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World Geography
Scope and Sequence Curriculum
Theme: Physical and Human Geography
CH. 1
DATE TEKS
TAKS
Week
1-2
(9) (A) identify physical or
human 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;
(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;
(21)(E) use a series of
maps, including a
computer-based
geographic information
system, to obtain and
analyze data needed to
solve geographic and
location problems.
(22) Social studies skills.
(B) apply appropriate
vocabulary, geographic
models, generalizations,
theories, and skills to
present geographic
information;
Objective 1: The student
will demonstrate an
understanding of issues
and events in U.S. History.
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
8.10 Answer questions
about geographic
distributions and
patterns using maps,
graphs and charts.
TAKS SS 10(2)
WG10A
WG 1A
WG8B
WG1B
WG21C
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Understandings:
Geographers study the world by looking
at location, place, region, movement,
and human environment interaction.
Geographers use two and three
dimensional tools to learn about the
earth.
Geographers use computer-assisted
technology to study the use of the
earth’s surface.
Level One Questions:
1. Describe how geographers use
satellites and other tools.
2. What is the first step in making
a map and how is it done?
3. Define location place, human
environment, and region.
Level Two Questions:
1. Compare the advantages and
disadvantages of maps and
globes and identify three types
of maps.
2. Why are five themes of
geography useful?
3. How may hemispheres be
divided?
Level Three Questions:
1. What are some of the positive
and negative effects of people
altering their environments?
2. Why was it necessary for
geographers to develop a grid
system?
3. Into which formal region,
functional region, and perceptual
1ST 6WEEKS
KEY TERMS/NAMES/TAKS
QUESTIONS
Geography
Absolute location
Relative location
Hemisphere
Equator
Prime Meridian
Latitude
Longitude
Globe
Map
Cartographer
Map projection
Geographic Information System
1. What tools and methods
are used by geographers?
P5(PE)
2. Why are the 5 themes of
Geography useful?p5 PE
3. What is the difference
between absolute and
relative location?(PE6)
4. What does the theme of
place refer to? (p7 PE)
5. What is a region? (p7 PE)
6. How do formal, functional
and perceptual regions
differ?(p7 PE)
7. What does the theme
human environment
interaction refer to?(PE p8)
8. What are some examples of
the positive and negative
effects of people altering
their environment? (PE p8)
9. What question des the
geographic theme of
movement refer to? (PE p9)
2
(C) use geographic
terminology correctly;
present. The student is
expected to:
S.E. 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; and
K&S: (18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
S.E.: describe the impact
of general processes
such as migration, war,
trade, independent
inventions, and diffusion
of ideas and motivations
on cultural change;
K&S: (3) Geography.
Such as student
understands how physical
processes shape patterns
in the physical
environment (lithosphere,
atmosphere,
hydrosphere, and
biosphere), including how
Earth-Sun relationships
affect physical processes
and patterns on Earth's
surface.
S.E.: (A)attribute
occurrences of weather
phenomena and climate
region might your community be
placed?
10. How do geographers
analyze movement? (PE
p9)
11. How do linear time and
psychological distance
differ? (PE p9)
12. What is the first step in
making a map and how is it
done?
13. What is a GIS and how is it
used?
14. What is GPS?
Refer to Geography Skills
Handbook pages 14-23
McDougal Littell
3
to annual changes in
Earth-Sun relationships;
and
(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 soilbuilding processes.
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
PE 8- Students make
maps and use five themes
of geography to describe
their community
Activity:
Interpreting Maps pg4
Interpreting photographs
pg 7
Drawing conclusions form
maps pg 8
Differentiating InstructionFocus on main IdeasCreate a Flow Chart from
information presented in
infographics.
Literature: From the Field by Charles MCarry. National
Geographic Society, 1997
McDougal Littell Book
Current Events
Newspaper
TAKS Spiral
Workbook
Reading Study Guide
PE9- Students practice
interpreting maps and
construct one political and
one physical map
PE 25 - Students do
Internet research and
create a multimedia
presentation about
geographic information
systems
PE 25 Students are paired
and asked to choose five
locations and record
latitude and longitude
Class time:
Purpose:
Directions:
Class time:
Purpose:
Directions:
World Cultures: Ellis Island by Ivan Chermay and Jeff
Wasserman. MacMillian 1991.
History: The Map Makers by John Noble Wilfredd.
Knoph 1981.
4
World Geography
Scope and Sequence Curriculum
Theme: Physical and Human Geography
CH. 2
DATE
TEKS
TAKS
Week 23
*K(3B) describe
physical environment of
regions and the
physical processes that
affect these regions
such as weather,
tectonic forces, wave
action, freezing and
thawing, gravity, and
soil-building processes.
*K(4B) relate the
physical processes to
the development of
distinctive land forms;
and
*K(8C) describe the
impact of and analyze
the reaction of the
environment to
abnormal and/or
hazardous
environmental
conditions at different
scales such as El Niño,
floods, droughts, and
hurricanes; and
(19B) analyze ways
technological
innovations have
allowed humans to
adapt to places shaped
by physical processes
such as floods,
earthquakes, and
hurricanes.
Objective 1: The student
will demonstrate an
understanding of issues
and events in U.S. History.
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
Objective 4: The student
will demonstrate an
understanding of political
influences on historical
issues and events.
K&S: 4) Geography. The
student understands the
patterns and
characteristics of major
landforms, climates, and
ecosystems of Earth and
the interrelated processes
that produce them. The
student is expected to:
S. E. : (A) explain the
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Understandings:
The earth is the only habitable planet in the
sun’s solar system.
The drifting of the continents shaped the world
we live in today
Water covers about three fourths of the earth’s
surface.
The earth’s surface displays a variety of
landforms.
Internal forces reshape the earth’s surface.
Internal forces often radically alter the lives of
people.
Wind, heart, cold glaciers, rivers, and floods
alter the surface of the earth.
The results of weathering and erosion change
the way humans interact with the environment.
Level One Questions:
1. What does the solar system consist of?
2. What forces shape the earth?
3. What makes up a biosphere?
Level Two Questions:
1. What makes up the interior of the
earth?
2. How can the presence of seven
continents on the earth’s surface be
explained?
3. Explain plate tectonics
4. Identify the cause and effects of
earthquakes.
Level Three Questions:
1. How do the earth’s spheres influence
one another?
2. How does the motion of the ocean help
distribute heat on earth?
3. What are tectonic plates, and how do
1ST 6WEEKS
KEY TERMS/NAMES
Continent
Solar system
Mantle
Atmosphere
Lithosphere
Hydrospheres
Biospheres
Continental drift
Hydrologic cycle
Landform
Continental shelf
Drainage basin
Tectonic plate
Earthquake
Richter Scale
Volcano
Lava
Ring of Fire
Weathering
Sediment
Erosion
Delta
Glacier
TAKS Questions:
1. What are comets
and asteroids? PE
p27
2. Where and when
did the asteroid
that killed off the
dinosaurs hit? PE
p30
3. What was the
immediate impact
of the asteroid hit?
PE p30
5
(21A) use historical,
geographic, and
statistical information
from a variety of
sources such as
databases, field
interviews, media
services, and
questionnaires to
answer geographic
questions and infer
geographic
relationships;
(21C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change;
(22C) use geographic
terminology correctly;
and
distribution of different
types of climate in terms
of patterns of
temperature, wind, and
precipitation and the
factors that influence
climate regions such as
elevation, latitude,
location near warm and
cold ocean currents,
position on a continent,
and mountain barriers;
(B) relate the physical
processes to the
development of distinctive
land forms; and
K&S: (22) Social studies
skills. The student
communicates in written,
oral, and visual forms.
The student is expected
to:
S.E.:(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, generalizations,
theories, and skills to
present geographic
information;
(C) use geographic
terminology correctly; and
(D) use standard
4.
they move?
How do the processes of water, wind,
and glacier erosion relate to the
development of landforms?
4. How did the
asteroid hit change
life on earth, and
how long did the
effects last? PE
p30
5. What is the main
geographic feature
that distinguishes
different types of
land forms? PE
p33
6. What are the four
categories of
relief? PE p33
7. What is the
difference between
folds and faults?
PE p38
8. What happens in a
volcanic eruption?
PE p40
9. Where are the
majority of active
volcanoes
located? PE p40
10. How does
mechanical
weathering occur?
PE p42
11. How does
chemical
weathering occur?
PE 42
12. How do the
products of
mechanical and
chemical
weathering differ?
PE p42
13. What landforms
are produced by
wind erosion? PE
;43
14. How do glaciers
6
grammar, spelling,
sentence structure, and
punctuation.
change the land?
PE p 43
15. What does soil
consist of, and
what factors
determine its
fertility? PE p45
16. Why is the type of
soil in a location
important? PE
p45
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
Students compare past
and present locations of
continents based on
diagrams of continental
drift
Activity:
Disasters p 34
Geoactivities PE p31
Interpreting Infographics
p33
Landforms
P35-35
Students create an index
card for each type of
landform, with a brief
description on one side
and an illustration on the
front side.
Earth Science: Planet Earth by Jonathan Weiner
McDougal Littell World
Geography B book
Students do internet
research about the
Tunguska event
Students research
examples of erosion and
write captions for their
sketches or photographs
Students make relief map
of landforms.
Class time:
Research plate movement
(TE p 39)
Internet Research Activity
(TE p 44)
Class time:
Purpose:
Purpose:
Directions:
Directions:
History: Aftershocks by Richard S. Wheeler
Literature: Life on the Mississippi by Mark Twain
7
World Geography
Scope and Sequence Curriculum
Theme: Physical Geography
CH. 3
DATE
TEKS
TAKS
Week 34
*K(3A) attribute
occurrences of weather
phenomena and
climate to annual
changes in Earth-Sun
relationships; and
*K(4A) explain the
distribution of different
types of climate in
terms of patterns of
temperature, wind, and
precipitation and the
factors that influence
climate regions such as
elevation, latitude,
location near warm and
cold ocean currents,
position on a continent,
and mountain barriers;
(C) Explain the
distribution of plants
and animals in different
regions of the world
using the relationships
among climate,
vegetation, soil, and
geology.
*K(8A) explain the
interrelationships
among physical and
human processes that
shape the geographic
characteristics of
places such as
connections among
economic development,
urbanization, population
Objective 1: The student
will demonstrate an
understanding of issues
and events in U.S. History.
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
K&S: (7) Geography. The
student understands the
growth, distribution,
movement, and
characteristics of world
population. The student is
expected to:
S.E. (D) develops and
defends hypotheses on
likely population patterns
for the future.
K&S: (23) Social studies
skills. The student uses
problem-solving and
decision-making skills,
working independently
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
1ST 6WEEKS
KEY TERMS/NAMES/
TAKS QUESTIONS
Understandings:
Seasons and weather occur because of the
changing position of the earth in relation to the
sun.
Weather extremes are related to location on
earth.
Climate reflects the seasonal patterns of
weather for a location over a long period of
time.
Global climatic changes may be natural or
human made.
Temperature and precipitation define climate
regions.
Broad climate definitions help to identify
variations in weather at a location over the
course of a year.
Soil and climate help to determine the
vegetation of a region.
Human land use alters vegetation in both
positive and negative ways.
Solstice
Equinox
Weather
Precipitation
Hurricane
Typhoon
Blizzard
Drought
Convection
El Nino
Greenhouse Effect
Tundra
Permafrost
Ecosystem
Biome
Deciduous
Rainforest
Coniferous
Savanna
Steppe
Level One Questions:
1. What is the difference between weather
and climate?
2. What are some examples of extreme
weather?
3. What role do wind and ocean currents
play on climate?
Level Two Questions:
1. How does the earth’s revolution and tilt
affect the seasons?
2. How do latitude and altitude affect
climate?
3. How are soil and vegetation linked?
Level Three Questions:
1. What impact have humans had on soil
and vegetation?
2. How might climate of an area be
TAKS Questions:
1. What is a solstice? PE p49
2. What are equinoxes? PE
p49
3. How do the 3 types of
precipitation differ? PE p50
4. What is a flood? PE p 51
5. What four factors influence
the climate of a region? PE p
55
6. What is the general
direction of wind and ocean
currents?
7. What is El Nino and what
effects does it have?
8. What are the 5 general
climate regions? PE 59
9. How do tropical wet and
8
growth, and
environmental change;
*K(8C) describe the
impact of and analyze
the reaction of the
environment to
abnormal and/or
hazardous
environmental
conditions at different
scales such as El Niño,
floods, droughts, and
hurricanes; and
and with others, in a
variety of settings. The
student is expected to:
S.E. :(A) plan, organize,
and complete a group
research project that
involves asking
geographic questions;
acquiring, organizing, and
analyzing geographic
information; answering
geographic questions;
and communicating
results;
3.
affected by global warming?
Describe the temperature an
precipitation of the world’s major
climate regions
tropical wet and dry climates
differ?
10 How do humid continental
and human subtropical
regions differ?
11. What is the function of a
climograph? PE p60
12. What are the 4 major
types of Biomes? PE p66
13. What are two ways in
which people interact with
their environment? PE p67
14. How do people alter their
environment?
