Download 1-2F Social Studies Unit Plans

1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
St. Michael’s School
Unit Plan II
Unit Title: Environment and Society
Grade Level: Seventh
Subject/Topic Area(s): Social Studies
Designed By: Maria Fernandez
Time Frame/Date: October 5, 2009 – November 6, 2009
Brief Summary of Unit: Over the first thousands of years of human existence, people advanced in many
different areas. A new era of human development began when humans discovered how to plan crops and
domesticate animals. A more settled life and more dependable food sources allowed people to build
civilizations with complex social structures. Civilizations began to interact with each other. In this unit,
students will learn to Differentiate between fact and interpretation in historical accounts, and explain the
meaning of historical passages by identifying who was involved, what happened, where it happened, and
relating them to outcomes that followed and gaps in the historical record.
Identify patterns of population distribution and growth in Europe and the Americas and explain changes in these
patterns, which have occurred over time.
How human actions modify the physicalSTAGE
environment1
– DESIRED RESULTS
Content Standard(s)/Benchmarks
Differentiate
between
factsystems
and interpretation
How
physical systems
affect human
in historical accounts, and explain the meaning of
historical passages by identifying who was involved, what happened, where it happened, and
relating them to outcomes that followed and gaps in the historical record.[1.23]
What valuable resources do developing and developed countries have?
Identify patterns of population distribution and growth in Europe and the Americas and explain
changes in these patterns, which have occurred over time. [Throughout both books, see
Population and Population Maps in Index][3.9]
In and contrast cultural patterns — such as language, religion, and ethnicity — in various
Compare
parts of Europe; the Caribbean; and North, South, and Central America. [Culture sections in
Europe Ch. 4-8 and The Americas Ch. 2-8][3.10]
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
Explain that cultures change in three ways: cultural diffusion, invention, and innovation. [3.11]
Examine art, music, literature, and architecture in Europe and the Americas; explain their
relationship to the societies that created them; and give examples of how artistic ideas have
spread from one culture to another. [Culture sections in Europe Ch. 4-8 and The Americas Ch. 28][3.12]
Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood, and water
in countries such as Brazil, Mexico, Canada, Great Britain, and Russia. [Section 1 in Europe Ch.
4-8 and The Americas Ch. 2-8; Section 3 in The Americas, Ch. 2, 6, 7, 8] [3.13]
Give examples of how both natural and technological hazards have impacted the physical
environment and human populations in specific areas of Europe and the Americas. [3.15]
(Example: Hurricanes, earthquakes, floods, drought.)
Analyze current economic issues in the countries of Europe or the Americas using a variety of
information resources. [Outside resources][4.3]
Example: Use information sources such as digitized newspapers, the Internet, and/or podcasts to
examine changes in energy prices and consumption, exchange rates, and currency values.
Essential Question(s)




How culture and experience influence people’s perceptions of places and regions
How human actions modify the physical environment
How physical systems affect human systems
What valuable resources do developing and developed countries have?
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task.
Webquest-http://www.kn.pacbell.com/wired/fil/pages/webusimmmi.html
With a partner choose a role as an immigrant or a newspaper reporter.
As the immigrant, you will research one of the nationality's ancestral roots. You will create a children's
book telling about your life in the Old World, your life in the New World, your journey to the New
World, and your dreams for your NEW LIFE.
Note: Remember to write down or copy/paste the URL of the file you take the passage from so you can
quickly go back to it if you need to prove your point.
As the newspaper reporter, you will research the arrival of an immigrant (your partner). Using her/his
nationality, compose a feature story that will appear in the Sunday edition of the New York Times.
Environment and Society – To demonstrate your knowledge of this essential element you must:
a. Create a Pie graph that displays the industries of a country already studied in class
and what percentage that industry is in the nation’s Gross Domestic Product.
b. In writing describe how the people of your country depend on their natural resources
to support their GDP
Key Criteria (for Performance Task)

