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Wethersfield Public Schools
Course Outline
Course Name: World Geography
Department: Social Studies
Grade(s): 9
Level(s): H, 1, 2
Course Number(s): SS102H, SS1021, SS1022
Credits: .5
Course Description: The study of World Geography focuses on the relationships among people,
places, and environments that result in geographic patterns on the earth. Students will develop
skills and knowledge about location, place, human/environmental interaction, movement, and
regions. The course will compare and contrast these themes across all continents. Particular
emphasis is placed on students’ understanding and applying geographic concepts and skills to
their daily lives. Students will use geographic resources, inquiry, research, and technology skills
to ask and answer geographic questions. The students will use geographic methods to compare
and analyze landforms, climates, and natural resources of the world regions. Students will use a
variety of interdisciplinary sources, both primary and secondary, such as current and historical
maps, pictures, charts, graphs, and documents to learn about the geography of different world
regions. The course will be rigorous and relevant with instruction that integrates thinking skills,
historical processes, and content.
This course description also appears in the course catalogue.
Required Instructional Materials: Geography Alive! Regions and People
Hart, 2011, Teachers Curriculum Institute
Revised/Approval Date: July 2016
Approved by Administrative Team 7-21-16
Approved by Student Programs and Services 10-20-16
Approved by Board of Education 10-25-16
Authors/Contributors: Steve Carr, Mike Ferrett, Darla Miner, John Sand
World Geography
Page 1
Overarching Skills
Geography integrates the study of the natural and human elements of Earth to reveal their
complex relationships. The study of the spatial relationships among the components of the
human and physical systems is enhanced by using the latest and most reliable geographic
information available through technology. The opportunities by students and geographers to
observe, synthesize, and present data from satellites, ground stations, and local observations
represent collaborative processes within geography that are adding value to a wide range of
interdisciplinary studies in the 21st century. Geography’s major contributions for 21st century
skills development can be viewed through three lenses: 1) Scholarship; 2) Stewardship; and 3)
Citizenship. Scholarship reflects geography’s continued quest for knowledge about Earth and its
systems using the most appropriate technologies. Digital information and virtual representations
of Earth and its systems are commonly applied in geographic scholarship. Stewardship reflects
the concerns for the positive relationship between people and the environment through
sustainable interactions. Responding to challenges of global changes in climate, population
changes, natural resources availability, and land use are within the realm of stewardship.
Citizenship reflects equipping every person with the necessary 21st century skills and access to
information that will enable them to become responsible and effective in their active roles as
citizens.
This section includes 21st Century skills and discipline focused skills such as inquiry skills,
problem solving skills, research skills, etc. These objectives should be taught and assessed
through the integration of the other units. This unit is not meant to be taught in isolation as a
separate unit.
Title: Overview
Enduring Understandings
 Geography influences needs, culture,
opportunities, choices, interests, and
skills.
 There is a relationship between the
consumption and conservation of
natural resources.
Essential Questions
 How does geography influence lifestyle
and point of view?
 How do geography, climate, and
natural resources affect the way people
live and work?
 What story do maps and globes tell?
 What makes places unique and
different?
 How do maps and globes reflect
history, politics, and economics?
 What effect do people have on their
environment?
World Geography
Page 2
Objectives (College, Career & Civic Life C3 Framework for Social Studies Standards)
The student will:
D2.Geo.1.9-12. Use geospatial and related technologies to create maps to display and explain the
spatial patterns of cultural and environmental characteristics.
D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain
relationships between the locations of places and regions and their political, cultural, and
economic dynamics.
D2.Geo.3.9-12. Use geographic data to analyze variations in the spatial patterns of cultural and
environmental characteristics at multiple scales.
D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical
systems to explain reciprocal influences that occur among them.
D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced
cultural and environmental characteristics of various places and regions.
D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and
cultural characteristics of specific places and regions.
D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial diffusion
of ideas, technologies, and cultural practices have influenced migration patterns and the
distribution of human population.
D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial
patterns within and among urban, suburban, and rural regions.
D2.Geo.9.9-12. Evaluate the influence of long-term climate variability on human migration and
settlement patterns, resource use, and land uses at local-to-global scales.
D2.Geo.10.9-12. Evaluate how changes in the environmental and cultural characteristics of a
place or region influence spatial patterns of trade and land use.