(9A) identify physical or
human factors that
constitute a region such
as soils, climate,
vegetation, language,
trade network, river
systems, and religion;
and
SS22C use geographic
terminology correctly
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
Students are asked to
summarize and generalize
about precipitation
patterns in the US
Activity:
Interpreting Diagrams p52
Estimating Temperature
and Altitude p56
Five themes of Geographic
Region p61
Class time:
Popular Culture:
Into thin Air by Jon Krakaver
McDougal Littell
Students do Internet
research to create a
multimedia presentation on
global warming.
Class time:
Purpose:
Purpose:
Directions:
History:
Braving the Elements by David Laskin
9
Directions:
World Geography
Scope and Sequence Curriculum
Theme: Physical and Human Geography
CH. 4
DATE
TEKS
TAKS
Week 56
*K(6A) locate
settlements and
observe patterns in the
size and distribution of
cities using maps,
graphics, and other
information; and
*K(6B) explain the
processes that have
caused cities to grow
such as location along
transportation routes,
availability of resources
that have attracted
settlers and economic
activities, and
continued access to
other cities and
resources.
*K(7A) construct and
analyze population
pyramids and use other
data, graphics, and
maps to describe the
population
characteristics of
different societies and
Objective 1: The student
will demonstrate an
understanding of issues
and events in U.S. History.
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
Objective 4: The student
will demonstrate an
understanding of political
influences on historical
issues and events.
K&S: (6) Geography.
The student understands
the types and patterns of
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Understandings:
Human beings are members of social groups
with shared and unique sets of behaviors and
attitudes
Language and religion are two very important
aspects of culture.
People are not distributed equally on earth’s
surface.
The world’s population continues to grow, but at
different rates in different regions.
The world is divided into many political regions.
Local, national, and regional governments
control aspects of life within the boundaries of
the unit.
Nearly half of the world’s population lives in
urban areas.
Cities fulfill economic, residential, and cultural
functions in different ways.
Economic activities depend on the resources of
the land and how people use them.
The level of economic development can be
measured in different ways
Level One Questions:
1. What is culture?
2. In what ways is language spread?
3. Where does the majority of the world’s
population live?
1ST 6 WEEKS
KEY
TERMS/NAMES/TAKS
QUESTIONS
Culture
Society
Ethnic group
Innovation diffusion
Acculturation
Dialect
Religion
State nation
Nation-sate
Democracy
Monarchy
Dictatorship
Communism
Landlocked
Urban geography
City
Suburb
Metropolitan area
Urbanization
Central business District
Economy
Economic system
Command Economy
Market economy
Natural resources
Infrastructure
Per capita income
GNP
10
to predict future growth
trends;
*K(10(A) describe the
characteristics of
traditional, command,
and market economies;
(11) (B) identify factors
affecting the location of
different types of
economic activities; and
*K(17A) describe and
compare patterns of
culture such as
language, religion, land
use, systems of
education, and customs
that make specific
regions of the world
distinctive;
SS22C use geographic
terminology correctly
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E. :(B) explain the
processes that have
caused cities to grow
such as location along
transportation routes,
availability of resources
that have attracted
settlers and economic
activities, and continued
access to other cities and
resources.
K&S: (10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world. The
student is expected to:
S.E. :(A) describe the
characteristics of
traditional, command, and
market economies;
(B) explain how
traditional, command, and
market economies
operate in specific
countries; and
4. What is an economic system
5. What are four basic types of economic
system?
Level Two Questions:
1. Why must the population density for a
country be used with caution?
2. What are some functions of an urban
area?
3. What are the basic activities in each of
the four economic activity levels?
4. What role do natural resources play in
the economy of a country?
5. What systems are a part of a country’s
infrastructure?
Level Three Questions
1. Which type of boundary would most
likely cause the greatest political
problems?
2. How does land value influence the
activities that take place on a place of
urban area?
3. 3. Fossil fuels are nonrenewable
resources. What does that suggest
about worldwide supplies of this
energy?
GDP
TAKS QUESTIONS:
1. How does culture affect
a group of people?
2. What is a group that
shares a culture?
3. In what 2 ways do
cultures change?
4. Why does cultural
change take place rapidly
5. How does language both
unite and divide people.
6. What continent has the
greatest population
density?
7. What is carrying
capacity?
8. How does a state differ
from a nation?
9. What is a monarchy?
10. What 3 geographic
characteristics are
important in describing a
country?
11. How is location
important?
12. What are artificial and
natural boundaries based
on?
13. What is the core of an
urban area and what
surrounds it?
14. What does a
metropolitan area consist
of?
15. How does a command
economy differ from a
market economy?
16. What are tertiary
activities?
11
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
TE Diffusion pg 69d
Review text on PE p73
Ask students to research
and trace the ways in
which Spanish language
spread from Spain to the
US and Texas
TE p69 D Organizing
Ideas. Have students
write a coherent and
persuasive paragraphs
comparing and choosing
among the types of
governments described on
PE p 83 in terms of
degrees of freedom
allotted to the individual.
Activity:
Exploring the theme TE
p72
Apply the theme TE p72
Root Words and prefixes
Religions TE p 76
Seeing Patterns TE p76
Factors in US immigration
TE p81
Boundaries TE p81
Interpreting Graphics
TE p92
Literature:
The Poisonwood Bible by Barbra Kingslover
McDougal Littell
Building an Economic
Enterprise. TE p94
Have student name five to
ten business. List these on
chalkboard Divide class
information groups of four.
s
Class time:
Purpose:
Directions:
Class time:
Purpose:
Directions:
Economics:
Demystifying Economics by Allen Smith
12
World Geography
Scope and Sequence Curriculum
Theme: Physical Geography of the US and Canada
Chapter: 5
DATE
TEKS
TAKS/K&S/S.E.
CRITICAL THINKING AND ENDURING
UNDERSTANDINGS
Week 12
*K(3B) describe
physical environment of
regions and the
physical processes that
affect these regions
such as weather,
tectonic forces, wave
action, freezing and
thawing, gravity, and
soil-building processes.
*K(4A) explain the
distribution of different
types of climate in
terms of patterns of
temperature, wind, and
precipitation and the
factors that influence
climate regions such as
elevation, latitude,
location near warm and
cold ocean currents,
position on a continent,
and mountain barriers
*K(8 A) explain the
interrelationships
among physical and
human processes that
shape the geographic
characteristics of
places such as
connections among
economic
development,
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
K&S: (1) History. The
student understands how
geographic contexts and
processes of spatial
exchange (diffusion)
influenced events in the
past and helped to shape
the present. The student is
expected to:
S.E. (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
Enduring Understandings:
The US and Canada have vast lands and abundant
resources.
These 2 countries share many of the same landforms
Almost every type of climate is found in the 50 states
because they extend over a large area north to south.
Canada’s cold climate is related to its location in the far
northern latitudes
Humans have dramatically changed the face of North
America.
European settlements in the US and Canada expanded
from east to west.
Level 1 Questions:
1. Which of the places listed above are found both
in the US and Canada?
2. Which of the mountain chains form a boundary
with the Canadian Shield?
3. The Great Plains are bounded on one side by
which landforms listed above?
Level 2 Questions:
1. How do the Eastern Lowlands differ form the
Interior Lowlands?
2. What is the continental divide?
3. Why are the US and Canada leading food
producers?
Level 3 Questions:
1. In what type of climate would you expect to find
permafrost?
2. Which climates are found in the US and not in
Canada?
3. What type of vegetation covers most of
Canada?
4. Write a sentence describing the movement of
2nd Six
KEY TERMS AND
NAMES
Appalachian Mountains
Great Plains
Canadian Shield
Rocky Mountains
Great Lakes
Mackenzie River
Permafrost
Prevailing westerlies
Everglades
Nomads
Beringia
St Lawrence Seaway
Lock
13
urbanization,
population growth, and
environmental change;
*K(11 B) identify
factors affecting the
location of different
types of economic
activities; and
*K(12B) analyze how
the creation and
distribution of
resources affect the
location and patterns of
movement of products,
capital, and people;
and
and environmental
conditions that influenced
migration patterns in the
past and shaped the
distribution of culture groups
today;
K&S: (12) Understand the
impact of geographic
factors on major historic
events
SE: The student will
interpret historical maps to
identify and explain
geographic factors that have
influenced people and
events in the past.
K&S: 6) Geography. The
student understands the
types and patterns of
settlement, the factors that
affect where people settle,
and processes of settlement
development over time. The
student is expected to:
S.E:(A) locate settlements
and observe patterns in the
size and distribution of cities
using maps, graphics, and
other information; and
(B) Explain the processes
that have caused cities to
grow such as location along
transportation routes,
availability of resources that
have attracted settlers and
economic activities, and
continued access to other
cities and resources.
K&S: (21) Social studies
skills. The student applies
critical-thinking skills to
organize and use
people and goods across the US and Canada
over the last 200 years.
5. How have the Great Lakes Contributed to the
development of both the US and Canada
14
information acquired from a
variety of sources including
electronic technology. The
student is expected to:
S.E.: (C) construct and
interpret maps to answer
geographic questions, infer
geographic relationships,
and analyze geographic
change;
K&S: 8.10 Answer
questions about geographic
distributions and patterns
using maps, graphs and
charts.
S.E.: Answer questions
about geographic
distribution and patterns
shown on maps graphs, etc.
ACTIVITIES
ENRICHMENT ACTIVITIES
Connections-Cross
Curriculum
Resources
Focus: How did landforms and natural
resources aid in the development of the US
and Canada?
The student will organize textual information
visually.
The teacher will draw the chart on the board
that the students will copy and fill in the
information for each landform. Outline map of
US and Canada the student will label the map
using the textbook.
Classzone.com
Geoactivity
Literature:
Grand Canyon: the Great
Abyss by Page Stenger
Guided Reading p3
Textbook pp 116-118
Section Quiz
Guided Reading p4
Textbook pp123-126
Focus: How does climate affect your life
Complete reading guide and section
assessment
Focus: Why do people settle where they are?
Chapter assessment
Critical Thinking: Cause and Effect Chart
Map and Graph Skills pp6-7
P128
P132-133
15
World Geography
Scope and Sequence Curriculum
Theme: Physical Geography of the US
Chapter: 6
DATE TEKS
TAKS
2-3
*K(1A) analyze the
effects of physical
and human
geographic patterns
and processes on
events in the past and
describe their effects
on present conditions,
including significant
physical features and
environmental
conditions that
influenced migration
patterns in the past
and shaped the
distribution of culture
groups today; and
*K(2A) describe the
human and physical
characteristics of the
same place at
different periods of
history; and
*K (5A) analyze how
the character of a
place is related to its
political, economic,
social, and cultural
characteristics; and
*K (6A) locate
settlements and
observe patterns in
the size and
distribution of cities
using maps, graphics,
and other information;
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The
student will use critical
thinking skills to
analyze social studies
information.
Objective 4: The
student will
demonstrate an
understanding of
political influences on
historical issues and
events.
K&S:(5) Geography.
The student understands
how political, economic,
and social processes
shape cultural patterns
and characteristics in
S.E.:(B) Analyze
CRITICAL THINKING AND ENDURING
UNDERSTANDINGS
Understandings:
Many kinds of people have settled the United States.
The industry helped cities grow rapidly.
The US became a world power largely because of its
extensive growth and abundant resources.
Natural resources, and stable political system, and skilled
labor have helped the US grow rapidly.
The US has agricultural and manufacturing strength.
The US has an ethically diverse population.
The US has a high quality of life overall due to economic
growth.
The US has four sub-regions: NE, S Mid. W, and W.
The NE has been a gateway for immigrants.
The Midwest is an agricultural and industrial center.
The S and W have attracted populations with warm
climates.
Level 1 Questions:
1. What role did migration play in populating the US?
2. What are some examples of items in the
Columbian Exchange.
3. Which of the above terms are associated with
urban geography?
4. What type of government does the US have?
5. What is an advantage of free enterprise?
Level 2 Questions:
1. Why is the US called “A Nation of Immigrants?”
2. How did the Louisiana Purchase change the US?
3. What factors led the US to become a super
power?
4. Why is the US a leader in agricultural production?
Level 3 Questions:
1. How has the economy of the South changed?
2. How has the US population shifted since the
country began?
3. In which year did the population center cross the
Mississippi River.
2nd Six Weeks
KEY TERMS AND
NAMES
Migration
Columbian Exchange
Louisiana Purchase
Frontier suburb
Representative Democracy
Export
Free enterprise
Service industry
Post industrial economy
Multinational
New England Megalopolis
The Midwest
The South
Metropolitan area
The West
16
and
*K (7B) 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;
*K(9) Geography. The
student understands
the concept of region
as an area of Earth's
surface with unifying
geographic
characteristics. The
student is expected
to:
(A) identify physical
or human factors that
constitute a region
such as soils, climate,
vegetation, language,
trade network, river
systems, and religion;
and
political, economic,
social, and demographic
data to determine the
level of development and
standard of living in
nations.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: (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.
