Facing the future. People on the planet
http://www.facingthefuture.org/
United Nations Populations Network
http://www.un.org/poppin/data.html
17
Concept
Foundational Topic
TEKS Statement
Specificity
that affect where
people settle, and
processes of settlement
development over time.
the size and
distribution of
cities using maps,
graphics, and other
information;
growth/transitions with
development.
The student understands
the growth, distribution,
movement, and
characteristics of world
population.
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;
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-andpull factors and how
physical geography
affects the routes,
flows, and
destinations of
migration;
7(C) describe trends
in past world
population growth
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
Readings and activities for everything
population:
www.populationeducation.org
NGS – Population Density of US
http://www.nationalgeographic.com/xpediti
ons/lessons/01/g912/density.html
PBS Nova: World in Balance 2004 (120
mins)
OTSimulations pg 13
“Population strains city services.”
18
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
and distribution;
7(D) develop and
defend hypotheses on
likely population
patterns for the
future.
The student understands
how people, places, and
environments are
connected and
interdependent.
8(A) 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
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
8(D) analyze
statistical and other
data to infer the
19
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
effects of physical
and human
processes on
patterns of
settlement,
population
distribution,
economic and
political conditions,
and resource
distribution.
21(C) construct and
The student applies
critical-thinking skills
Social
to organize and use
Studies Skills information acquired
from a variety of
sources including
electronic technology.
The student
communicates in
written, oral, and visual
forms.
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change
22(B) apply
appropriate
vocabulary,
geographic models,
generalizations,
theories, and skills
to present
geographic
information;
(C) use geographic
terminology
20
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
correctly
History
Geography
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
The student
understands how
political, economic,
and social processes
shape cultural patterns
and characteristics in
various places and
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
5(A) analyze how
the character of a
place is related to
its political,
economic, social,
and cultural
Political systems
List four characteristics
shared by all countries
Describe how various
types of governments
differ from others.
2
TBPages 100-103
2
TA
USV:
How to study culture: How social
organizations define a culture
Wealth of information to be found at
www.Classzone.com
Evaluate different
structures of government
How Economic Activities Define Cultures
(20 mins)
Analyze how geographic
factors influence political
development.
Sketches of the World: Exchange and
Market 27 mins
Identify the impact of
fundamental institutions
and ideas on societies past
and present
News sites:
Http://www.cnn.com
http://www.abcnews.com
http://www.msnbc.com
Citizen hip explain how
customs, symbols, and
celebrations represent a
society’s belief in
principals.
21
Concept
Foundational Topic
TEKS Statement
regions.
characteristics
The student
understands how
people, places, and
environments are
connected and
interdependent.
8(A) explain the
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
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;
(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
The student
22
Concept
Government
Foundational Topic
TEKS Statement
understands the
concept of region as an
area of Earth's surface
with unifying
geographic
characteristics.
9(A) identify
The student
understands the
characteristics of a
variety of political
units.
13(A)prepare maps
that illustrate a
variety of political
entities such as city
maps showing
precincts, country
maps showing
states, or
continental maps
showing countries
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
physical or human
factors that
constitute a region
such as soils,
climate, vegetation,
language, trade
network, river
systems, and
religion
(B) Compare maps
of voting patterns
or political
boundaries to make
inferences about
the distribution of
political power.
The student
understands the
geographic processes
14(A) analyze
current events to
infer the physical
23
Concept
Foundational Topic
TEKS Statement
that influence political
divisions, relationships,
and policies.
and human
processes that lead
to the formation of
boundaries and
other political
divisions
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
14(B) explain how
Citizenship
Social
Studies Skills
forces of conflict
and cooperation
influence the
allocation of
control of Earth's
surface such as the
formation of
congressional
voting districts or
free trade zones
The student
understands how
different points of view
influence the
development of public
policies and decisionmaking processes on
local, state, national,
and international levels
The student applies
critical-thinking skills
to organize and use
15 (B)explain how
citizenship
practices, public
policies, and
decision making
may be influenced
by cultural beliefs
21(C) construct
and interpret maps
to answer
geographic
24
Concept
Foundational Topic
information acquired
from a variety of
sources including
electronic technology.