D2.Geo.11.9-12. Evaluate how economic globalization and the expanding use of scarce
resources contribute to conflict and cooperation within and among countries.
D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global
trade, politics, and human migration.
World Geography
Page 3
Instructional Support Materials
 Videos/DVDs/CDs
 United Streaming
 Primary sources
 Digital Atlases
 Maps
Suggested Instructional Strategies
 Atlas and map work
 Cooperative learning
 Moviemaker/IMovie
 Jigsaw
 Modeling note-taking strategies
 PowerPoint presentations
 Use of graphic organizers
 Participate in debates
 View relevant videos/DVDs
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Student-created maps
 Completed graphic organizers
 Teacher assessment of group activities
 Student self-evaluation/reflection sheet
 Quiz on fact/opinion and author’s bias
 Diary, journal, or letter writing
World Geography
Page 4
Unit 1: Tools of Geography, Connecticut, and the United States
Time Frame: September-October
Length of Unit: 5 weeks
Enduring Understandings
 Maps and other geographic
representations, tools, and technologies
are used to organize information about
places and environments in a spatial
context.
 Regional geographic characteristics,
economic opportunity, and political
decisions continue to form new
settlement patterns and affect the
culture of the United States.
Essential Questions
 Why do geographers use a variety of
maps to represent the world?
 How can people best use and protect
Earth’s freshwater ecosystems?
 How does urban sprawl affect people
and the planet?
 What features make national parks
special and worth preserving?
 How do American consumption
patterns affect people and the planet?
 How does migration affect the lives of
people and the character of places?
Objectives (knowledge and skills)
The student will:
1.1. understand geographic terms and utilize major features of maps. D2.Geo.1.9-12
1.2. label physical and political maps of the region. D2.Geo.2.9-12
1.3. identify characteristics of the region’s physical and human geography on a map.
D2.Geo.2.9-12
1.4. evaluate the environmental health and management of the Great Lakes
freshwater ecosystem. D2.Geo.4.9-12
1.5. analyze the causes of, consequences of, and various solutions to urban sprawl.
D2.Geo.10.9-12.
1.6. identify the effects of urban sprawl policies implemented in three North American
cities. D2.Geo.8.9-12.
1.7. demonstrate an ability to read and use topographic maps. D2.Geo.2.9-12
1.8. identify the features of national parks in North America that make the park
special and worth preserving. D2.Geo.4.9-12.
1.9. identify current consumption patterns in the United States. D2.Geo.11.9-12.
1.10. compare U.S. consumption patterns with those of other countries around the
world. D2.Geo.11.9-12.
1.11. identify key ways in which migration impacts the United States, immigrants, and
the countries left behind. D2.Geo.7.9-12.
World Geography
Page 5
Instructional Support Materials
 https://www.eduplace.com/ss/maps/usa.html Maps
 http://www.nytimes.com/interactive/2013/12/20/sunday-review/dialect-quiz-map.html
 http://dialectblog.com/northamerican-accents/ Accent Examples
 http://www.huffingtonpost.com/2013/10/23/regional-differences-personalities-unitedstates-friendly_n_4137846.html Regional Differences
 http://mentalfloss.com/sites/default/files/map--50.jpg Equal Population US Map
 http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g4n_u2/
 https://www.youtube.com/watch?v=4HLYe31MBrg Mapping How Americans Talk
 http://nationalgeographic.org/activity/mental-mapping-and-perception/
 http://nationalgeographic.org/archive/xpeditions/lessons/04/g912/usregions.html
 http://travel.nationalgeographic.com/travel/countries/united-states-guide/
 http://www.history.com/topics/us-states
 www.hannasd.org/site/handlers/filedownload.ashx?...%20US%20Geography.ppt
 http://nationalgeographic.org/maps/united-states- regions/
 http://www.uen.org/Lessonplan/preview.cgi?LPid=17666
 http://nationalgeographic.org/archive/xpeditions/lessons/04/g35/foods.html Regional
foods
 https://www.youtube.com/watch?v=_E2CNZIlVIg Animated map of states and capitals
 https://www.youtube.com/watch?v=YpGl96YkUME U.S. Geography Quiz video
 http://www.history.com/shows/how-the-states-got- their-shapes/season-1
 https://www.eduplace.com/ss/maps/usa.html Maps
 https://educationforjustice.org/free-files/ImmigrationRolePlay07.pdf
 http://www.pbs.org/newshour/spc/thenews/materials/immigration_SS_update.pdf
 http://upfront.scholastic.com/issues/10_06_14/book#/12 Speaking in Tongues
 http://learning.blogs.nytimes.com/2014/12/10/border-politics-debating-immigrationpolicy/
Suggested Instructional Strategies
 Soda vs. Pop vs. Coke
 Map the region
 Dialect Quiz NY Times
 Mapping how Americans talk
 Skit using slang from a certain geographic areas.