K&S: (8) Geography.
The student understands
how people, places, and
environments are
connected and
interdependent. The
student is expected to:
S.E. (B) compare ways
that humans depend on,
adapt to, and modify the
physical environment
using local, state,
national, and
international human
4. How would you describe the differences between
change in the geographic centers and changes in
population.
17
activities in a variety of
K&S: (10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world.
S.E.:(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.
K&S: Science and
Technology and society.
The student Understands
how major scientific and
mathematical discoveries
and technological
innovations have
affected societies
throughout history.
S.E.: give examples of
technological innovations
that occurred at different
periods in history and
describe the changes
produced by these
discoveries and
innovations.
K&S: understands the
American beliefs and
principles reflected in the
US Constitution and
other important historical
documents.
S.E.: analyze how the
US Constitution reflects
the principles of limited
government
18
ACTIVITIES
ENRICHMENT ACTIVITIES
Connections- Resources
Cross
Curriculum
Focus: What factors might connect individual
states with a sub-regional group. The student
will list the 4 sub-regions and the states within
that sub-region. The student will create a time
line of historical events.
Focus: What factors make a country
economically powerful? Interpreting Maps Dist.
And selected ethnic Minorities in the US, 2000.
Sec. 2 Assessment.
Focus: what accounts for the variety of
lifestyles within a country’s sub-regions? The
Student will create a bar graph to compare
population and land size of the 4 sub- regions.
Critical Thinking :
What did Lewis and Clark accomplish?
What impact did the accomplishments have on the
US?
How might railroads have expanded the development
of the West?
How long did it take form the completion of the
transcontinental RR to the disappearance of open
land on the frontier?
The student will produce a report that explains which
of 2 cities would be the better location for a tire
manufacturing company
Disasters
Literature:
“Flood” from the
Grapes of
Wrath by John
Steinbeck
Guided Reading
P13 Textbook pp134-139
Guided Reading P 14
Textbook pp140-144
Classzone.com
Regional Date file pp108113
19
World Geography
Scope and Sequence Curriculum
Theme: Physical Geography of the Canada
Chapter: 7
DATE TEKS
TAKS
Weeks
3-4
12) (A) compare
global trade patterns
at different periods of
time and develop
hypotheses to explain
changes that have
occurred in world
trade and the
implications of these
changes;
(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; and
(21) (C) construct
and interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change;
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: 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
CRITICAL THINKING AND ENDURING
UNDERSTANDINGS
Understandings:
The cold climate of Canada strongly affected its
development.
Rivalry was inherent between the French and English
Settlement.
A transcontinental railroad was important to the expansion
of Canada.
England strongly influenced Canada’s political system.
Canada has abundant natural resources and they are
diverse.
Canada has a strong economy based soundly on
exportation.
Canada’s population is ethnically diverse.
Canadians enjoy many outdoor, often, winter sports, and
are appreciative of their native arts.
Canada has four sub-regions: The Atlantic Provinces, core
Provinces, Prairie Provinces, Pacific Provinces and the
Territories.
The Core Provinces are the most heavily populated and
are centers of industry and politics.
Level 1 Questions:
1. Who were the original settlers of Canada?
2. Where was New France Located?
3. How is Canada divided politically?
4. What is the title of the leader of Canada?
Level 2 Questions:
1. Why Ere the French and the British interested in
colonizing the area of North America that became
the US and Canada
2. How did the French and Indian War change the
history of Canada?
3. In what ways is the expansion and development
of Canada similar to that of the US?
Level 3 Questions:
1. How has climate affected the distribution of
2nd Six Weeks
KEY TERMS AND
NAMES
Province
Dominion of Canada
Confederation
Parliamentary government
Prime Minister
First Nation
Métis
Reserve
Atlantic Provinces
Quebec
Ontario
Prairie Provinces
British Columbia
Nunavut
20
patterns in the past and
shaped the distribution of
culture groups today;
and
K&S:(5) Geography.
The student understands
how political, economic,
and social processes
shape cultural patterns
and characteristics in
various places and
regions. The student is
expected to:
S.E. (B) analyze
political, economic,
social, and demographic
data to determine the
level of development and
standard of living in
nations.
K&S(6) Geography. The
student understands the
types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the size and
distribution of cities using
maps, graphics, and
other information; and
K&S(10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world.
The student is expected
to: S.E.(C) compare the
ways people satisfy their
basic needs through the
population in Canada?
2. How are the Pacific Province and the Territories
Different from the rest of the sub-regions?
3. How did immigration shape the culture of
Canada? Which five themes of geography applies
to the development of Canada.
4. What impact did the French and British
settlements have on modern life in Canada.
21
production of goods and
services such as
subsistence agriculture
versus market-oriented
agriculture or cottage
industries versus
commercial industries.
K&S:(18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
S.E.(A) describe the
impact of general
processes such as
migration, war, trade,
independent inventions,
and diffusion of ideas
and motivations on
cultural and business
people.
ACTIVITIES
ENRICHMENT ACTIVITIES
Connections-Cross
Curriculum
Resources
Focus: What factors might help unify an
expansive and diverse country?
The student will create a timeline of
historical events leading up to Canada
today.
Literature:
Short Story: “The King of
Mazy May” by Jack London
Outline Map of Canada
Textbook pp154-158
Textbook pp159-163
See Quiz
The student will Label the sub-regions
provinces and territories with each sub-region.
What criteria is used to identify sub-regions?
Focus: What factors make an economy work?
The student will construct a pie graph
Focus: What accounts for the variety of
lifestyles within a country’s sub-regions
Current Events
22
World Geography
Scope and Sequence Curriculum
Theme: Today’s Issues: The US and Canada
Chapter: 8
Weeks
DATE
TEKS
TAKS/K&S/S.E.
Week 56
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;
(15A) identify and give
examples of different
points of view that
influence the
development of public
policies and decisionmaking processes on
local, state, national,
and international levels;
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
K&S(6) Geography. The
student understands the
types and patterns of
settlement, the factors that
affect where people settle,
and processes of settlement
development over time. The
student is expected to:
S.E.(A) locate settlements
and observe patterns in the
size and distribution of cities
using maps, graphics, and
other information; and
K&S:(18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
2nd Six
CRITICAL THINKING AND ENDURING
UNDERSTANDINGS
KEY TERMS AND
NAMES
Terrorism threatens the safety and security of society.
The US launched an international war against terrorism
after terrorist attacks on 9/11/01
Many urban areas in North America have spread out
and taken over more and more land
Urban sprawl causes problems such as traffic
congestion, air pollution, and strains on the
infrastructure.
The US and Canada have welcomed immigrants form
around the world.
Managing diversity is a continuing challenge for both
countries.
Terrorism
Global Network
Coalition
Biological Weapon
Urban Sprawl
Infrastructure
Smart Growth
Sustainable Community
Level 1 Questions:
1. What is the objective of terrorism?
2. What are the characteristics of a global
network?
3. What is the name for an alliance of nations?
4. Which of the terms above might be used to
refer to anthrax?
Level 2 Questions:
1. What are some of the actions governments can
take when faced with terrorism?
2. What are some of the weapons used by
terrorists to further their objectives.
3. What might become a problem for democratic
government waging war against terrorism?
Level 3 Questions:
1. How have terrorists been able to form a global
network?
2. How has the spread of urban sprawl affected
the environment?
3. If you were a government official, how would
23
S.E.(A) describe the impact
of general processes such
as migration, war, trade,
independent inventions, and
diffusion of ideas and
motivations on cultural and
business people.
K&S: (8) Geography. The
student understands how
people, places, and
environments are connected
and interdependent. The
student is expected to:
S.E. (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
K&S:(21) 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 is expected to:
S.E.: (C) construct and
interpret maps to answer
geographic questions, infer
geographic relationships,
and analyze geographic
change;
you promote smart growth? Which of the5
themes are reflected in your answer? Explain
4. What factors do democratic governments have
to consider when waging a war against an
enemy such as global terrorism?
5. How do the Canadian and American
approaches to a diverse society differ?
24
ACTIVITIES
ENRICHMENT ACTIVITIES
Connections-Cross
Curriculum
Resources
Map and Graph Skills pp32-33
Exploring Today’s Issues pp36-37
Exploiting Today’s Issues pp38-39
Literature:
Building Vocabulary p35
Guided Reading p29-31
Skill Builder Practice p35
McDougal Littell
Classzone.com
Video Resources Book :
Canada p1-10
Assessment Rubric for
student report 2.5
Map and Graph Skills pp 41-42
25
World Geography Curriculum
Scope and Sequence
Theme: Geography of Latin America
Chapter 9
DATE
TEKS
TAKS
WEEKS 12
*K(2) (A) describe the
human and physical
characteristics of the
same place at different
periods of history; and
*K(4) (C) explain the
distribution of plants
and animals in different
regions of the world
using the relationships
among climate,
vegetation, soil, and
geology.
*K(3B)describe physical
environment of regions
and the physical
processes that affect
these regions such as
weather, tectonic
forces, wave action,
freezing and thawing,
gravity, and soilbuilding processes
*K(22A) 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;
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The
student will use critical
thinking skills to
analyze social studies
information.
Objective 4: The
student will
demonstrate an
understanding of
political influences on
historical issues and
events.
K&S: (9) Geography.
The student understands
the concept of region as
an area of Earth's surface
with unifying geographic
characteristics. The
student is expected to:
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Latin America’s Landforms include
highlands, lowlands, mountains, and plains.
The Andes Mountains and the Amazon River
are among the most important physical
features of the region abundant natural
resources have shaped lifestyles and the
economy.
Latin America has a variety of climates .
The vegetation of Latin America ranges from
grasslands to rainforests.
Agriculture and urbanization have altered the
landscape throughout Latin America.
Tourism is having a growing impact on the
environment of Latin America.
Level 1 Questions:
1. What 2 countries does the Orinoco River
drain into?
2. Where are the Andes Mountains
located?
3. What agricultural technique involves
using ashes to fertilize the soil?
Level 2 Questions:
1. How have the Andes Mountains
affected settlement in South America
2. What two main purposes for which the
plains and grasslands of the region are
used.
3. What Caribbean island is rich in natural
gas, and what impact has this have on
the economy?
Level 3 Questions:
1. Where are some of the largest plains
found in Latin America?
2. What are the settlement patterns of
South America in terms of the interior
3rd Six Weeks
KEY
TERMS/NAMES/TAKS
QUESTIONS
Andes Mountains
Cerrado
Pampas
Orinoco River
Amazon River
Parana River
Rainforest
Slash and Burn
Terraced farming
Push Factors
Pull Factors
Infrastructure
TAKS Questions:
1. How has
geography affected
settlement in Latin
American?
2. In what mountain
range did the Inca
live?
3. What are the three
major river systems
in South America?
4. If you wanted to be
protected from the
wind, would you
live on the
Windward or
Leeward Islands?
Why?
5. What are two of
Latin America’s
climates?
6. What makes up an
ecosystem?
7. What is a semiarid
26
S.E. (B) identify the
differences among
formal, functional, and
perceptual regions.
K&S: 8.10 Geography
The student uses
geographic tools to
collect, analyze, and
interpret data.
S.E. 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
K&S(6) Geography. The
student understands the
types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the size and
distribution of cities using
maps, graphics, and
other information; and
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
and the coast?
3. What factors must people in the region
consider when they are deciding
whether or not to move form the country
to the city?
climate?
8. Why do people
move to cities?
9. What are the
advantages of
tourisms.
27
helped to shape the
present. The student is
expected to:
S.E.: 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; and
K&S:(21) 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
is expected to:
S.E.(C) construct and
interpret maps to answer
geographic questions,
infer geographic
relationships, and
analyze geographic
change;
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
Researching Data:
Teacher’s ed p99
Outline maps with
activities:
Activity:
Analyzing Data
Teacher’s ed p 197
Class time:
Presenting an oral report: Teacher’s edition p 195
Building vocabulary p9
Guided Reading p 3-5
Skill Builder Practice p 8
McDougal Littell
Classzone.com
28
Latin America Physical
and Political p 17-20
Maps and Graph Skills p
6-7
Class time:
Purpose:
Directions:
Purpose:
Directions:
29
World Geography Curriculum
Scope and Sequence
Theme: Human Geography of Latin America
Chapter 10
DATE
TEKS
TAKS
WEEKS
1-2
*K(7B)explain the
political, economic,
social, and
environmental factors
that contribute to
human migration such
as how national and
international migrations
are shaped by pushand-pull factors and
how physical
geography affects the
routes, flows, and
destinations of
migration;
*K(8C) describe the
impact of and analyze
the reaction of the
environment to
abnormal and/or
hazardous
environmental
conditions at different
scales such as El Niño,
floods, droughts, and
hurricanes; and
*K(10C) 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.
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
Objective 4: The student
will demonstrate an
understanding of political
influences on historical
issues and events.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: analyze the effects
of physical and human
geographic patterns and
processes on events in
the past and describe
3rd Six Weeks
CRITICAL THINKING QUESTIONS &
KEY
ENDURING UNDERSTANDING
TERMS/NAMES/TAKS
QUESTIONS
Native and Spanish influences have shaped
Mexico.
