™ UNIT I OF STUDY
Title: Where in the World?
Topic: Geography
Subject/Course: Social Studies
Grade: 8
UNIT GOALS AND EXPECTATIONS
IMPORTANT CONCEPTS:
*The topography, climate, and natural resources of a
region influence the culture, economy, and lifestyle of
its inhabitants.
*Technological advances, particularly the Internet, have
changes the lives of people globally.
*The movement of people and goods has increased the
exchange of ideas and culture creating diversity.
Length: 6 weeks
Aug.26-Oct.16,2009
Designer: Kay Mooney
ESSENTIAL QUESTIONS:
*How does WHERE we live influence HOW we live?
*How do we depict the earth from globes to maps?
*How do we develop a culture?
*How do we interact with our environment?
G.1.8.1 Analyze the importance of the following navigation
systems on the development of world civilizations: Amazon
River, Mississippi River, Panama Canal, Rhine River, Suez
Canal, Thames River, Volga River
G.1.8.2 Analyze a physical map or global projection created
by geographer’s tools
G.1.8.3 Construct specialized maps using data
G.1.8.4 Locate specific places on maps and globes using
grid points
G.1.8.5 Analyze the influence of Earth’s physical features on
the development of regions of the world
G.2.8.1 Analyze the work of writers and artists as examples
of cultural heritage from communities around the world
G.2.8.2 Research the contributions of people of various racial,
ethnic, and religious backgrounds
G.2.8.3 Examine cultures to determine the level of assimilation
and cultural exchange brought about by technological
advances
G.3.8.1 Examine effects of push-pull factors on various regions
G.3.8.2 Analyze the impact of ideas, information and
technology of global interdependence
G.3.8.3 Analyze changes in infrastructure brought about by
globalization
G.3.8.4 Determine the impact of population growth on
renewable and nonrenewable resources
G.3.8.5 Analyze methods and consequences of environmental
modification on world regions and populations
SPECIFIC DECLARATIVE KNOWLEDGE-What I know
SPECIFIC PROCEDURAL KNOWLEDGE-What I need to do
*Understand the following vocabulary words: spatial,
longitude, latitude, astrolabe, sextant, G.P.S., LANDSAT,
assimilation, cultural exchange, push-pull factors,
interdependence, infrastructure, globalization, renewable,
non-renewable resources, acid rain, desertification, global
warming, ozone depletion, civilizations
*Identify specific places on maps and globes using grid
points of longitude and latitude
*Understand the purpose and uses of global and map
projections
*Identify and explain the 5 themes and 6 elements
associated with the study of geography
*Identify the impact of the Amazon River, Mississippi River,
Panama Canal, Rhine River, Suez Canal, Tames River, and
the Volga River on the development of civilization
*Classify various works of writers and artists as expressions
of their culture
*Identify and describe the contributions of the following: de
Medici, Emperor Meiji, Matthew Perry, Akbar the Great
*Create maps using criteria
*Research using technology
STUDENT LEARNING EXPECTATIONS:
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*Examine the following technological advances: printing
press, telegraph, railroad, radio, television, and Internet and
their impact on cultures.
*Analyze the effects of push-pull factors on regions
*Identify how global interdependence is affected by ideas,
information and technology
*Understand how globalization changes our infrastructure
*Identify the impact that population growth has on renewable
and non-renewable resources
*
UNIT ASSESSMENTS
(Include tasks related to Dimensions 3 and 4 and Bloom’s Taxonomy)
* Create a T-Chart of the six essential elements of geography and describe each
* Locate major navigation using a map
* Create a graphic organizer detailing specific navigation system’s impact on world civilizations
* Create a physical/political map of a country of your choice using the following elements; latitude, longitude, political and
physical features, a title, compass rose, scale and key. Include this in your brochure following the rubric/scoring guide
* Share map/brochure with the class using rubric/ scoring guide
* Open-response/ multiple choice from a reading passage, Globes, using a rubric/scoring guide
* Identify and analyze major navigation systems on a map
* Create a graphic organizer detailing specific navigation systems impact on civilizations
* Read and analyze world Literature of Roman and Egyptian cultures
* Written answers to generated questions prior to watching videos (United Streaming)
* Write an expository letter to someone living in a communist state concerning our rights as citizens, guaranteed by the U.S.