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
questions, infer
geographic
relationships, and
analyze geographic
change;
(D) apply basic
statistical concepts
and analytical
methods such as
computer-based
spreadsheets and
statistical software
to analyze
geographic data
The student
communicates in
written, oral, and visual
forms.
22(B) apply
appropriate
vocabulary,
geographic models,
generalizations,
theories, and skills
to present
geographic
information;
(C) use geographic
terminology
correctly
(D) use standard
grammar, spelling,
sentence structure,
25
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
and punctuation
Economic
Geography
The student understands
the distribution and
characteristics of
economic systems
throughout the world.
The student understands
how political, economic,
and social processes
shape cultural patterns
WG10. (A) describe
the characteristics of
traditional,
command, and
market economies;
Economic Systems
The student will compare
the characteristics of the
economies of the
important nations.
(B) explain how
traditional,
command, and
market economies
operate in specific
countries;
The student will explain
the difference between
traditional, command, and
market economies.
(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
2
The student will explain
why global trade patterns
are changing today.
The student will evaluate
data as an indicator of a
countries level of
development.
2
OTMake a chart identifying traits of
developing, middle income, and developed
nations.
Create a T-Chart comparing and contrasting
urban and rural geography, including how
people satisfy their basic needs through the
productions of goods and services. If you
had a choice, which of these geographical
locations would you prefer and why?
The student will
understand how different
people make a living.
The student will explain
the impact of economic
issues on different types
of government.
TBWorld Geography-Building a Global
Perspective. Prentice Hall. Pages103-105;
115-119
4
Prentice Hall Simulations workbook page
16
“How’s the wealth of the world distributed”
3
Economic resources activity (w/ candy)
population distribution vs. resources;
TACard Sort - Economic Systems - doc
5
26
Concept
Foundational Topic
and characteristics in
various places and
regions.
TEKS Statement
Specificity
TAKS
Obj. #
5(B) analyze
political, economic,
social, and
demographic data
to determine the
level of
development and
standard of living
in nations.
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
1
WH23
Geography
The student understands
how people, places, and
environments are
connected and
interdependent.
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
8(D) analyze
statistical and other
data to infer the
effects of physical
and human processes
on patterns of
settlement,
population
distribution,
World
Resources/Economics
5
Ch 4 page 108-119
2
TA:
The student will
differentiate between
renewable and nonrenewable resources.
The student will list
energy resources available
to nations and individuals.
USV
How to study to culture: economic
International pencil:
http://www.sage.tamu.edu/topics/topic_reso
urces/l/intl_pencil/pencil.htm
OT:
Shirt, shoes, watches activity.
Simulation wkbk:
“Simulation: How is the Wealth of the
World Distributed?” pg 13
“Exploring Local Geography, Land Use
Distributes.” P 5
27
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
economic and
political conditions,
and resource
distribution
Economics
The student understands
the reasons for the
location of economic
activities (primary,
secondary, tertiary, and
quaternary) in different
economic systems.
The student understands
the economic importance
of, and issues related to,
the location and
management of key
natural resources.
Social
Studies Skills
The student applies
critical-thinking skills to
organize and use
information acquired
from a variety of sources
including electronic
technology.
11(B) identify
factors affecting the
location of different
types of economic
activities
12(B) analyze how
the creation and
distribution of
resources affect the
location and patterns
of movement of
products, capital, and
people
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;
28
Concept
Foundational Topic
The student
communicates in written,
oral, and visual forms.
Geography
The student understands
how people, places, and
environments are
connected and
interdependent.