Mexico’s economy may expand because of
democracy and trade.
Native Europeans and Africans have shaped
the culture of Central America and the
Caribbean.
Agriculture and tourism are the basis of the
economies in the region.
The culture of South America has been shaped
by native peoples and settlers from Spain.
The standard of living in the region may improve
through regional economic cooperation.
Brazil has been shaped by native peoples,
Portuguese, and Africans.
Brazil is the largest country in Latin America,
both in population and territory.
Level 1 Questions:
1. What body of water surrounded
Tenochtitlan?
2. Whose election signaled the end of one
party rule in Mexico?
3. Why is the Panama Canal important to
world trade?
Level 2 Questions:
1. What was the Spanish attitude toward
Aztec Culture?
2. What are the Maquiladorass?
3. How is the Caribbean different from
Mexico and Central America?
4. Which countries are full members of
Mercosur?
5. Which countries have literacy rates
higher than 90 percent?
Level 3 Questions:
Spanish Conquest
Tenochtitlan
PRI Party
Mestizo
Maquiladoras
NAFTA
Cultural Hearth
United Provinces of Central
America
Panama Canal
Calypso
Reggae
Informal Economy
Inca
Quechua
Mercosur
Treaty of Tordesillas
Carnival
Samba
Capoeira
Additional TAKS Questions
1. How was life
changed by the
Spanish Conquest?
2. How is the
influence of
Mexico’s ancient
cultures still visible?
3. Why is education
important to
Mexico?
4. Why is ancient
Central America
considered a
cultural hearth?
5. Where did the
30
*K(12B) analyze how
the creation and
distribution of resources
affect the location and
patterns of movement
of products, capital, and
people; and
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; and
K&S(8) Geography. The
student understands how
people, places, and
environments are
connected and
interdependent. The
student is expected to:
S.E.: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;
S.E.(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;
K&S(15) Citizenship. The
student understands how
different points of view
influence the
development of public
1. How has the Amazon River been used
and developed?
2. What has restricted the movement of
people from the coast of South America
into the interior?
3. What are some ways that individual
citizens of Latin America are working to
improve their economic situation?
6.
7.
8.
9.
African influence in
the Caribbean
come from?
Who were the
European powers
in the Caribbean
come from?
What is an informal
economy?
What ancient
civilization was
located in the
Andes Mountains of
Peru?
What makes the
region able to
produce a wide
variety of products?
31
policies and decisionmaking processes on
local, state, national, and
international levels. The
student is expected to:
S.E. (A) identify and give
examples of different
points of view that
influence the
development of public
policies and decisionmaking processes on
local, state, national, and
international levels;
K&S: (6) Geography.
The student understands
the types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the size and
distribution of cities using
maps, graphics, and
other information; and
K&S(10) Economics. The
student understands the
distribution and
characteristics of
economic systems
throughout the world. The
student is
SE(C) compare the ways
people satisfy their basic
needs through the
production of goods and
services such as
subsistence agriculture
versus market-oriented
32
agriculture or cottage
industries versus
commercial industries.
K&S18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
S.E.:(A) describe the
impact of general
processes such as
migration, war, trade,
independent inventions,
and diffusion of ideas and
motivations on cultural
change;
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
Role playing interview
Teacher’s Edition p229
Creating a Graphic
organizer p237 TE
Activity:
Creating a Travel Poster
Teacher’s Edition p 226
Creating Maps TE p 228
Class time:
Creating a Travel Journal- Teachers edition p225
Planning a Vacation Teacher’s edition p 241
McDougal Littell
Classzone.com
Intergrated Assessment
Rubric for Poster
Rubric for Map
Rubric for a sketch map
Purpose:
Class time:
Directions:
Purpose:
Directions:
33
World Geography Curriculum
Scope and Sequence
Theme: Today’s Issues in Latin America
Chapter 11
DATE
TEKS
TAKS
WEEKS
3&4
*K(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.
Objective 3: The student
will demonstrate an
understanding of
economic and social
influences on historical
issues and events.
*K(21 B) analyze and
evaluate the validity
and utility of multiple
sources of geographic
information such as
primary and secondary
sources, aerial
photographs, and maps
Objective 4: The student
will demonstrate an
understanding of political
influences on historical
issues and events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
K&S:(5) Geography. The
student understands how
political, economic, and
social processes shape
cultural patterns and
characteristics in
S.E.:(B) analyze political,
economic, social, and
demographic data to
determine the level of
development and
standard of living in
nations.
K&S: (10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world.
S.E.:(C) compare the
3rd Six Weeks
CRITICAL THINKING QUESTIONS &
KEY
ENDURING UNDERSTANDING
TERMS/NAMES/TAKS
QUESTIONS
Rainforest resources are subjected to
competing demands from different groups.
The quality of life on earth is threatened as
rainforests are destroyed.
Democracy is beginning to overcome obstacles
in Latin America.
Political economic and social reform all play a
part in the success of democracy in Latin
America.
The income gap in Latin America reflects the
legacy of colonialism.
In many parts of Latin America, there is a wide
and widening income gap between rich and
poor.
Level 1 Questions:
1. Why is the biodiversity of the rainforest
important?
2. What are some examples of the kinds
of trees being harvested in the
rainforest.
3. What is one by product of slash and
burn clearing?
Level 2 Questions:
1. Why is the rainforest an important
global resource?
2. What are some of the reasons the
rainforests are being cleared?
3. What is one mission of the grassroots
organizations in the rainforest?
4. What are some elements upon which
democracy depends?
Level 3 Questions:
1. How might a government official
balance competing demands on
rainforest resources.
2. How might a democratic government in
Biodiversity
Deforestation
Global warming
Debt for nature swap
Oligarchy
Junta
Caudillo
Land reform
TAKS Questions:
1. What is debt for
nature swap?
2. How might the
international
community help
Latin American
governments
preserve the
rainforest?
3. What is a junta?
4. What is a caudillo?
5. Why is democracy
important for
narrowing the
income gap?
6. What role does
education play in
narrowing the
income gap?
34
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.
K&S:(18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
S.E.(A) describe the
impact of general
processes such as
migration, war, trade,
independent inventions,
and diffusion of ideas and
motivations on cultural
and business people.
8.22Citizenship the
student understands the
importance of the
expression of different
points of view in a
democratic society.
S.E.: (B) describe the
importance of free
speech and press in a
democratic society.
K&S: (8) Geography.
The student understands
how people, places, and
environments are
connected and
interdependent. The
student is expected to:
S.E. (B) compare ways
that humans depend on,
adapt to, and modify the
the region promote economic
prosperity?
3. What effect has the movement of
people had on the rainforest?
35
physical environment
using local, state,
national, and international
human activities in a
variety of
K&S:(21) 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
is expected to:
S.E.(C) construct and
interpret maps to answer
geographic questions,
infer geographic
relationships, and
analyze geographic
change;
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
Identifying and Solving
Problems: Teacher’s ed.
P 253
Activity:
Researching a food web
TEp 246
Internet Activity TE p257
Class time:
Writing a dialogue TE
Guided Reading p 25
Building Voc. P 29
McDougal Littell
Classzone.com
Test generator
Case Study
Quiz
Class time:
Purpose:
Purpose:
Directions:
Directions:
36
World Geography Curriculum
Scope and Sequence
Theme: Physical Geography of Europe
Chapter 12
DATE
TEKS
TAKS
WEEK
5&6
*K(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.
*K(4) (B) relate the
physical processes to
the development of
distinctive land forms;
and
*K(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;
*K(11b) Identify factors
affecting the location of
different types of
economic activities
*K(12B) Analyze how
the creation and
distribution of resources
affect the location and
patterns of movement
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The
student will use critical
thinking skills to
analyze social studies
information.
K&S: uses geographic
tools to collect analyze
and interpret data
S.E.: (b) answer
questions about
geographic distributions
and patterns shown on
maps, graphs and charts.
K&S: WH23 Understands
how major scientific and
mathematical discoveries
technological innovations
have affected societies
throughout history
SE:A give examples of
3rd Six Weeks
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Understandings:
Europe is composed of many peninsulas and
islands
Europe’s Landforms also include large plains
and mountain ranges.
Much of Europe has a relatively mild climate
because of ocean currents and warm winds.
Eastern Europe has a harsher climate because
it is farther from the Atlantic Ocean.
The Dutch and the Venetians altered lands to fit
their needs by constructing polders and canals.
Uncontrolled logging and acid destroy forests.
Level 1 Questions:
1. What types of landforms are found in
Europe?
2. What resources help with farming?
3. What are fords and where are they
found?
4. What types of pollutants are found in
the Venice canal.
Level 2 Questions:
1. What are examples of human
adaptation to the environment.
2. How are the landforms of Europe both
an advantage and a disadvantage to life
in Europe.
3. How did natural resources help Europe
to become industrialized?
Level 3 Questions:
1. What is similar about the ways that the
people of the Netherlands and the
people of Venice interact with their
environments.
2. Considering the climate and landforms,
evaluate which areas of Europe would
be most agriculturally productive?
KEY
TERMS/NAMES/TAKS
QUESTIONS
Fjord
Uplands
Meseta
Massif Central
Peat
North Atlantic Drift
Sirocco
Mistral
Dike
Polder
Seaworks
Terpen
Zuilder Zee
37
of products, capital,
and people.
technological innovations
that occurred at different
periods in history and
describe the changes
produced by this
discoveries and
innovations.
K&S: WH12 understands
the impact of geographic
factors on major historic
events
SE: Analyze the effects
of physical and human
geographic factors on
major events in world
history.
K&S: (8) Geography.
The student understands
how people, places, and
environments are
connected and
interdependent. The
student is expected to:
S.E. (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
K&S: (6) Geography.
The student understands
the types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the size and
3. If you wanted to attract tourists to
Northern Scandinavia, how would you
advertise the region?
38
distribution of cities using
maps, graphics, and
other information; and
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: 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.
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Activity:
TE p257
Maps: Have students
construct a sketch map
contrasting how areas of
Mediterranean France and
Northern Italy are affected
by the mistral.
Activity:
Small groups: Divide the
class in small groups have
each group answer making
comparison questions for
one section of the unit
atlas: physical geo.,
human geo., regional
patterns and regional data
file.
History: In Search of England by Michael Wood
McDougal Littell
Classzone.com
Environments:
Have students compare
how humans have
Comparing Europe and the
Literature: Iceland: Land of the Sagas by Jon Krakauer
and David Roberts
Science: The Little Ice Age: How Climate Made History
by Brian Fagan
39
modified the physical
environment by finding
similarities and differences
between the polar region
in the Netherlands and the
Canals in Venice on p 282284
Class time:
US use one weather map
of Europe and one of the
US. Have students
compare two maps by
pointing out similarities
and differences between
the weather. Next have
students draw a Ven
Diagram
Purpose:
Directions:
Travel Article:
Obtain information on
weather, climate, optimal
seasons for travel . Have
students use information to
create a travel article
about the Mediterranean.
Use www.classzone.com
Class time:
Purpose:
Directions:
40
World Geography Curriculum
Scope and Sequence
Theme: Human Geography of Europe
Chapter 13
DATE
TEKS
TAKS
WEEK 1
*K(1A) analyze the
effects of physical and
human geographic
patterns and processes
on events in the past
and describe their
effects on present
conditions, including
significant physical
features and
environmental
conditions that
influenced migration
patterns in the past and
shaped the distribution
of culture groups today;
and
*K(1B) 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.
*K(5B) analyze
political, economic,
social, and
demographic data to
determine the level of
development and
standard of living in
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The
student will use critical
thinking skills to
analyze social studies
information.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
SE:(B) trace the spatial
diffusion of a
phenomenon and
describe its effects on
4th Six Weeks
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Enduring Understandings:
Identifies features of human geography in
Europe.
Ancient Greek and Roman Civilization shaped
Mediterranean culture.
The Roman Empire influenced the development
of language and spread Christianity.
In the 20th Century, the region has seen
economic growth and political turmoil.
Language and religion are important cultural
differences.
Nationalism in western Europe led to the rise of
modern nation states.
Cultural differences led to conflicts that shaped
the history of Western Europe.
The United Kingdom and the Nordic countries
have seafaring histories that often led to
conquest.
The region played a role in developing
representative government and industry.
Eastern Europe has great cultural diversity
because many ethnic groups have settled there.
Many empires have controlled parts of the
region, leaving it with little experience of selfrule.
Level 1 Questions:
1. How did Reformation create new
cultural divisions?
2. How did nationalism lead to conflicts?
3. Why does Spain have a conflict with the
Basque
Level 2 Questions:
1. Would a supporter of nationalism want
to adopt the Euro?
2. Which two major peninsulas are found
in the Nordic countries.
KEY
TERMS/NAMES/TAKS
QUESTIONS
City States
Republic
Crusades
Renaissance
Aqueduct
Benelux
Reformation
Feudalism
Nationalism
Holocaust
Berlin wall
Nordic countries
Parliament
Silicon glen
Euro
Cultural Crossroads
Balkanization
Satellite Nation
Market Economy
Folk Art
Anti-Semitism
41
nations.