Engaging presentation
Other Assessment Evidence
a. Find an example of how geography has had a significant influence on the history,
traditions, or culture of your Europe and the Americas and explain this relationship in
writing.
b. Based on your answer to (a), create a picture that clearly demonstrates how the study of
geography helps people understand the world and time in which we live.
Student Self-Assessment and Reflection
Create a ten question quiz that covers the information you learned in this unit. Your quiz can be
multiple choice, true or false, and/or short answer. T
For this WebQuest you will be given the opportunity to learn more about the difficulties an
immigrant's family experiences in their journey to a new homeland. You will also become aware
of the cultures and political situations around the world. For the closing of this unit you will
research your own family background.
Assessment of your work will be evaluated using a rubric that will be distributed in class.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
STAGE 3 – LEARNING PLAN
1. Explain the meaning of historical passages……………………………………….DBQ’S
2. Interpretation in historical accounts …………………………………………….DBQ’S
3. Identify patterns of population distribution and growth in Europe and the Americas and
explain changes in these patterns, which have occurred over time………… Population
and Population Maps in Index]
4. Compare and contrast cultural patterns in various parts of Europe; the Caribbean; and
North, South, and Central America………… Europe Ch. 4-8 and The Americas Ch. 2-8
5. Examine art, music, literature, and architecture in Europe and the Americas……….
Culture sections in Europe Ch. 4-8 and The Americas Ch. 2-8
6. Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood, and
water in countries such as Brazil, Mexico, Canada, Great Britain, and Russia……
[Section 1 in Europe Ch. 4-8 and The Americas Ch. 2-8; Section 3 in The Americas,
Ch. 2, 6, 7, 8]
7. Explain how both natural and technological hazards have impacted the physical
environment and human populations in specific areas of Europe and the Americas
8. Analyze current economic issues in the countries of Europe or the Americas using a
variety of information resources.
FH3-3.1.15 Value- Love
"I Like Your Attitude", I do a flower for a friend. The students pick a name from cup and taking a flower on each
petal, write a positive adjective about the person. Then in the center write the name of the person. They present
the flower to the person. We talk about how it feels to receive compliments and to give compliments.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
St. Michael’s School
Social Studies Unit Plan III
Unit Title: Early and Classical Civilizations: 1900 B.C. /B.C.E) – 700 A.D. /C.E.
Grade Level: Seven
Subject/Topic Area(s): Social Studies
Designed By: Maria Fernandez
Time Frame/Date: Nov. 10, 2009 – Dec. 4, 2009
Brief Summary of Unit: The Early Classical Civilizations of Greece and Rome have had a strong impact on the
world. Each of these civilization was influenced by its particular geographic setting. Each had a strong, wellorganized government and a prosperous economy that allowed it to thrive. Each civilization made important
contributions in such areas as art, science, architecture, and law. The growth of global trade routes during this
period allowed classical civilization to share ideas and technology. Students will be able to explain the continuation
and contributions of the Eastern Roman Empire after the fall of the Western Roman Empire. Trace the major
developments and achievements of the Roman Republic and the rise and expansion of the Roman Empire.
STAGE 1 – DESIRED RESULTS
Content Standard(s)/Benchmarks
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
Standard 1: Examine the key historic movements, events, and figures that
contributed to the development of the modern European and American nations
from early civilizations to early modern times.
1.1
Describe the development of ancient Aegean civilizations and the Greek city-based republics, including the
cultural achievements of Athens. [Europe, Ch. 1, Sec. 1]
1.2
Trace the major developments and achievements of the Roman Republic and the rise and expansion of the
Roman Empire. [Europe, Ch. 1, Sec. 2]
1.3
Describe the spread of Christianity and the Roman Catholic Church in Western Europe during the Roman
Empire. [Europe, Ch. 1, Sec. 2]
1.4
1.5
Analyze the reasons for the decline and fall of the Roman Empire. [Europe, Ch. 1, Sec. 2]
Explain the continuation and contributions of the Eastern Roman Empire after the fall of the Western
Roman Empire. [Not in book, outside resource required]
 Example: Influence on the spread of Christianity in Russia and Eastern Europe.
1.19
Analyze cause-and-effect relationships, keeping in mind multiple causation, including the
importance of individuals, ideas, human interests, beliefs, and chance in history.
 Example: The decline of Greek city-states, the destruction of the Aztecs.
1.20
Differentiate between fact and interpretation in historical accounts, and explain the meaning of
historical passages by identifying who was involved, what happened, where it happened, and relating them
to outcomes that followed and gaps in the historical record.
Essential Question(s)

How did trade routes link civilizations and lead to cultural diffusion?

How did geopraphic conditions influence the development of classical civilization?