Constitution. (RAFT) Constitution Day
* Crack the Code, use of longitude and latitude (RAFT)
Traditional Assessments:
*Quizzes
* Tests
*Completion of graphic organizers
Other Evidence of Learning:
* Daily reflection
* develop vocabulary using 4-step process
ACTIVITIES AND LEARNING EXPERIENCES
Resources
Unit Information:
This is a 6-week unit of instruction in which students will 1) develop an understanding of the
physical and special characteristics and applications of geography. Students will understand
the Six Essential Elements of geography and usage of map and globe skills. 2) Students will
understand how cultures develop and change globally, through cultural heritage, exchange,
and contributions of mankind. 3) Students will understand the interactions between people
and their environment as a result of the movement of people.
* Students will complete a Scavenger Hunt of JAT.
* Students will complete a T-Chart of the Six Essential Elements of geography and a
description of each.
* Students will use map and globe skills to locate places of interest
* Students will apply geography to historical research
* Students will demonstrate and apply the basic tools used by historians to show interactions
of people with their environment. In cooperative learning groups will create a photo poster of
illustrating how the five themes have influenced Lonoke, Arkansas
JAT/ handout of questions
T-Chart
National Geographic World Atlas,
andGlobes
“Where did it happen”?
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* Teacher will Read Aloud from Global Warming to analyze consequences of environmental
modifications on world regions and populations.
* Students will develop key geographic vocabulary by using the 4- step vocabulary process
* Students will categorize geographic vocabulary by creating a graphic organizer of
Landforms, Map Elements, and Bodies of Water.
* Students will create a map, as a cartographer, of a country of their choice using the
following criteria: longitude and latitude, political/physical features, a title, compass rose,
scale and key. A rubric/scoring guide will be used.
* Students will create a brochure to accompany their map promoting tourism to that location.
A rubric/ scoring guide will be used.
* Students will share their brochure/map with the class following a rubric/scoring guide
* Students will complete an open-response/multiple choice from a reading Globes. A
rubric/scoring guide will be used.
* Teacher will Read Aloud from World Literature passages and students will analyze and
discuss Roman and Egyptian Culture.
* Students will use a graphic organizer to categorize works of artists and writers as examples
of cultural heritage globally.
* Students will participate in a “Crack the Code” Activity using longitude and latitude ( grid
addresses
* Students will locate ,analyze, and create a graphic organization detailing specific
navigation system’s impacts on world civilizations to include the Amazon River, Mississippi
River, Panama Canal, Rhine River, Suez Canal, Thames River, and the Volga River.
Anchor Book, Global Warming
4-step vocabulary process
Graphic organizer
World Atlas
Google Earth
Classroom supplies
Classroom
JAT, A Wild Goose Chase
311-316, The Prince Who New
His Fate, 53-58
Internet- tinygeocoder.com
United Streaming Videos for the
Rivers in Unit One
Amazon
Elida’s Story – My Home on the
Amazon 23:45
The Amazon River 3:51
Mississippi River
The Mississippi River 6:43
Rhine River
Introduction – the rhine river 3:59
Geography of the World – Land and
Resources 23:10
(This includes the Thames, Danube
and Seine)
Panama Canal
Extreme Engineering 49:32
Suez
The Suez Canal and the Story of
Sociology 5:52
Crisis in Suez Canal 1:12
Crisis over the Suez Canal 3:04
Thames
(See Rhine River above)
Volga
The New Russia: The Volga: River
Journey through the Heart of Russia
19:18
Mother Volga 3:12
The Course of the Volga 2:20
Career Connections
Students could develop an interest in becoming a cartographer, River Boat Pilot, Meteorologist, Farmer, Military,
Artist, Author, E.M.T ,or a Firefighter
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