*K(2) (A) describe the
human and physical
characteristics of the
same place at different
periods of history; and
(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; and
18B) analyze cultural
changes in specific
regions;
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.
K&S: WH12 understands
the impact of geographic
factors on major historic
events
SE: Analyze the effects
of physical and human
geographic factors on
major events in world
history.
K&S: (10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world.
S.E.:(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.
K&S:(18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
S.E.(A) describe the
impact of general
processes such as
migration, war, trade,
Level 3 Questions:
1. What similarities exist between the
ways the Roman Empire and the British
empire influenced other regions of the
world.
2. How did ancient migrations affect the
pattern of how certain languages are
spoken in Europe today?
42
independent inventions,
and diffusion of ideas and
motivations on cultural
and business people.
K&S: (6) Geography.
The student understands
the types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the
size and distribution of
cities using maps,
graphics, and other
information; and
K&S: 8.10 Geography
The student uses
geographic tools to
collect, analyze, and
interpret data.
S.E. 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
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
Defining Periods:
Divide class into groups
TE p 287
Geographic Sports p308-
History:
Lost City of Pompeii by Dorothy Hinshaw Patent
RESOURCES
43
Assign each group one of
the following historical
period:
Classical, Middle Ages,
Renaissance, Modern.
Students should define
their period in terms of
major influences, trends,
events, and explain the
role location and
movement may have
played in each
309
Disinters p294-295
Investigate Bubonic
Plague
1st Group-recent cases
2nd Group- treatment
3rd Group causes and
history
Literatuare:
Titans and Olympians: Greek and Roman Myth by Tony
Allan and Sara Maitland
Science:
Season of the White Stork by Nagel, Heiderose Fischer
and Andreas Fisher
Videos: The Black Death. 1997
Ebola. 1996
World Geography Curriculum
Scope and Sequence
Theme: Today’s Issues in Europe
Chapter 14
DATE
TEKS
TAKS
WEEKS
3&4
(14B) explain how
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; and
(20B) analyze the role
of technology in
agriculture and other
primary economic
activities and identify
the environmental
consequences of the
changes that have
taken place.
(21C) construct and
interpret maps to
answer geographic
Objective 2: The student will
demonstrate an
understanding of geographic
influences on historic issues
& events.
Objective 3: The student will
demonstrate an
understanding of economic
and social influences on
historical issues and events.
Objective 5: The student will
use critical thinking skills to
analyze social studies
information.
K&S: (18) Culture. The student
understands the ways in which
cultures change and maintain
continuity. The student is
4th Six Weeks
CRITICAL THINKING
QUESTIONS & ENDURING
UNDERSTANDING
Understandings:
Yugoslavia was a nation of many ethnic
groups distributed among six republics.
When Serbia tried to dominate
Yugoslavia, other republics broke away.
Pollution has many complex causes and
results.
The nations of Europe are cooperating to
try to clean up their environment.
Level 1 Questions:
1. What is the relationship between
ozone and smog?
2. What groups were targets of
ethnic cleansing.
Level 2 Questions:
1. How do historical events
contribute to the conflicts over
Kosovo?
2. What are possible sources of
KEY
TERMS/NAMES/TAKS
QUESTIONS
Slobodan Milosevic
South Slavs
Ethnic Cleansing
KLA
Vojislav Kostunica
Cyanide
Europe Environmental
Agency
Particulates
Smog
Ozone
44
questions, infer
geographic
relationships, and
analyze geographic
change;
and analytical methods
expected to:
SE: (A) describe the impact
of general processes such as
migration, war, trade,
independent inventions, and
diffusion of ideas and
motivations on cultural change;
K&S: WH12 understands the
impact of geographic
factors on major historic events
SE: Analyze the effects of
physical and human geographic
factors on major events in world
history.
future conflicts in the Balkans?
Level 3 Questions
1. In what way is the European
Union creating a new region?
2. What natural process spreads
pollution form its point of origin?
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
Comparing Pollution
Problems:
Raise awareness of global
and local nature of air and
water pollution and what is
or is not being done about
problem.
TE 317
TE p322
Case Study: The
unification of Europe TEp
326-329
History:
Sarajevo, A War Journal by Zlatko Dizdarevic.
Literature:
Upon the Head of the Goat by Aranka Siegal.
Politics:
Democracy in Europe by Larry Siedentop.
Divide class into groups
assign specific pollution
problems to do research
and write a summary
report or even an article
RESOURCES
45
World Geography Curriculum
Scope and Sequence
Theme: Physical Geography of Russia
Chapter 15
DATE
TEKS
TAKS
WEEK
5&6
*K4A) explain the
distribution of different
types of climate in
terms of patterns of
temperature, wind, and
precipitation and the
factors that influence
climate regions such as
elevation, latitude,
location near warm and
cold ocean currents,
position on a continent,
and mountain barriers
*K8(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;
*K(21C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change;
and analytical methods
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The
student will use critical
thinking skills to
analyze social studies
information.
K&S: (5) Geography.
The student understands
how political, economic,
and social processes
shape cultural patterns
and characteristics in
various places and
regions. The student is
expected to:
SE:(A) analyze how the
character of a place is
related to its political,
economic, social, and
cultural characteristics;
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Flat plains stretch across the western and
central areas of the regions
Russia and the Republics are rich in resources,
but many resources are in isolated regions with
brutal climates.
Humid continental and aubartic climates
dominate much of the region.
A major influence on the regions climate is its
distance from eh moderating influence of the
sea.
From north to south the region’s vegetation
zones are tundra, forest, steppe, and desert.
Irrigation policies in Central Asia have caused a
dramatic shrinkage of the Aral Sea.
The Regions harsh climate has been both an
obstacle and advantage for its inhabitants
The Trans-Siberian Railroad opened up the
resources of Siberia to development
Level One Questions:
1. What are the tow largest lakes in the
region?
2. What are the two main climates of the
region?
3. Why has the Aral Sea lost about 80
percent of its water since 1960?
Level 2: Questions
1. In general, how does the landscape of
the
Northern two thirds of the region change
from west to east.
2. From North to south, what are the four
main vegetation regions of Russian and
the Republics?
Level 3 Questions
1. Why has resource management been a
4th Six Weeks
KEY
TERMS/NAMES/TAKS
QUESTIONS
Chernozem
Ural Mountains
Eurasia
Transcaucasia
Central Asia
Siberia
Continentality
Taiga
Run off
Trans-Siberian Railroad
TAKS QUESTIONS:
1. What border do the
Caucasus
Mountains form?
2. Why is Lake Baikal
unique?
3. What effects does
continentality have
on the region’s
climates?
4. What is the name
of the largest forest
on earth?
5. What made the
building of the
Trans-Siberian
Railroad an
enormous
undertaking?
6. Why did Russian
officials want to
build
the
Trans-Siberian
Railroad?
7. How did the
railroad affect the
46
and
K&S: (11) Economics.
The student understands
the reasons for the
location of economic
activities (primary,
secondary, tertiary, and
quaternary) in different
economic systems. The
student is expected to:
SE: (A) map the
locations of different
types of economic
activities;
K&S: 15) Citizenship.
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 is expected to:
SE: (C) compare
different points of view on
geographic issues.
K&S: (20) Science,
technology, and society.
The student understands
how technology affects
definitions of, access to,
and use of resources.
The student is expected
to:
SE: (B) analyze the role
of technology in
agriculture and other
primary economic
activities and identify the
problem for leaders in Russia and the
Republics?
2. How are climate and vegetation
related?
3. If you were a regional leader, what
steps would you take to end the Aral
Sea disaster?
development of the
region?
47
environmental
consequences of the
changes that have taken
place.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: 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.
K&S: (6) Geography.
The student understands
the types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the
size and distribution of
cities using maps,
48
graphics, and other
information; and
K&S: (10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world. The
student is expected to:
SE: (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.
K&S: (8) Geography.
The student understands
how people, places, and
environments are
connected and
interdependent. The
student is expected to:
SE: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;
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Geofocus p 344
Guided Reading p 347
5 themes of geography p
348
Tigers in Snow by Peter Matthiessen
Textbook ch 15 sec 1 p344349
49
Interpreting Maps and
Graphs pp 347-348
Section Assessment p 349
Journal Assessment
Section Quiz p 226
Creating a Sketch Map p
351
Section Assessment p 352
Guided Reading p 4
Interpreting maps p 351
Geofocus
Interpreting Maps
Critical thinking
determining cause and
effect p 354
Section assessment
P 356
Geo Activity p 356 Map
and Graph Skills p 357
Guided Reading p 3
Section quiz p 226
Textbook ch 15 2 p 350352
Guided Reading 4
Classzone.com
World Geography Curriculum
Scope and Sequence
Theme: Human Geography of Russia and the Republics
Chapter 16
DATE
TEKS
TAKS
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
WEEK
1&2
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; and
11(B) identify factors
affecting the location of
different types of
economic activities; and
*K Objective 2: The student
will demonstrate an
understanding of geographic
influences on historic issues
& events.
*K Objective 3: The student
will demonstrate an
understanding of economic
and social influences on
historical issues and events.
*K Objective 4: The student
will demonstrate an
understanding of political
influences on historical
issues and events.
From modest beginning Russia expanded to
become the largest country in the world.
In the 1900’s Soviet leaders adopted a
command economy to mover their society
towards communism
Russian traditions have remained strong
through periods of economic and political
change.
Transcaucasia has been a gateway between
Europe and Asia.
The region has a long history of outside control
The Caspian Sea oil and gas reserves have
given the region great economic potential
Trade route called the Silk Road made central
Asia a historical corssroads.
Soviet officials drew borders in Central Asia that
have contributed to the region’s instability.
4th Six Weeks
KEY
TERMS/NAMES/TAKS
QUESTIONS
Baltic Republics
Czar
Russian Revolution
USSR
Cold War
Command Economy
Collective farm
Red Army
Supra
Silk Road
Nomad
Great Game
Yurt
TAKS QUESTIONS\
1. What were the
50
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; and
K&S:(16) Culture. The
student understands how
the components of culture
affect the way people live
and shape the
characteristics of regions.
The student is expected to:
SE (C) compare life in a
variety of cities and nations
in the world to evaluate the
relationships involved in
political, economic, social,
and environmental changes.
K&S:(17) Culture. The
student understands the
distribution, patterns, and
characteristics of different
cultures. The student
is expected to:
SE:(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; and
K&S: (18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
SE (D) evaluate case
studies of the spread of
cultural traits to find
examples of cultural
convergence and
divergence such as the
spread of democratic ideas,
U.S.-based fast-food
franchises in Russia and
Eastern Europe, or the
English language as a major
medium of international
communication for scientists
and business people
K&S: (6) Geography.
The student understands
the types and patterns of
settlement, the factors
Central Asians have preserved some nomadic
traditions despite decades of colonization.
Level One:
1. What are some achievements of
Russian Culture?
2. What is the regions most important
industry?
3. What is the largest ethnic group in the
region?
Level 2 Questions:
1. What was the major goal of Czar Peter
the Great?
2. How has Russia fared since achieving
their independence from the Soviet
Union?
3. How did the Soviets contribute to the
instability of the Nations of Central Asia
Level 3 Questions:
1. How did the economic policies of the
Soviet Union affect its human
geography?
2. How did the economic goals of the
Soviet Union affect educational values
in Transcaucasia?
3. How did the Soviet Union use the
Human geography of central Asia to
establish control of the region?
2.
3.
4.
5.
6.
7.
8.
9.
10.
political and
economic results of
the Russian
Revolution of 1917.
How did the Soviet
leaders institute a
command
economy?
How did the
Communist Party
stifle artistic
expression in the
visual arts?
When and why did
the nuclear
explosion at
Chernobyl occur?
What were some of
the consequences
of the explosion?
How have the
regions different
ethnic groups
related since the
fall of the Soviet
Union?
What is the literacy
rate in the region?
How do Georgians
celebrate a Supra?
What was the Silk
Road?
How did the Silk
Road Affect central
Asia.
51
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the
size and distribution of
cities using maps,
graphics, and other
information; and
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: 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; and
K&S: (18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
52
SE: (A) describe the
impact of general
processes such as
migration, war, trade,
independent inventions,
and diffusion of ideas and
motivations on cultural
change;
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Researching Russian
History
Objective: to learn more
about Russian History.
Class time: 15 minutes
Task: conduct independent
research and prepare an
oral report.
Directions: Have students
work independently or in a
small group to research
the conditions in Russia
that contributed to the
Russian Revolution of
1917. Direct students to
prepare an oral report for
the class and allow time
for the class to ask
questions .
Making a poster p 365
Making Inferences p 372
TAKS mini lessons p359
Disasters pp3a688-369
The Silk Road p375
Comparing Cultures: p
380-381
Five themes of Geography
Human Environment
Interaction p 378
Writing a Position Paper p 359C
McDougal Littell TE and SE
Additional Resources p360368
Chapter Program
Resources p361, 370, 375
Classzone.com
History: Writing a report p 363
53
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Today’s Issues Russia and the Republic
Chapter 17
DATE TEKS
TAKS
WEEK 1
CH.