What role did monks and nuns play in preserving Greco-Roman
Culture?
What impact did Rome have on the development of later political systems
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task
Creating a Magazine Produce a magazine to be called Athenian Life or Spartan Life. First, decide which
city to write about, and create a list of questions for you and other members of your group to research
in the library or the internet. Use the information gained in your research to write two articles, one on
war or politics and the other on daily life. Assemble your magazine with a cover and table of contents.
Key Criteria (for Performance Task)

Engaging presentation
Other Assessment Evidence
Students use what they’ve learned about the two civilizations and imagine what their lives
would be like if they lived in Athens and Sparta. (Be sure they consider their age and
gender.) Have students write a fictional piece that describes their life as a Spartan or
Athenian youth. Their stories should contain at least three aspects of Spartan or Athenian
life. Be creative in their storytelling! Invite students to share their stories with the class.
http://history-world.org/sparta.htm
http://history-world.org/athens.htm
Research Ancient Roman Civilization


Students will be publishing their own newspapers from Rome. The paper should contain
three visuals and three articles. Government, prominent individuals, law, the rise of
Christianity, or leisure time. Crossword puzzle, an editorial, an interview, or a letter to the
editor.
Short Answers and multiple choice exam
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
Student Self-Assessment and Reflection


Write newspaper headlines for major events and trends of the time.
Write an obituary for Rome. The obituary should include contributions, a brief history, and the
cause(s) of death.
STAGE 3 – LEARNING PLAN
I. Early People of The Aegean
 Identify the civilizations that influenced the Minoans.
 Explain how Mycenaean civilization affected the later Greeks.
II. The Rise of Greek City-States
 Explain how geography influenced the Greek city-states.
 Describe the kinds of government the Greeks developed.
 Compare Sparta and Athens
III. Alexander and the Hellenistic Age
 Summarize the results of Alexander’s conquests.
IV. From Republic to Empire
 Describe how winning an empire affected Rome.
 Explain why the roman Republic declined.
 Outline the strengths and weaknesses of the Roman empire.
V. The Rise Of Christianity
 Describe Rome’s attitude toward the different religions in its empire.
 Explain why Christianity spread despite persecution.
VI. The Long Decline
 Describe the conditions that led to the fall of the Roman empire.

FH7-7.1.11
Value-Cooperation

Pick one television program and watch it with your family. Afterward, have a family discussion about
things people did in the program that were examples of either good or bad cooperation. Make a list of
these examples.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge


FH10-10.1.8 Simplicity
Read a story about honesty and the consequences of not telling the truth. Student activity.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
St. Michael’s School
Unit Plan IV
Medieval Period
January 11, 2010-February 19, 2010
Unit Title: Medieval Period: 400 A.D. /C.E. – 1500 A.D. /C.E.
Grade Level: Seventh
Subject/Topic Area(s): Social Studies
Designed by: Maria Fernandez
Time Frame/Date: January 11, 2010- February 19, 2010
Brief Summary of Unit:
The Middle Ages, or medieval period, lasted from about 500 to the middle of the 1400’s. The collapse of the
Roman empire had left Western Europe with no unifying government. In response, political and social system
emerged, such as feudalism and manorialism, that were based on powerful local lords and their landholdings. A
strict social hierarchy existed during the Middle Ages. The Christian Church emerged as a unifying force in Western
Europe and had great influence over economic and social as well as religious life.
STAGE 1 – DESIRED RESULTS
Content Standard(s)/Benchmarks
STANDARD 1—History
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
The student will examine the key historic movements, events, and figures that
contributed to the development of the modern European and American nations
from early civilizations to early modern times.
Describe the development of Mesoamerican civilizations — such as the Mayas, Olmecs, and Aztecs in Mexico and
the Incas in South America — prior to contact with Europeans (e.g., agricultural, scientific, and artistic
achievements). [The Americas, Ch. 1; Ch. 2, Sec. 2]
Examine the causes and outcomes of the defeat of the Aztec and Incan empires by the Spanish. [The Americas, Ch.
1, p. 24 & 28]
Describe medieval society and explain the political, social, and economic organization provided by the feudal
system. [Europe, Ch. 1, Sec. 3]
 Example: Feudal system, manorial system, rises of kingdoms and empires, slavery,
and religious institutions.
Explain the effects of the Black Death, or bubonic plague, along with economic, environmental, and social factors
that led to the decline of medieval monarchies. [Europe, Ch. 1, Sec. 3; Outside resources needed to supplement
book]
Examine the importance of Asian trade routes and trace the rise of cultural centers and trading cities, such as
Florence and Venice. [Europe, Ch. 2, Sec.1]
Recognize the diverse perspectives, ideas, interests, and personalities that brought about the Renaissance in Europe.
[Europe, Ch. 2, Sec.1 ;Outside resources needed to supplement book]