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
(C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change
22(A) design and
draw appropriate
maps and other
graphics such as
sketch maps,
diagrams, tables, and
graphs to present
geographic
information
including geographic
features, geographic
distributions, and
geographic
relationships;
(C) use geographic
terminology
correctly
8(A) explain the
interrelationships
among physical and
human processes that
shape the geographic
characteristics of
places such as
connections among
economic
Environmental Impacts
The student will
understand environmental
impacts of population and
the physical earth (e.g.
noise, water, light
pollutions,
sustainable resources
development of urban
5
TB-
1
Ideally teachers should be practicing the
following strategies throughout unit:
Cornell notes, summarizing, cause & effect,
reinforcing previously learned material,
identifying and comparing similarities and
differences, homework and classroom
practice, graphic organizers, use of
29
Concept
Foundational Topic
TEKS Statement
development,
urbanization,
population growth,
and environmental
change;
(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;
(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 Niño, floods,
droughts, and
hurricanes; and
(D) analyze
statistical and other
data to infer the
effects of physical
and human processes
Specificity
TAKS
Obj. #
sprawl, habitat disruption)
Students will compare
and contrast the impact of
environmental issues in
various parts of the world.
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
mnemonics, cooperative learning activities.
Remember to connect local to global
especially when looking at real world
problems, giving students a chance to do
some hypothetical problem solving.
TA-Issues are always in the news
National Geographic
www.nationalgeographic.com
NGS – Lesson for Mapping Human
Footprint
NG Human Foot print video(2008)
http://channel.nationalgeographic.com/chan
nel/human-footprint/
Population Connection – Issues relating to
population as an impact can be found here.
www.populationeducation.org
PBS Nova: World in Balance 2004 (120
mins)
CNN Earth in Peril 2007 & 2008
The 11th hour: Turn Mankind’s Darkest
Hour Into Its Finest. w/ Leonardo DeCaprio
USVBehind the news Changing Earth:
Dead Sea Dying
Behind the news Changing Earth: Tuvalu: A
victim of global warming
30
Concept
Foundational Topic
TEKS Statement
on patterns of
settlement,
population
distribution,
economic and
political conditions,
and resource
distribution.
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
Kiribati disappearing reading and video
clips:
http://abcnews.go.com/International/wireSto
ry?id=5026511
Melting of Greenland can be found on
ABCNEWS.com
Teacher’s choice of global environmental
issues.
31
Concept
History
Geography
Foundational Topic
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
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.
The student understands
the patterns and
characteristics of major
landforms, climates, and
ecosystems of Earth and
TEKS Statement
WG 1(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;
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.
4(A) explain the
distribution of
different types of
climate in terms of
patterns of
temperature, wind,
and precipitation and
Specificity
TAKS
Obj. #
Physical and Political
Maps of the US
The student will explain
how the United States’
natural features and
climates affect its
people’s lives.
The student will complete
physical and political
maps of the United States
(e.g. sketch maps of
physical).
The student will
understand the physical
processes to the
distinctive landforms of
the US and Canada.
2
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
TBWorld Geography-Building a Global
Perspective. Prentice Hall.
CH 5 Regional Atlas pages 127-141
Time
Allotment in
Days
2
Ideally teachers should be practicing the
following strategies throughout unit: Cornell
notes, summarizing, cause & effect,
reinforcing previously learned material,
identifying and comparing similarities and
differences, homework and classroom
practice, graphic organizers, use of
mnemonics, cooperative learning activities.
Remember to connect local to global
especially when looking at real world
problems, giving students a chance to do
some hypothetical problem solving.
Use of thematic maps is strongly encouraged
for preparation on EOC.
National Geographic
www.nationalgeographic.com
Prentice Hall Simulation workbook:
Simulation pg 6
Simulations pg 7
Simulations pg 9
National parks
www.nps.gov/parks.html
32
Concept
Foundational Topic
TEKS Statement
the interrelated processes
that produce them.
the factors that
influence climate
regions such as
elevation, latitude,
location near warm
and cold ocean
currents, position on
a continent, and
mountain barriers;
(B) relate the
physical processes to
the development of
distinctive land
forms; and
The student understands
the types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time.