CH.
CH.
(14) Government.
(B) explain how 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;
and
20) Science, technology,
and society. (B) Analyze
the role of technology in
agriculture and other
primary economic activities
and identify the
environmental
consequences of the
changes that have taken
place.
(21) Social studies skills.
(B) analyze and evaluate
the validity and utility of
multiple sources of
geographic information
such as primary and
secondary sources, aerial
photographs, and maps;
(22) Social studies skills.
The student communicates
in written, oral, and visual
forms. The student is
expected to:
(B) apply appropriate
vocabulary, geographic
models, generalizations,
theories, and skills to
K&S: WG 5
S.E.: Understand levels
of development and
standard of living.
K&S:WG 1
S.E.: (A) analyze the
effects of physical and
human geographic
patterns and
processes on events
in the past
K&S: WG14
S.E.: (A) analyze
current events to infer
the physical and
human processes that
lead to the formation
of boundaries and
other political
divisions
K&S: WG23
S.E.: (B) use case
studies and
geographic
information systems
to identify
contemporary
geographic problems
and issues and to
apply geographic
knowledge and skills
to answer real-world
questions
CRITICAL THINKING QUESTIONS & ENDURING
UNDERSTANDING
Understandings:
1. Regional tensions once under Soviet Control, have flared up
since the collapse of the Soviet Union in 1991
2. Progress in peace talks, declining public support, and the
human and economic costs of war may help solve some of
the conflicts.
3. Russia has sold many government owned businesses in an
effort to move from a command to a market economy
4. Russia’s economic changes have not yet benefited most
Russians
5. The enormous size of Russia and widespread criminal activity
has hindered economic reform.
6. The region’s new leaders must face the nuclear legacy of the
USSR
7. This legacy includes nuclear power plants of questionable
safety.
Level One Questions:
1. In which nation is Chechnya located?
2. Which region is subject of a dispute between Armenia
and Azerbaijan?
3. What is another name for Caucasian?
Level Two Questions:
1. What is the connection between the fall of the USSR
and the outbreak of ethnic conflicts in Russia and the
republics?
2. Over the past decade, what has been one of the major
goals of Russian economic reformers?
3. How have reformers moved Russia toward a market
economy?
4. What are some of the problems face by economic
reformers?
Level Three Questions:
1. What is the intended effect of Russia’s new federal
district?
2. Why did the division of the USSR into 15 independent
republics concern observers?
5th 6wks
KEY TERMS/
NAMES
Caucasus
Chechnya
Nagorno –
karabakh
Privatization
Distance decay
54
present geographic
information;
(23) Social studies skills.
ACTIVITIES
Researching Nuclear
waste TE-p.393
Internet Activities-TEp.397
Exploring Today’s Issues –
p.28-31
Map and Graph Skillsp.24-25
3. Why might Russian economic reformers worry about
causing too much hardship for its citizens?
ENRICHMENT
ACTIVITIES
Making Decisions
TE-p.389
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Recognizing words with multiple meanings p.386
Case Study: Project
TE-p.395
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
Guided reading –p.21-22
Re-reading for main idea TE-p.394
Building Vocabulary p.27
Skill builder Practice
p. 26
55
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Physical Geography of Africa
Chapter 18
DATE TEKS
TAKS
WEEK 1
CH.
CH.
CH.
(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;
19(B) analyze ways
technological innovations have
allowed humans to adapt to
places shaped by physical
processes such as floods,
earthquakes, and hurricanes
2(A) describe the human and
physical characteristics of the
same place at different periods
of history
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,
location near warm and cold
ocean currents, position on a
K&S: 8.10
S.E.: Answer questions
about geographic
distributions and
patterns using maps,
graphs and charts
K&S: WG 5
S.E.: Understand levels
of development and
standard of living.
K&S:WG 1
S.E.: (A) analyze the
effects of physical and
human geographic
patterns and
processes on events
in the past
K&S: WG 18
S.E.: Describe impact
of: migration, trade,
inventions, innovations
on cultural change
K&S: WG 8
S.E.: Compare how
humans adapt to
environments.
K&S: WG 6
S.E.: explain the
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Understandings:
1. Around 650 million of Africa’s 800 million people live
south of the Sahara. They are divide into more than 800
ethnic groups , each with its own language, religion and
culture
2. A large plateau covers most of Africa
3. Africa’s natural resources made it appealing to European
colonizers
4. Africa contains dry and hot deserts, warm tropics and
permanently snow capped mountains. Africa’s vegetation
includes thick rain forests, tall grasslands, and desert
areas.
5. Sahara’s expansion is causing problems for African
farmers.
6. Nigerian oil industry has caused serious environmental
damage in the Niger delta
Level One Questions:
1. What types of landforms are found in Africa?
2. What kind of resources does Africa possess?
3. Why does most of Africa have high temperatures?
Level Two Questions:
1. What are some of the causes of desertification?
2. Which activities illustrate human control of the
environment?
3. Which examples illustrate an environment changed
by humans?
processes that have
Level
Three
Questions:
caused cities to grow
1.
How
does Africa’s physical geography affect its
such as location
ability to use its resources for economic
K&S: WG 10
development?
S.E.: (C) compare the
2. What are the similarities between climates of
ways people satisfy
their basic needs
northern and southern Africa?
through the
3. Do you think that the benefits of Aswan High Dam
production of goods
have outweighed its problems?
and services
5th 6wks
KEY TERMS/
NAMES
Basin
Nile river
Rift valley
Mt. Kilimanjaro
Escarpment
Sahara
Aquifer
Oasis
Serengeti plain
Canopy
Sahel
Desertification
Aswan High Dam
silt
56
continent, and mountain
barriers;
4(B) relate the physical
processes to the development
of distinctive land forms
ACTIVITIES
PE pg. 404-405- Students
compare maps of Africa to
identify changes in political
boundaries between 1913
and today
PE pg. 415- Students
identifies plateaus, basins
and river valleys on a map of
Africa.
PE pg. 412-Students identify
economic and demographic
statistics for several African
countries
PE pg. 427-Students draw
conclusions about the effects
of the Aswan High Dam
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Writing a news report –
Direct students to the
website classzone.com
and click on current events
button and follow links to
sources of information on
current issues of Africa.
TE-422
History
Kasule, Samuel. The History Atlas of Africa. NY,
McMillan, 1998
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
Process of DesertificationHave students create a
flow chart using
illustrations and a brief
explanation for each stage
of desertification.
TE-424
Literature
Hemingway, Ernest. Green Hills of Africa. NY, Scribner
1998
Science
The Conservation Atlas of Tropical Forests: Africa.
Jeffrey A. Sayer, et al. NY, Simon and Schuster
57
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Human Geography of Africa
Chapter 19
DATE TEKS
TAKS
WEEK 1
CH.
CH.
CH.
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
11(B) identify factors
affecting the location of
different types of economic
activities
14(B) explain how 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
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 cultural
change;
(C) analyze examples of
cultures that maintain
traditional ways
K&S:WG 1
S.E.: (A) analyze the
effects of physical and
human geographic
patterns and processes on
events in the past
K&S: WG 18
S.E.: Describe impact of:
migration, trade, inventions,
innovations on cultural
change
K&S: WG 8
S.E.: Compare how humans
adapt to environments.
K&S: WG 6
S.E.: explain the
processes that have
caused cities to grow
such as location
K&S: WG 10
S.E.: (C) compare the
ways people satisfy their
basic needs through the
production of goods and
services
K&S: WG 12
S.E.: B) analyze how the
creation and distribution
of resources affect the
location and patterns of
movement of products,
capital, and people
K&S: WG 18
S.E.: A) describe the
impact of general
processes such as
migration, war, trade,
independent inventions,
and diffusion of ideas and
CRITICAL THINKING QUESTIONS &
ENDURING UNDERSTANDING
Understandings:
1. East Africa is known as the cradle of humanity
2. East Africa’s location has made it a trading center
3. East Africa’s political conflicts have limited its economic
development
4. The discovery of oil in N. Africa has helped the regions
economy to grow
5. Wealth from gold and salt trades supported a series of
West African Empires
6. The Bantu migrations help to populate the African
continent
7. European nations divided Africa without regard to their
ethnic group or language.
8. The wealth of S. Africa is tied to the land and conflicts
over land and resources are the result
9. AIDS threatens Southern Africa’s youth and could
significantly reduce the region’s population
Level One Questions:
What three empires flourished because of the trade in West
Africa?
How did the Nile help support the growth of ancient Egypt?
How did Islam become the biggest influence in Africa?
How is AIDS affecting the population of Africa?
Level Two Questions:
1. What impact did the Berlin Conference have on
Africa?
2. What are some of the problems faced by West
African economies?
3. How have natural resources affected the economy
of South Africa?
Level Three Questions:
What role did natural resources play in the colonization
of Africa?
What prompted the Berlin Conference and what effects
did it have on Africa’s culture and economy?
5th 6wks
KEY TERMS/
NAMES
Olduvai Gorge
Aksum
Berlin Conference
Cash crop
Masai
Pandemic
Carthage
Islam
Rai
Banta migrations
King Leopold II
Mobutu Sase Seko
Fang sculpture
Great Zimbabwe
Mattapan Empire
Apartheid
Nelson Mandela
58
motivations on cultural
change;
K&S: WG 5
S.E.: Understand levels of
development and standard
of living.
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
See teacher Ed. 436Students are asked about
causes and effects of famine
TE pg. 430-Interpreting
Map
Literature
Conrad, Joseph Heart of Darkness,
London:Blackwood,1902
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
PE pg. 435-Students
generalize about how
colonialism has affected East
Africa
PE pg. 459-Students interpret
chart of languages in Nigeria
and create a languages chart
for another country.
TE pg. 430-Geo Focus
TE pg. 432- Interpreting
Timelines
TE pg. 434-Growing up
in…
TE pg. 440-Interpreting
photographs
TE pg. 430-Connect the
issues
History
Sampson, Anthony. Nelson Mandela: The Authorized
Biography: NY, Knopff 1999.
59
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Today’s Issues: Africa
Chapter 20
DATE TEKS
WEEK 1
CH.
CH.
CH.
11(B) identify factors affecting
the location of different types of
economic activities
2(A) describe the human and
physical characteristics of the
same place at different periods
of history
16(B) give examples of ways
various groups of people view
cultures, places, and regions
differently
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
21(B) analyze and evaluate the
validity and utility of multiple
sources of geographic
information such as primary
and secondary sources, aerial
photographs, and maps
22(C) use geographic
terminology correctly
23(B) use case studies and
geographic information systems
to identify contemporary
geographic problems and
issues and to apply geographic
knowledge and skills to answer
real-world questions
TAKS
CRITICAL THINKING QUESTIONS
& ENDURING UNDERSTANDING
K&S:WG 1
S.E.: (A) analyze the effects of
physical and human geographic
patterns and processes on events in
the past
K&S: WG 18
S.E.: Describe impact of: migration,
trade, inventions, innovations on cultural
change
K&S: WG 8
S.E.: Compare how humans adapt to
environments.
K&S: WG 6
S.E.: explain the processes that have
Understandings:
1. Africa’s history of colonization has
had long term effects on its
economy.
2. Barriers to African economic
development include illiteracy,
foreign debt, and lack of
manufacturing industry.
3. Epidemic diseases are killing
Africa’s people by huge numbers.
4. African nations and countries
around the world are using a variety
of methods, including education to
eradicate disease.
Level One Questions:
1. What are some causes of economic
problems of African countries
2. What impact is Africa’s debt having
on its ability to build its economy
Level Two Questions:
1. Why is improving education
important to Africa’s economy?
2. What has happened to people’s
income over the last half century?
Level Three Questions:
1. What actions should African nations
take to form a solid economic
foundation?
2. How do Africa’s diverse ethnic
groups contribute to political
instability
3. How do you think regional
cooperation is building Africa’s
economy?
caused cities to grow such as location
K&S: WG 10
S.E.: (C) compare the ways people
satisfy their basic needs through the
production of goods and services
K&S: WG 12
S.E.: B) analyze how the creation and
distribution of resources affect the
location and patterns of movement of
products, capital, and people
K&S: WG 18
S.E.: A) describe the impact of general
processes such as migration, war,
trade, independent inventions, and
diffusion of ideas and motivations on
cultural change;
K&S: WH 26
S.E.: Interpret graphs, charts, timelines,
and maps.
K&S: 8:30
S.E.: Use primary sources to acquire
information, identify historical points of
view
5th 6wks
KEY TERMS/
NAMES
“one commodity”
country
Commodity
Diversity
AIDS
Cholera
Malaria
Tuberculosis
60
ACTIVITIES
PE-p.469- Students
interpret map of traditional
ethnic boundaries
superimposed on
boundaries established by
European colonies
PE-p.470-471- Students
will sample primary
sources for colonial and
post colonial Africa
PE-p.465-466- Students
can compare and contrast
charts and text information
about diseases in Africa to
other countries.