Ideas – the importance of the individual; scientific inquiry based on observation and
experimentation; interest in Greek and Roman thought; and new approaches in the fine arts
and literature.
Personalities – Leonardo da Vinci, Michelangelo, Nicholas Copernicus, William Shakespeare,
and Galileo Galilei.
Analyze the interconnections of people, places, and events in the economic, scientific, and cultural exchanges that
led to the European Renaissance and voyages of discovery. [Europe, Ch. 2, Sec.2]
STANDARD 4—Economics
The student will examine the influence of physical and cultural factors upon the
economic systems of countries in Europe and the Americas.
4.1Give examples of how trade related to key developments in the history of Europe and the Americas. [Throughout
both book-see Trade in Index]
Example: The growth of trading towns and cities in medieval Europe led to money economies.
Competition to expand world trade led to European voyages of trade and exploration.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
4.2 Describe how different economic systems (traditional, command, market, mixed) in Europe and the Americas
answer the basic economic questions on what to produce, how to produce, and for whom to produce. [Economics
Handbook in both books; Throughout both books-see Economics in Index]

Essential Question(s)

What duties and responsibilities guided people lives in medieval Europe?

What roles did individual play in the medieval feudal system?

How did manorialism provide for people’s basic economic needs?

How did inventions of the Scientific Revolution contribute to new discoveries?

How did the new focus on observation change how Europeans viewed the world?
STAGE 2 – ASSESSMENT EVIDENCE
Performance Task(s) Class Presentation
Students use Dr. E. L. Skip Knox’s Web site as a resource for their research:
crusades.boi Researching Economic Systems
1. Students will be researching how different economic systems in the countries of Europe and the
Americas answer the basic economic questions for their citizens.
2. Students will also be describing why the economic systems answer the questions the way they
do.
Students have to research a country’s history to provide insights about its economic
system.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
3. Students will form groups of three and give each group an index card that lists the country they
are to research and the country’s economic system.
4. Each group take a turn sharing their timelines and the way that the country they researched
answers
the three major economic questions. sestate.edu/contents.html.
Key Criteria (for Performance Task)
Basic Concepts and Processes





Name several types of economic systems.
Describe the differences between a feudal system and a manor economy system.
What type of economic system is used in the country you researched?
Explain how resources are allocated in that country today.
Explain how events in the history of the country you researched led to its current economic
system.
Other Assessment Evidence
 After groups have delivered their presentations, ask:
 How do you think the increased trade led to the age of exploration?

How is this period of exploration related to the development of the United States?
 Assign students to research Christopher Columbus voyages. They will write a brief history (i.e.,
two to three pages) Suggest that they include information such as: what areas were
conquered, the type of warfare used, why the ruler was such an important figure, relationship
of the conquered people to the Americas and what happened after their ruler died. Have
student volunteers read sections of their histories in class.
Student Self-Assessment and Reflection
B. Lasting Impact
Divide the class into five groups. Assign each group one of the following topics: trade, the church,
feudalism, technology, and cultural diffusion.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
Instruct groups to conduct research on how their assigned topics were changed by the Crusades. Explain
that they will present their research to the class and should include visual aids, such as pictures, maps,
or photographs, in their presentations.
Their presentations should answer each question:



What was this aspect of life like before the Crusades?
How was this aspect of life different after the Crusades?
How did the Crusades change this aspect of life?
Groups deliver their presentations to the class students ask questions to the presenting group.
STAGE 3 – LEARNING PLAN
DBQ’s on the Middle Ages and the Bubonic Plague
Explain the effects of the Black Death, or bubonic plague, along with economic, environmental and
social factors that led to the decline of medieval society.
Explain the causes of the Crusades and their consequences for Europe, including the growth in power of
the monarchies in Europe. (Government)
Trace the origins and developments of the Northern Renaissance and the Italian Renaissance. Explain
Renaissance diffusion throughout Western Europe and its impact on peoples and places associated with
western civilization.
Describe how technological improvements in agriculture, the growth of towns, the creation of guilds,
and the development of banking during the Middle Ages, as well as the institutions of feudalism and
the manorial system influenced European civilization. (Economics, Government,)
1. Remind students that different countries have different economies, or ways of allocating
economic resources, goods, and services.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
2. Write the following words on the chalkboard: “traditional,” “command,” “market,” and “mixed.”
Ask students to define these four economic systems.
3. Discuss with students the distinctions between the economic systems.
4. Tell students to remember that no economy fits the exact definition of a traditional, command,
or market economy (e.g., even market economies have some government spending; likewise,
even command economies have some private enterprise).
5. Students name the three basic economic questions that are answered by every economic
system.
What to produce?
 How to produce?
 For whom to produce?
FH9-9.1.11 Value- Honesty
Honesty
Role Play
Conduct a survey in your school or community asking questions like the following: Do you think people
are honest enough? What are some examples of dishonesty you really dislike? What are some examples of
honesty that you especially appreciate? Compile the results into a report.
FH2-2.1.11-Value-Respect Respect
Role play some typical situations in which disrespectful behavior leads to hostility and maybe even violence. Then,
change one of the disrespectful actions into one of respect and see how the outcome changes.
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
St. Michael’s school
Unit I
The World in Spatial Terms
August 20, 2009-Sept. 30, 2009
Unit Title: The World in Spatial Terms
Grade Level: Seventh
Subject/Topic Area (s): Social Studies
Designed By: Maria Fernandez
Time Frame/Dates: August 20, 2009-Sept. 30, 2009
Brief Summary of Unit:
The World in Spatial Terms
Map Reading and Other Geography Skills
Physical features of the world have always played a part in the major and minor events of the
historical and contemporary world. Students will become aware of critical geographic components.
Thus, continents, oceans and seas, rivers, mountains ranges, isthmuses, natural water passage and
man-made canals, and deserts are treated. In this unit students will describe major physical
characteristics (natural features, such as land and water forms, climate, natural vegetation, and
native wildlife) of regions in Europe and the Americas. Also, they will learn major cultural
characteristics (human features, such as population characteristics, communication and
transportation networks, religion and customs, and how people make a living or build homes and
other structures) of regions in Europe and the Western Hemisphere.
STAGE 1 – DESIRED RESULTS
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
Content Standard(s)/Benchmarks
Standard:
Explain the components of most maps (title, scale, legend, grid, and projection) [3.1]
Identify the names and locations of countries and major cities in Europe and the Western Hemisphere. [3.3]
Describe major physical characteristics (natural features, such as land and water forms, climate, natural
vegetation, and native wildlife) of regions in Europe and the Americas. [3.5]
Describe major cultural characteristics (human features, such as population characteristics, communication
and transportation networks, religion and customs, and how people make a living or build homes and
other structures) of regions in Europe and the Western Hemisphere. [Culture sections in Europe Ch. 4-8
and The Americas Ch. 2-8] [3.6]
Locate, describe, and map the climate regions of Europe and the Western Hemisphere. [Section 1 in Europe
Ch. 4-8 and The Americas Ch. 2-8] [3.7]
Give examples and describe the formation of important river deltas, mountains, and bodies of water in
Europe and the Americas. [Section 1 in Europe Ch. 4-8 and The Americas Ch. 2-8] [3.8]
Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood, and water in countries
such as Brazil, Mexico, Canada, Great Britain, and Russia. [Section 1 in Europe Ch. 4-8 and The
Americas Ch. 2-8; Section 3 in The Americas, Ch. 2, 6, 7, 8] [3.13]
Explain the impact of humans on the physical environment in Europe and the Americas. [3.14]
Essential Question(s)
How can the five themes of geography help you understand the world?
How to analyze the spatial organization of people, places, and environments?
How do landforms and bodies of water affect climate?
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
How are continental climates different from moderate climates?
Stage 2 – ASSESSMENT EVIDENCE
Performance Task
1. Using the website, students categorize information into each of the five themes of geography.
Then, students locate information that meets the objectives. The students should share their
information because it is unlikely that any one group/person would have chosen all of the same
answers. This could be done as a large group activity using five members per group and
assigning one member of each group one of the five themes. Evaluation: Evaluate the students
based on their ability to accomplish each of the objectives.
2. Group presentations on the physical features, wildlife, climates, and resources of Caribbean and
Atlantic South America.
Key Criteria (for Performance Task)