The student understands
the concept of region as
an area of Earth's surface
with unifying geographic
characteristics
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
Map quizzes allows student to quiz self
www.Sheppardsoftware.com
Site from McDougal Littell has geography
resources
http://www.classzone.com
USV
Geography of the US – 19 mins
US and Canada Tourism
http://usa.worldweb.com
http://Canada.worldweb.com
(C) explain the
distribution of plants
and animals in
different regions of
the world using the
relationships among
climate, vegetation,
soil, and geology
6(A) locate
settlements and
observe patterns in
the size and
distribution of cities
using maps, graphics,
and other
information;
9(A) identify
physical or human
33
Concept
Foundational Topic
The student applies
critical-thinking skills to
organize and use
information acquired
from a variety of sources
including electronic
technology
The student
communicates in written,
oral, and visual forms.
Social
Studies Skills
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
factors that constitute
a region such as
soils, climate,
vegetation, language,
trade network, river
systems, and
religion;
21(C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change;
22(A) design and
draw appropriate
maps and other
graphics such as
sketch maps,
diagrams, tables, and
graphs to present
geographic
information
including geographic
features, geographic
distributions, and
geographic
relationships;
(B) apply
appropriate
vocabulary,
geographic models,
34
Concept
Foundational Topic
TEKS Statement
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
generalizations,
theories, and skills to
present geographic
information;
(C) use geographic
terminology
correctly
35
Concept
History
Government
Citizenship
Foundational Topic
TEKS Statement
The student understands
the American beliefs and
principles reflected in the
U.S. Constitution and
other important historic
documents.
8.16- (A) identify the
influence of ideas
from historic
documents including
the Magna Carta, the
English Bill of
Rights, the
Mayflower Compact,
the Declaration of
Independence, the
Federalist Papers, and
selected antifederalist writings on
the U.S. system of
government.
The student understands
the rights and
responsibilities of citizens
of the United States.
The student understands
the importance of the
expression of different
points of view in a
democratic society.
(C) identify colonial
grievances listed in
the Declaration of
Independence and
explain how those
grievances were
addressed in the U.S.
Constitution and the
Bill of Rights; and
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Basic History of the US
The student will
explain how documents
like the Magna Carta
and English Bill of
Rights influenced
government.
TB – not in text
The student will
explain how the
complaints the
colonists had against
England were
addressed in the
Constitution.
http://teachingtoday.glencoe.com/lessonplans/
the- constitution
The student will define
the following
ideas and explain how
and why they were
included in the U.S.
Constitution: limited
government,
republicanism, checks
and balances,
federalism, separation
of powers, popular
sovereignty, and
individual rights.
Time
Allotment in
Days
1
TATEKS/TAKS Overview Chart for 10th Grade
- pdf
Principles of Government Lessons from Alief
ISD
8th Grade TAKS Review Activities - Obj. 1
8th Grade TAKS Review Activities - Obj. 4
OTActivity on friends and family in the military
(collage) classroom discussion on previous
and current wars, analyze and interpret key
American documents and other important
primary sources
Geography Alive!
(D) analyze how the
U.S. Constitution
reflects the principles
of limited
government,
republicanism,
checks and balances,
federalism, separation
The student will know
of powers, popular
36
Concept
Foundational Topic
TEKS Statement
sovereignty, and
individual rights
8.20- (A) define and
give examples of
unalienable rights
Specificity
TAKS
Obj. #
Resources, Activities and Strategies
Textbook (TB), Technology (TA), Other (OT),
United Streaming Videos (USV)
Time
Allotment in
Days
the definition and will
be able to give
examples of
unalienable rights.(life,
liberty and the pursuit
of happiness)
(B) summarize rights
guaranteed in the Bill
of Rights;
The student will be able
to list and explain the
rights protected in the
Bill of Rights.
8.22- (B) describe the
importance of free
speech and press in a
democratic society
The student will
explain how free
speech and free press
keep the government
from violating people’s
rights.
37