 Northeast State Map Project
 Immigration Role Play
 Immigration Debate
 Speaking in Tongues project
 Write your own border story project
 Work in policy-planning groups to address growth and urban sprawl in the cities of
Portland, Toronto, and Atlanta.
 Work in pairs to complete a series of geography challenges that spiral in difficulty. They
learn about the region’s physical and human geography and discover and implement the
steps in the geographic inquiry process (GIP).
World Geography
Page 6
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills Rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Map quizzes
 Simulation participation
 Tests
World Geography
Page 7
Unit 2: Canada, Mexico, Latin America, and the Caribbean
Time Frame: October
Length of Unit: 4 weeks
Enduring Understandings
Essential Questions
 Deforestation is underway and affecting
 Why does spatial inequality exist in
the health of the Amazon Rainforest
urban areas?
which in turn impacts the lives of
 What causes extreme weather, and how
people living in the region and the
do people deal with it?
world.
 How should the resources of rainforests
 Weather, a complex interaction
be used and preserved?
between many indicators, is important
 How do people adapt to living in a
to our lives and affects the citizens of
mountainous region?
the planet in many ways.
Objectives (knowledge and skills)
The student will:
2.1. label physical and political maps of the region. D2.Geo.2.9-12
2.2. identify characteristics of the region’s physical and human geography on a map.
D2.Geo.2.9-12
2.3. analyze the characteristics of each of the five regions of Canada. D2.Geo.1.9-12
2.4. explain how spatial inequality affects people living in Mexico City. D2.Geo.4.9-12.
2.5. ways in which people deal with hurricanes in the Caribbean. D2.Geo.9.9-12.
2.6. analyze the relationship between an El Niño and extreme weather around the
world. D2.Geo.9.9-12.
2.7. investigate ideas from around the world about how to address land use conflict in
the rainforest and determine which would be most applicable to the Amazon
region. D2.Geo.10.9-12
2.8. identify ways in which people of the central Andes have adapted to life in each of
the four elevation zones. D2.Geo.6.9-12
Instructional Support Materials
 www.pptpalooza.net/PPTs/GlobalStudies/LatinAmericanGeography.pp
 www.cttech.org/vinal/lmc/.../The%20Geography%20of%20Latin%20America.ppt
 http://nationalgeographic.org/encyclopedia/south-america
 http://www.pbs.org/show/passport-latin-america/episodes/
 https://www.youtube.com/playlist?list=PLR7XO54Pktt-DmLWCKF7Kc908nqX2HBjh
 Geography NOW!: Bolivia, Argentina, Chile, Colombia and Brazil
 http://video.nationalgeographic.com/search?q=south+america
 http://nationalgeographic.org/lesson/making-decision-about-building-road-amazon/
World Geography
Page 8
Suggested Instructional Strategies
 Create and present news reports about groups with competing interests on how to
preserve and use the resources of the Amazon rainforest.
 Analyze and respond to a real-world decision about building a road through the Amazon
rain forest.
 Assume the role of magazine editors organizing a feature article on life in the central
Andes to learn how people have adapted to living in the varied environments of the
Andes Mountains.
 Work in pairs to complete a series of geography challenges that spiral in difficulty. They
learn about the region’s physical and human geography and discover and implement the
steps in the geographic inquiry process (GIP).
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills Rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Map quizzes
 Simulation participation
 Tests
World Geography
Page 9
Unit 3: Oceana, East Asia
Time Frame: 3 weeks
Length of Unit: November
Enduring Understandings
Essential Questions
 Geographic location and natural
 How do people adapt to life in an island
resources determine the development of
region?
a people and their culture.