ENRICHMENT
LANGUAGE ARTS CONNECTIONS/CROSS
ACTIVITIES
CURRICULAR CONNECTIONS
Case study (TE p.468) History
Use internet to have
students research and
analyze the current
status of Africa’s
economy.
Christopher, A.J. The Atlas of Changing South Africa.
NY, Roulege, 2000.
Humanities
Willett, Frank. African Art: An Introduction, rev. ed. NY,
Thames& Hudson, 1993.
Literature
The New African Poetry: An Anthology, Ed. Tanure, And
Ojaida, et al. London: Lynne Reiner 1999.
RESOURCES
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
61
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Physical Geography of Southwest Asia
Chapter 21
DATE TEKS
TAKS
WEEK
CH.21
2(A) describe the human and
physical characteristics of the
same place at different periods
of history
5(A) analyze how the character
of a place is related to its
political, economic, social, and
cultural characteristics
6(B) explain the processes that
have caused cities to grow such
as location along transportation
routes, availability of resources
that have attracted settlers and
economic activities, and
continued access to other cities
and resources.
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
K&S: 8.10
S.E.: Answer
questions about
geographic
distributions and
patterns using maps,
graphs and charts.
K&S:WG 1
S.E.: (A) analyze
the effects of
physical and human
geographic patterns
and processes on
events in the past
K&S:
10) Economics.
S.E.: (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
K&S: WG 18
S.E.: Describe impact
of: migration, trade,
inventions, and
innovations on
cultural change.
CRITICAL THINKING QUESTIONS & ENDURING
UNDERSTANDING
Understandings:
1. The Southwest Asian landforms have had a major
impact on movement in the region.
2. The most valuable resources in southwest Asia are oil
and water
Level One Questions:
1. How do the landforms of the region restrict
movement?
2. What types of deserts are found in this region?
3. What are some examples of the ways in which water
is provided in the region?
Level Two Questions:
1. What are the most valuable resources in the region?
2. Where in the region are well-watered lands found?
Level Three Questions:
1. Why is the relative location of Southwest Asia
important to world trade of oil?
2. Why is the Persian Gulf considered a strategic
location?
5th 6wks
KEY TERMS/
NAMES
Golan Heights
Wadi
Oasis
Tigris River
Euphrates River
Jordan River
Dead Sea
Salt Flat
Drip Irrigation
Desalinization
Crude oil
Refinery
62
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Southwest Asia :
Physical p.65-66
Political p.67-68
Exploring Today’s Issues,
p.28-31
Regional Data File activities
McDougal Littell
Class Zone.com
Integrated Assessment
Rubric for map 21
Unit Atlas Activities P.1
63
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Religion Politics and Oil of Southwest Asia
Chapter 22
DATE TEKS
TAKS
CRITICAL THINKING QUESTIONS & ENDURING
UNDERSTANDING
WEEK 1
CH.
CH.
CH.
(1) History. The student
understands how
geographic contexts (the
geography of places in the
past) and processes of
spatial exchange (diffusion)
influenced events in the
past and helped to shape
the present. The student is
expected to:
(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
(9) Geography. The
student understands the
concept of region as an
area of Earth's surface with
unifying geographic
characteristics. The student
is expected to:
(A) identify physical or
human factors that
constitute a region such as
soils, climate, vegetation,
K&S:WG 1
S.E.: (A) analyze the
effects of physical and
human geographic
patterns and
processes on events
in the past
K&S: 10) Economics.
S.E.: (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
K&S: WG 18
S.E.: Describe impact
of: migration, trade,
inventions, and
innovations on cultural
change.
Understandings:
Muslim claims the land in the region laid the foundation for
future conflict
Level One Questions:
1. Why is Mecca an important site to Muslims?
2. How are Islam, Sunni, Shiite related to each other?
3. Which branch of Islam has the largest number of
followers?
Level Two Questions:
1. How did the teachings of Islam unite the people of the
Arabian Peninsula?
2. Why is oil so important to the economies of the Arabian
Peninsula?
Level Three Questions:
1. How would Israel’s relative location be described?
2. How has the presence of many different ethnic groups in
this region caused political unrest
3. In what ways has oil production changed life in
Southwest Asia?
6th 6wks
KEY TERMS/
NAMES
Mecca
Islam
OPEC
Western Wall
Dome of the Rock
Zionism
Palestinian
Liberation
Organization
Sunni
Shiite
Taliban
64
language, trade network,
river systems, and religion
ACTIVITIES
Cultures around the World
Daily life p.38
Arts and Crafts p.42
Dance p.41
Architecture p.37
ENRICHMENT
ACTIVITIES
Outline Maps with
activities
The Eastern
Mediterranean p.7172
The Northeast p.73-74
Fine Arts p.39
Traditional Practices p.42
Arabian Peninsula
p.69-70
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Skill builder Practice p.16
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
Building Vocabulary p.17
Section Quiz pg.340
Integrated Assessment
Rubric
65
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Southwest Asia-Today’s Issues
Chapter 23
DATE TEKS
TAKS
WEEK 1
CH.
CH.
CH.
(11) Economics.
(B) identify factors affecting
the location of different
types of economic
activities; and
(C) Describe how changes
in technology,
transportation, and
communication affect the
location and patterns of
economic activities.
(12) Economics.
(A) compare global trade
patterns at different periods
of time and develop
hypotheses to explain
changes that have occurred
in world trade and the
implications of these
changes
(14) Government.
(A) analyze current events
to infer the physical and
human processes that lead
to the formation of
boundaries and other
political divisions;
(B) explain how forces of
conflict and cooperation
influence the allocation of
control of Earth's surface
such as the formation of
K&S: WG 18
S.E.: Describe impact
of: migration, trade,
inventions, innovations
on cultural change
K&S: WG 6
S.E.: explain the
processes that have
caused cities to grow
such as location
K&S: WG 10
S.E.: (C) compare the
ways people satisfy
their basic needs
through the
production of goods
and services
CRITICAL THINKING QUESTIONS & ENDURING
UNDERSTANDING
Understandings:
Economic growth brings foreign workers to the region
Level One Questions:
1. Why is it necessary to have guest workers in Southwest
Asia?
2. Why might Palestinians and Kurds be considered
stateless nations?
3. Which group claims the right of return to the Gaza Strip?
Level Two Questions:
1. What concerns have been raised about foreign workers
in the region?
2. Why don’t the Kurds have a homeland?
3. Why must nations stop depending solely on oil wealth?
Level Three Questions:
1. How are Palestinian refugee camps and the right to
return related?
2. Why is this region considered to be a strategic location?
3. Why is the control of Jerusalem such a difficult issue to
resolve? Which of the five themes applies to this
situation?
6th 6wks
KEY TERMS/
NAMES
Guest workers
Stateless union
Palestinians
West Bank
Gaza Strip
Strategic
Commodity
Human Resources
66
congressional voting
districts or free trade zones
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Video Resource Book
United Arab Emirates page
61-70
Exploring Today’s Issues
pg.28-29
Skill builder Practice-p.26
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
Guided reading –p.21-22
Map and Graph Skills
Pg. 24-25
Building Vocabulary p.27
67
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Physical Geography of South Asia
Chapter 24
DATE TEKS
TAKS
WEEK 1
CH.
CH.
CH.
2(A) describe the human and
physical characteristics of the
same place at different
periods of history
18(C) analyze examples of
cultures that maintain
traditional ways; and
(22) Social studies skills.
(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
19(B) analyze ways
technological innovations
have allowed humans to
adapt to places shaped by
physical processes such as
floods, earthquakes, and
hurricanes
5(B) analyzes political,
economic, social, and
demographic data to
determine the level of
development and standard of
living in nations.
4(C) explains the distribution
of plants and animals in
different regions of the world
using the relationships among
K&S: 8.10
S.E.: Answer questions
about geographic
distributions and patterns
using maps, graphs and
charts.
K&S:WG 1
S.E.: (A) analyze the
effects of physical and
human geographic
patterns and processes
on events in the past
K&S: WG 6
S.E.: explain the
processes that have
caused cities to grow
such as location
K&S: WG 12
S.E.: B) analyze how
the creation and
distribution of resources
affect the location and
patterns of movement of
products, capital, and
people
K&S: WG 5
S.E.: Understand levels
of development and
standard of living.
K&S:WG 21
S.E.: (C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change
CRITICAL THINKING QUESTIONS & ENDURING
UNDERSTANDING
Understandings:
1. South Asia is a subcontinent defined by high mountains
and extensive coasts
2. Great river systems flow through much of South Asia
3. The Maldives and Sri Lanka are island countries that
belong to South Asia
4. Monsoons and cyclones are common weather patterns
in South Asia
5. Vegetation reflects the various climate zones and
ranges from desert shrub to the lush greenery of the rain
forests
6. Hindus believe that the Ganges River is sacred.
7. Pollution in the Ganges poses an extreme health hazard
8. Bangladesh depended on manual labor to dam the Feri
River as a means of flood control.
Level One Questions:
1. What geographic term above can be used to describe
the Maldives?
2. What is the religion of most of India’s people?
3. Where is the world’s tallest mountain peak?
4. Which river is home to the Hindu goddess Gangamai?
Level Two Questions:
1. What two tectonic plates were involved in this collision?
2. In which direction do the three major rivers originating in
the Himalayas flow?
3. When are South Asia’s monsoon seasons?
Level Three Questions:
1. How can you explain the enormous wall of mountain
ranges that separate South Asia form the rest of Asia?
2. Why might the Khyber Pass be considered of crucial
military importance?
3. How does the weather cause suffering in South Asia?
6th 6wks
KEY
TERMS/
NAMES
Himalayas
Subcontinent
Alluvial plain
Archipelago
Atoll
Monsoon
Cyclone
Hinduism
Ganges river
Storm surge
Estuary
68
climate, vegetation, soil, and
geology.
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Link to History
TE-p.545
Compiling News Sources
p541
History
Warner, Rachel. Indian Migration. NY: Thomson
Learning, 1995
Making Generalizations
TE-552
Analyzing Data
TE-p.549
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
Outline Maps and
activities: South Asia
physical p,75-76
Political p.77-78
Creating a Travel Brochure
TE-539
World Cultures
Madaran, Vijay. Cooking the Indian Way. Minneapolis,
MN: Plessman Publications, 1985
Literature
Staples, Suzanne. Shabana , Daughter of the Wind. NY:
Alfred A. Knopf, 1989
69
WORLD GEOGRAPHY
SCOPE AND SEQUENCE
CURRICULUM UNIT
2005-2006
Theme: Human Geography of South Asia
Chapter 25
DATE TEKS
TAKS
WEEK
CH.
CH.
CH.
11) Economics.
(B) identify factors affecting
the location of different
types of economic
activities;
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
7(B) explain the political,
economic, social, and
environmental factors that
contribute to human
migration such as how
national and international
migrations are shaped by
push-and-pull factors and
how physical geography
affects the routes, flows,
and destinations of
migration;
10(C) compare the ways
people satisfy their basic
needs through the
production of goods and
services such as
subsistence agriculture
versus market-oriented
agriculture or cottage
industries versus
K&S:WG 1
S.E.: (A) analyze the
effects of physical and
human geographic
patterns and
processes on events
in the past
K&S: 10) Economics.
S.E.: (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
K&S: WG 12
S.E.: B) analyze how
the creation and
distribution of
resources affect the
location and patterns
of movement of
products, capital, and
people
K&S: WG 18
S.E.: A) describe the
impact of general
processes such as
migration, war, trade,
independent
inventions, and
diffusion of ideas and
motivations on
CRITICAL THINKING QUESTIONS & ENDURING
UNDERSTANDING
6th 6wks
KEY
TERMS/
NAMES
Understandings:
1. India gathered independence from Britain using nonviolent resistance
2. Agriculture is India’s main economic activity, although industry is also
important
3. Hinduism is the main religion in a land of rich cultural diversity
4. Pakistan and Bangladesh are now countries that were once part of
India.
5. Both Pakistan and Bangladesh are largely dependent on agriculture
6. Islam is the main religion in both countries and strongly influence both
cultures
7. Nepal and Bhutan are remote mountain kingdoms
8. Tourism represents a means of economic growth in both countries
9. Most Nepalese are Hindus while Buddhism is the official religion of
Bhutan
10. Tensions in Sri Lanka’s two main ethnic group, the Sinhalese and the
Tamil has led to civil war
11. Global warming threatens the Maldives with obliteration through
flooding
12. Sri Lanka and the Maldives are ethnically diverse with religion playing
a major role in both countries
Level One Questions:
1. How did the great Indian leader Mohandas Gandhi protest British
control of India?
2. Over which territory has India and Pakistan fought several years?
3. What financial aid do poor South Asian entrepreneurs seek?
Level Two Questions:
1. What are the two major ethnic groups in Sri Lanka and where did they
come from?
2. What are some of the groups of people that live in Nepal?
3. What type of literature is important in Pakistan and Bangladesh?
Level Three Questions:
1. What role does agriculture play in the economies of South Asian
countries?
