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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 Page 16 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