 How do indigenous peoples preserve
 Globalization reflects specialization in
their traditional culture while adapting
an interdependent and worldwide
to modern life?
relationship where any part of the
 How does climate influence human
world is affected by events elsewhere in
activity in a region?
the world.
 How can people both experience and
protect the world’s special places?
 How does a country meet the
challenges created by a large and
growing population?
Objectives (knowledge and skills)
The student will:
3.1. label physical and political maps of the region. D2.Geo.2.9-12
3.2. identify characteristics of the region’s physical and human geography on a map.
D2.Geo.2.9-12
3.3. identify the components and steps of manufacturing a global product and its
impact. D2.Geo.11.9-12
3.4. explain how the ocean affects life on islands in the Pacific. D2.Geo.12.9-12
3.5. create an illustrated map depicting how physical and human geography affect
life on three types of islands: continental islands, volcanic islands, and
atolls. D2.Geo.3.9-12
3.6. evaluate the overutilization of ocean resources and explain what is being done to
protect oceans today. D2.Geo.6.9-12
3.7. analyze how location has played a role in shaping aspects of life in
Australia. D2.Geo.2.9-12
3.8. investigate the impact of location and other factors on threatened species
worldwide. D2.Geo.5.9-12
World Geography
Page 10
Instructional Support Materials
 https://www.eduplace.com/ss/maps/asia.html Maps
 http://nationalgeographic.org/archive/xpeditions/lessons/14/g912/geoactreef.html Tour
Guide
 https://www.youtube.com/watch?v=GAyRBqKk3hk Great Barrier Reef Video
 https://www.youtube.com/watch?v=p5cHElD5cf8 How to Haka
 https://www.eduplace.com/ss/maps/asia.html Maps
 http://www.unlockingthearchives.rgs.org/resources/documents/The%20death%20zone%2
0works
 https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html China Stats
 http://www.nytimes.com/2016/03/31/world/asia/china-air-pollution-beijing-shanghaiguangzhou.html?_r=0
 http://www.rgs.org/OurWork/Schools/Teaching+resources/Key+Stage+3+resources/Chin
a+Today/Sustainable+China.htm
 http://cd1.edb.hkedcity.net/cd/science/S&T/extended/ens/Teachers/Tworksheets/2_
ws_E.pdf
 http://ww2.kqed.org/lowdown/2013/05/17/who-made- your-t- shirt-the- hidden-cost- ofcheap-fashion/
 https://www.youtube.com/watch?v=aFkC7Cd9-IE Everest Video
 https://www.youtube.com/watch?v=q4DtOhe2LfQ Vice News Pollution
Suggested Instructional Strategies
 Map the region
 Eco Tour Guide of the Great Barrier Reef
 Learn how to Haka and present in class
 Antarctica Mapping Lab
 Pollution Role Play
 Statistical analysis of pollution
 Athletic shoe industry investigation
 Track your clothing- Identify where your clothes are made and highlight on a map.
 Work in pairs to complete a series of geography challenges that spiral in difficulty. They
learn about the region’s physical and human geography and discover and implement the
steps in the geographic inquiry process (GIP).
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills Rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Map quizzes
 Simulation participation
 Tests
World Geography
Page 11
Unit 4: Southwest Asia, Russia
Time Frame: December
Length of Unit: 2 weeks
Enduring Understandings
Essential Questions
 Geographic location and natural
 How might having a valuable natural
resources determine the development of
resource affect a region?
a people and their culture.
 Where are primate cities located, and
 Nations use environmental resources
why are they important?
for economic development.
 How do physical processes shape
Earth’s landscape?
 When two cultures meet, neither
remains the same.
 What factors contribute to the success
or failure of new nation-states?
Objectives (knowledge and skills)
The student will:
4.1. label physical and political maps of the region. D2.Geo.2.9-12
4.2. identify characteristics of the region’s physical and human geography on a map.
D2.Geo.2.9-12
4.3. understand how oil is distributed in Southwest Asia. D2.Geo.10.9-12
4.4. investigate the effects of large oil reserves on Southwest Asian countries.
D2.Geo.11.9-12
4.5. identify four major physical processes through photo analysis. D2.Geo.4.9-12
4.6. analyze the political and economic success of the former Soviet Union states.