2. What are the major religions practiced in the region?
Moghul
Empire
Raj
Nonviolent
resistance
Land
reforms
Green
revolution
Caste
system
Indus
valley
civilization
Partition
Kashmir
Microcredit
Entreprene
ur
Ramadan
Constitutio
nal
Monarchy
Sherpa
Siddhartha
Gautma
Mandala
Sinhalese
Tamils
Sultan
70
commercial industries.
13(B) compare maps of
voting patterns or political
boundaries to make
inferences about the
distribution of political
power.
cultural change;
3.
K&S: WG 5
4.
S.E.: Understand levels
of development and
standard of living.
How do Pakistan and Bangladesh differ in their practice of Islam?
What are the reasons for the ongoing violence between the Tamils
and the Sinhalese in Sri Lanka?
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Summarizing a book
TE-p.582
Making Comparison
TE-p.576
History
Warner, Rachel. Indian Migration. NY: Thomson
Learning, 1995
Outline Maps and
activities: India p.79-80
Pakistan and
Bangladesh p.81-82
Nepal and Bhutan p.384.
Indian Ocean p.85-86
Cultures around the
world
Architecture-p.43
Daily life-p.44
Arts and crafts-p.46
Literature –p.48
McDougal Littell
Class Zone.com
Electronic Library of
Primary resources
World Cultures
Madaran, Vijay. Cooking the Indian Way. Minneapolis,
MN: Plessman Publications, 1985
Literature
Staples, Suzanne. Shabana , Daughter of the Wind. NY:
Alfred A. Knopf, 1989
71
World Geography Curriculum
Scope and Sequence
Theme: Today’s Issues in South Asia
Chapter 26
DATE
TEKS
TAKS
WEEK 1
*K(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.
*K(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;
*K7D) develop and
defend hypotheses
on likely population
patterns for the
future
*K(4A) explain the
distribution of
different types of
climate in terms of
patterns of
Objective 2: The student
will demonstrate an
understanding of
geographic influences on
historic issues & events.
Objective 3: The student
will demonstrate an
understanding of economic
and social influences on
historical issues and
events.
Objective 5: The student
will use critical thinking
skills to analyze social
studies information.
K&S: (8.10) uses geographic
tools to collect analyze and
interpret data
SE: BAnswer questions about
geographic distributions and
patterns using maps, graphs and
charts.
K&S: (1) History. The student
understands how geographic
contexts (the geography of
places in the past) and
processes of spatial
exchange (diffusion)
influenced events in the past
and helped to shape the
present. The student is
expected to:
S.E.: analyze the effects of
physical and human
geographic patterns and
6th Six Weeks
CRITICAL THINKING QUESTIONS &
KEY TERMS/TAKS
ENDURING UNDERSTANDING
QUESTIONS
Explosive population growth in South Asia has
contributed to social and economic ills in the
region.
Education is key to controlling population
growth and improving the quality of life in South
Asia.
South Asia experiences a yearly cycle of floods,
often followed by drought.
Level 1:
1. Which winds stir up powerful storms in
South
2. Asia that release vast amounts of rain and
cause severe flooding?
3. Food, shelter, and clothing are all examples
of what?
Level 2
1. Currently, about how many babies are
born in India everyday? Annually?
2. Why might the lack of basic necessities
in a region concern demographerspeople who study population?
Level 3
1. How is the religion make up of Kasmir
related to conflict over the territory?
2. Why might people in India and the other
heavily populated countries in Sout Asia
move to other parts of the world?
3. Why is Bangladesh especially
vulnerable to cyclones that occasionally
devastate the region? Which of the five
themes applies to the situation.
4. Why might India and Bangladesh fear
the weather that can arrive during
summer?
5. How might the dispute over Kasmir
affect the social and educational
Basic necessities
Illiteracy
Summer Monsoon
Winter Monsoon
72
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;
(12C) evaluate the
geographic and
economic impact of
policies related to
the use of
resources such as
regulations for
water use or
policies related to
the development of
scarce natural
resources.
(23B) use case
studies and
geographic
information
systems to identify
contemporary
geographic
problems and
issues and to apply
geographic
knowledge and
skills to answer
real-world
questions;
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.
program in the region?
K&S: (5) Geography. The
student understands how
political, economic, and social
processes shape cultural
patterns and characteristics in
various places and regions.
The student is expected to:
SE: B) analyze political,
economic, social, and
demographic data to
determine the level of
development and standard of
living in nations.
K&S: WH26
Communicates in written oral
and visual forms
SE: Interpret graphs, charts,
timelines, and maps.
K&S: WH 12 understands the
impact of geographic factors on
major historic events
SE: interprets maps to identify
and explain geographic factors
that have influenced people and
events in the past
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Map and Graph Skills p
PUPIL ED 592-603
History:
McDougal Littell
73
26-27
Exploring Today’s Issues p
30-31
32—33
Geoworkshop
READING POPULATION
PYRAMID 596
CASES STUDY P 6006003
IN DEPTH RESOURCES
UNIT 8 SKILLBUILDER
PARCTICE P 28
Hurricanes: Earth’s Mightiest Storms by Patricia Lawber
World Cultures:
Bangladesh by Mariam Whyte
Literature:
The Country Without a Post Office by Agha Shadid Ali
Classzone.com
74
World Geography Curriculum
Scope and Sequence
Theme: Physical Geography of East Asia
Chapter 27
DATE
TEKS
TAKS
WEEK 2
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;
and
*K(4A) explain the
distribution of different
types of climate in
terms of patterns of
temperature, wind, and
precipitation and the
factors that influence
climate regions such as
elevation, latitude,
location near warm and
cold ocean currents,
position on a continent,
and mountain barriers;
*K(6A) locate
settlements and
observe patterns in the
size and distribution of
cities using maps,
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
K&S: (8.10) uses
geographic tools to
collect analyze and
interpret data
SE: B Answer questions
about geographic
distributions and patterns
using maps, graphs and
charts.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
6th Six Weeks
CRITICAL THINKING QUESTIONS &
KEY
ENDURING UNDERSTANDING
TERMS/NAMES/TAKS
QUESTIONS
East Asia has a huge mainland area that
includes rugged terrain
East Asia has a number of important islands off
its eastern coast.
East Asia has a dry highland climate in the
west.
The region has a humid climate in the east.
The Chinese are building the three Gorges Dam
to control flooding.
The Japanese have developed creative ways to
use their limited amounts of land.
Level 1 Questions:
1. What types of landforms are found in
East Asia?
2. What types of climates are found in
East Asia?
3. Which examples illustrate an
environment changed by humans?
Level 2 Questions:
1. How are the landforms of East Asia an
advantage to life in the region.
2. What effect might severe weather have
on crops?
3. What might be a negative effect of the
three Gorges Dam?
Level 3 Questions:
1. How might China’s three large river
systems have affected the development
of agriculture and trade in the area?
2. How might the climate and vegetation
of East Asia have affected patterns of
settlement in the region.
3. What were some of the reasons that led
to the building of the three Gorges
Dam?
Kumlun Mountains
Qinling Shandi Mountains
Huang He
Chang Jiang
Xi Jiang
Typhoon
Taklimakan
Sabi Desert
Three Gorges Dam
PCBs
landfill
75
graphics, and other
information; and
(11) (B) identify factors
affecting the location of
different types of
economic activities; and
(21C) construct and
interpret maps to
answer geographic
questions, infer
geographic
relationships, and
analyze geographic
change;
and analytical methods
S.E.: 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.
K&S: (6) Geography. The
student understands the
types and patterns of
settlement, the factors
that affect where people
settle, and processes of
settlement development
over time. The student is
expected to:
S.E.(A) locate
settlements and observe
patterns in the
size and distribution of
cities using maps,
graphics, and other
information; and
K&S: (12) Understand
the impact of geographic
factors on major historic
events
SE: The student will
interpret historical maps
to identify and explain
geographic factors that
have influenced people
and events in the past.
K&S: (5) Geography. The
student understands how
76
political, economic, and
social processes shape
cultural patterns and
characteristics in various
places and regions. The
student is expected to:
SE: B) analyze political,
economic, social, and
demographic data to
determine the level of
development and
standard of living in
nations.
K&S: WH23 Understands
how major scientific and
mathematical discoveries
technological innovations
have affected societies
throughout history
SE: A give examples of
technological innovations
that occurred at different
periods in history and
describe the changes
produced by these
discoveries and
innovations.
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Map Summary Have
students examine the
maps on pages 620 and
622, focusing on Japan
Pro-Con chart
History: Ten years of Madness: Oral History of China’s
Cultural Revolution by ChiTsai Fong
McDougal Little
Classzone.com
Comparing the United
States and East Asia.
Have students review the
map on page 626.
Panel Discussion
Literature:
My Name is America: The Journal of Wong Ming –
Chung. By Laurence Yep.
77
Map and Graphs skills
Small Groups: Divide the
class into four groups and
have each group answer
making Comparisons
questions for one section
of the unit atlas
78
World Geography Curriculum
Scope and Sequence
Theme: Human Geography of East Asia
Chapter 28
DATE
TEKS
TAKS
WEEK 3
(2A)describe the
human and physical
characteristics of the
same place at different
periods of history; and
*K (5A) analyze how
the character of a place
is related to its political,
economic, social, and
cultural characteristics;
and
11) (B) identify factors
affecting the location of
different types of
economic activities; and
12) (A) compare
global trade patterns at
different periods of time
and develop
hypotheses to explain
changes that have
occurred in world trade
and the implications of
these changes;
(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
Objective 2: The
student will
demonstrate an
understanding of
geographic influences
on historic issues &
events.
Objective 3: The
student will
demonstrate an
understanding of
economic and social
influences on historical
issues and events.
Objective 5: The
student will use critical
thinking skills to
analyze social studies
information.
K&S: (12) Understand
the impact of geographic
factors on major historic
events
SE: The student will
interpret historical maps
to identify and explain
geographic factors that
have influenced people
and events in the past
SE: interprets maps to
identify and explain
geographic factors that have
influenced people and
events in the past
6th Six Weeks
CRITICAL THINKING QUESTIONS &
KEY
ENDURING UNDERSTANDING
TERMS/NAMES/TAKS
QUESTIONS
China is the world’s most populous country
China has been the dominant culture of East
China since ancient times.
Taiwan and Mongolia have developed in the
shadow of their giant neighbor, China
The countries of the region include both
capitalist and socialist economies.
The Korean peninsula is divided into tow
separate countries.
North Korea is a Communist country and South
Korea is a democracy.
Japan has an ancient culture and traditions
Japan is the economic giant of East Asia.
Level 1 Questions:
1. What are some Chinese dynasties?
2. How are the economies of Mongolia
and Taiwan different from one another?
3. What happened to Japan in World War
II
Level 2 Questions:
1. Why is population such an important issue
in China?
2. What are some of the characteristics of an
economic system?
Level 3 Questions:
1. How has China’s ragged terrain affected its
relations with other countries.
2. Who might the locations of Mongolia and
Taiwan have made them open to the
influence of China?
3. How might Japan’s isolation and its uniform
population have both helped and hindered
it in its attempts to achieve prosperity?
Dynasty
Joshua of influence
Boxer Rebellion
Mao Zedong
Confucianism
Taoism
Buddhism
Economic tiger
Pacific Rim
Samurai
Shogun
79
distinctive; and
(18C) analyze
examples of cultures
that maintain traditional
ways; and
K&S: WH26
Communicates in written
oral and visual forms
SE: Interpret graphs,
charts, timelines, and maps.
K&S: (5) Geography. The
student understands how
political, economic, and
social processes shape
cultural patterns and
characteristics in various
places and regions. The
student is expected to:
SE: B) analyze political,
economic, social, and
demographic data to
determine the level of
development and
standard of living in
nations.
K&S: (1) History. The
student understands how
geographic contexts (the
geography of places in
the past) and processes
of spatial exchange
(diffusion) influenced
events in the past and
helped to shape the
present. The student is
expected to:
S.E.: 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
80
migration patterns in the
past and shaped the
distribution of culture.
K&S: (10) Economics.
The student understands
the distribution and
characteristics of
economic systems
throughout the world. The
student is expected to:
SE: (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
K&S: (18) Culture. The
student understands the
ways in which cultures
change and maintain
continuity. The student is
expected to:
SE: (A) describe the
impact
of general processes
such as migration, war,
trade, independent
inventions, and diffusion
of ideas and motivations
on cultural change;
ACTIVITIES
ENRICHMENT
ACTIVITIES
LANGUAGE ARTS CONNECTIONS/CROSS
CURRICULAR CONNECTIONS
RESOURCES
Have students create
Timeline based on the
textual information from
the section.
Disasters p 640-641
Discussions TE pa 640641
News Briefs
History:
Taiwan by Robert Green
McDougal Littell
Classzone.com
Literature
81
Face the Facts: Students
make a list of facts
Trivial Pursuit using facts
from the section
Summary Chart
Role Playing a
The Coldest War: A Memoir of Korea by James Brady