Engaging presentation
Draw a diagram of the earth’s two types of movements, and explain how they cause day and night
and seasons.
Prepare an annotated diagram that explains the structure of the earth, the movement of plates or
forces shaping the surface of the earth.
Other Assessment Evidence
BM (3.6)
1. Form a group of four students from your class.
2. Using the map of Latin America, choose one country for group to research.
3. Each group member should choose one of the following topics to research about your chosen
country. Use the resources listed in resource section.
Geography
History
Politics
Traditions/Culture
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
Each member of your team has become an expert on one aspect of your country, you're ready to
combine what you've learned into a multimedia presentation. Your presentation may be done with
PowerPoint.
Quizzes-Short Answers on Themes and Essential Elements of Geography
Section Test-Section 3 Assessment
Unit Test-Chapter 4 Review (The Americas)
Student Self-Assessment and Reflection
Students bring in the international section of a daily newspaper and select two cities (Of Europe or the United
States) currently in the news to locate on a map. Teams of students will research and present their findings on
ways in which the two cities are connected. They might be linked, for example, by human-migration routes,
weather patterns, economic concerns, communication systems, or transportation networks. Their sources must be
from one of the following sources (EBSCO.com, msnbn.com, nytimes.com)
Stage 3
1.
2.
3.
4.
5.
6.
Mapping the Earth-Using Latitude and Longitude ……Holt pgs. H6-H7 (U&R)
Mapmaking-Understanding map projections…………..Holt pgs. H8-H9 (U&R)
Map Essentials-How to Read a Map…………………...Holt pgs. H10-H11 (U&R)
Working With Maps-Using different kinds of Maps….Holt pgs. H12-13 (U&R)
Themes and Essential Elements of Geography………...Holt pgs.H16-H17 (U&R)
Identify the names and locations of countries and major cities in Europe and the Western Hemisphere.
…………………………………Holt pgs.4-11 (U&R)
Location: Using latitude and longitude lines on a world map, have students locate the following:
Caribbean South America-------------------------------Holt pg. 82-90 (The Americas)
Complete a chart
Physical features
7.
Wildlife
Climate
Resources
Consequences of human/environment interaction---------------------(Outside resources)
1-1F_Stakeholders_Demostrate_Mission_Vision_Knowledge
8.
Identify areas in the world where people must adapt to a harsh environment if they are to survive. ------------------Holt pg.106.-110---------------------------------------(The Americas)
9. Explore and compare different types of movement.
How do ideas move? What would happen if goods, ideas, or people stopped moving? Holt-----pgs 90-95
How does a region changes over time.
List reasons why migrations and trade are key events
10. Explain two significant human-environment interactions
11. Using latitude and longitude lines on a world map, students locate the following:




the highest mountain in Europe and the Americas
the capital cities of six European countries
the mouths of three major rivers in Europe and two in the Americas
three major cities in the United States.
12. Atlantic South America -----------------------------------------------------Holts pgs. 102-112
DBQ: The most common maps are called general maps. They usually show a mix of geographic and political
features. Geographic features are things in nature, such as mountains, lakes, and rivers. Political features, in
comparison, are decided on by people. They include lines showing where one country or state ends and other ones
begin.
Thematic maps are another type of map. Thematic maps do not give as many types of data as general maps. Instead,
they give more details about a specific topic. A thematic map, for example, may provide specifics about an area’s
climate or natural resources. It could show you what languages the people living there speak, or even how much
coffee they drink!
Charts are another category of maps. These special maps help sea captains and airplane pilots navigate. Why are
their maps different from others? Captains out on the ocean and pilots up in the air rely on landmarks and symbols
not usually needed by others. Ships, for example, need to know where the shallow places in the ocean are and which
way the water currents move.
1.
2.
Identify the different types of maps discussed in the document.
______________________________________________________________________________________
______________________________________________________________________________________
_________________________________________________________________
Explain their importance
FH6-6.2 Value- Responsibility
Role play: You've made a commitment to spend the weekend working on your part of a class project that's
due Monday. Then, some friends invite you to go on a weekend camping trip in the mountains. You can't do
both, so you decide to go on the camping trip. Try to explain your decision to the other people working on
the class project. After the role play, have the class analyze what each person did to accomplish his/her
objective. What general principles or guidelines can be drawn from this incident about responsibility?