D2.Geo.8.9-12
Instructional Support Materials
 https://www.eduplace.com/ss/maps/pdf/cent_swasia_nl.pdf Maps
 http://www.adl.org/education-outreach/lesson- plans/c/refugee-crisis-ineurope.html?referrer=https://www.google.com/#.V35gQ_krLcs (Refugee Crisis Lesson)
 http://www.citylab.com/housing/2015/10/mapping-the-frenzy-of-the-europes-migrantcrisis/412396/ (Refugee Animated Map)
 https://www.youtube.com/watch?v=RvOnXh3NN9w (Syrian Refugee Crisis)
 http://www.citylab.com/housing/2015/10/mapping-the-frenzy-of-the-europes-migrantcrisis/412396/
 http://www.citylab.com/posts/maps/
 http://www.bbc.com/news/world-europe-34131911
 http://www.takepart.com/article/2015/10/28/map-that-shows-how-huge-europes-refugeecrisis-really-is
 http://www.wired.co.uk/article/europe-syria-refugee-crisis-maps
 http://storymaps.esri.com/stories/2016/the-uprooted/
 https://www.theguardian.com/world/middle-east-live/2013/jul/25/syria-refugee-crisis-aday-in-the-life
 http://www.vox.com/2015/9/27/9394959/syria-refugee-map
World Geography
Page 12
Instructional Support Materials (cont.)







http://reliefweb.int/map/world/refugee-crisis-western-balkan-route-syria-regional-crisisecho-daily-map-05112015
http://www.academic.evergreen.edu/g/grossmaz/Physical308.ppt (PowerPoint)
http://kids.nationalgeographic.com/explore/countries/russia/ (L2)
http://travel.nationalgeographic.com/travel/countries/russia-guide/
https://www.youtube.com/watch?v=hkb-ueqs6oo
https://www.youtube.com/watch?v=zjNGHHjGrRc
https://www.youtube.com/watch?v=W6LIhNgsQoc
Suggested Instructional Strategies
 Map the region
 Oil production worksheet comparisons. OPEC.
 Analysis of how new renewable energy sources will affect the region and world.
 Istanbul: Bridge between East and West Activity (Islam/Christianity)
 Syrian Refugee Crisis Simulation
 Work in pairs to complete a series of geography challenges that spiral in difficulty. They
learn about the region’s physical and human geography and discover and implement the
steps in the geographic inquiry process (GIP).
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills Rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Map quizzes
 Simulation participation
 Tests
World Geography
Page 13
Unit 5: Africa
Time Frame: December
Length of Unit: 2 weeks
Enduring Understandings
 The lives of people are connected and
controlled by the geographic make-up
of where they live.
 The diversity of Africa’s geography has
created significant regional and cultural
differences on the continent.
Essential Questions
 How do rivers change as they flow
across Earth’s surface?
 How do people adapt to living in a
desert region?
 How are women micro-entrepreneurs in
developing countries changing their
communities?
 How can dividing a diverse country
into regions make it easier to
understand?
 How might ethnic group differences
affect who controls resources and
power in a society?
Objectives (knowledge and skills)
The student will:
5.1. label physical and political maps of the region. D2.Geo.2.9-12
5.2. identify characteristics of the region’s physical and human geography on a map.
D2.Geo.2.9-12
5.3. understand key physical features and human activity that affect river systems by
identifying how the Nile changes from source to mouth. D2.Geo.4.9-12
5.4. describe the physical characteristics of three environments of the Saharan region:
the desert, the oases, and the Sahel. D2.Geo.2.9-12
5.5. identify ways in which people have adapted to life in these three environments.
D2.Geo.6.9-12
5.6. analyze the impact of desertification on people living in desert regions around the
world. D2.Geo.12.9-12
5.7. explain challenges faced by women in developing countries in Africa.
D2.Geo.10.9-12
5.8. describe the characteristics of the physical environment, ethnic groups, culture,
and economic activity unique to each region of Nigeria. D2.Geo.8.9-12
5.9. analyze the redistribution of power and resources in post-apartheid South Africa.
D2.Geo.8.9-12
World Geography
Page 14
Instructional Support Materials
 http://www.bu.edu/africa/outreach/teachingresources/geography/
https://www.theguardian.com/cities/gallery/2016/jun/23/south-africa-divided-citiescities apartheid-photographed- drone
 www.pptpalooza.net/PPTs/GlobalStudies/AfricanGeography.ppt
 http://nationalgeographic.org/encyclopedia/africa-physical-geography/
 https://www.youtube.com/playlist?list=PLR7XO54Pktt9dN240Qdipsc34skwuoaiM
 Geography NOW!
 http://video.nationalgeographic.com/video/destinations/antarctica-overviewdest?source=relatedvideo
 http://video.nationalgeographic.com/video/destinations/africa-south-dest
 http://video.nationalgeographic.com/video/destinations/africa-northdest?source=relatedvideo
 http://video.nationalgeographic.com/video/destinations/africa-westcentral-dest
 http://video.nationalgeographic.com/video/destinations/africa-east-dest
 http://www.pbs.org/search/?q=african+geography
Suggested Instructional Strategies
 Investigate three environments of the Saharan region and make predictions about how
people have adapted to life in each.
 Study three women micro-entrepreneurs to learn how they are changing the human
characteristics of their African communities.
 Explore the regional differences within Nigeria by designing an educational Web page
about the country and three distinct regions.
 Examine photographs of the new South Africa and evaluate how much progress South
Africa has made toward achieving racial equality since the end of apartheid.
 Analyze countries to determine the best location to set up a business office.
 Work in pairs to complete a series of geography challenges that spiral in difficulty. They
learn about the region’s physical and human geography and discover and implement the
steps in the geographic inquiry process (GIP).
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills Rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Map quizzes
 Simulation participation
 Tests
World Geography
Page 15
Unit 6: Europe
Time Frame: January
Length of Unit: 2 weeks
Enduring Understandings
 The European Union was a product of
the 20th century, built to address
international issues of the time,
specifically economic and political
stability.
 Population fluctuations contribute to a
combination of political,
environmental, and economic changes.
Essential Questions
 What forces work for and against
supranational cooperation among
nations?
 How do population trends affect a
country’s future?
 How can one country’s pollution
become another country’s problem?
Objectives (knowledge and skills)
The student will:
6.1. label physical and political maps of the region. D2.Geo.2.9-12
6.2. identify characteristics of the region’s physical and human geography on a map.
D2.Geo.2.9-12
6.3. analyze a population cartogram of selected European countries. D2.Geo.7.9-12
6.4. experience the forces that unite and divide members of the European Union.
D2.Geo.8.9-12
6.5. examine other examples of international cooperation. D2.Geo.11.9-12
Instructional Support Materials
 http://nationalgeographic.org/lesson/gathering-ideas-about-europe/
 http://nationalgeographic.org/unit/beyond-borders/
 http://nationalgeographic.org/encyclopedia/europe-physical-geography/
 www.pptpalooza.net/PPTs/EHAP/GeographyOfEurope.ppt
 www.mrdgeography.net/UnitDocuments/europe/erp_phys.ppt
 http://www.citylab.com/housing/2015/10/mapping-the-frenzy-of-the-europes-migrantcrisis/412396/ (animated map of Europe’s migrant crisis)
 https://www.learner.org/series/powerofplace/page3.html
 https://www.learner.org/series/powerofplace/page4.html
 https://www.learner.org/series/powerofplace/page5.html
 https://www.learner.org/series/powerofplace/page6.html
 https://www.youtube.com/playlist?list=PLR7XO54Pktt-h8T- dtr4MXy0_MpbWukHW
 Geography NOW! 10-12 minute clips for 13 different European countries
 http://video.nationalgeographic.com/video/destinations/spain-overviewdest?source=searchvideo
 http://video.nationalgeographic.com/video/destinations/france-overviewdest?source=searchvideo (Two short videos that give overview of Spain and France)
 http://www.pbs.org/search/?q=european+geography
World Geography
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Suggested Instructional Strategies
Supranational Cooperation in the European Union Exercise
Create and analyze population pyramids for three countries with different levels of growth.
Transboundary Pollution in Europe Simulation
Analyze images and maps to understand the causes and results of radioactive pollution from
Chernobyl, acid rain from the Black Triangle region, and water pollution in the Tisza and
Danube rivers.
Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
 School-wide Higher Order Thinking Skills Rubric
 School-wide Communication Rubric
 School-wide Technology Skills Rubric
 School-wide Problem Solving Rubric
 Map quizzes
 Simulation participation
 Tests
World Geography
Page 17