Download World Geography Review Notes for Parents and Students

August 2011
World Geography
Review Notes for
Parents and Students
Grade 8 World Geography
1st Nine Weeks, 2011-2012
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
1
August 2011
World Geography Content Review Notes:
Standards of Learning in Detail
Grade 8 World Geography: First Nine Weeks
2011-2012
This resource is intended to be a guide for parents and students to improve content
knowledge and understanding. The information below is detailed information about the
Standards of Learning taught during the 1st grading period and comes from the World
Geography Standards of Learning Curriculum Framework issued by the Virginia
Department of Education. The Curriculum Framework in its entirety can be found at the
following website:
http://www.doe.virginia.gov/VDOE/Instruction/History/curriculum_framework_2008_
final/geo_curr_frmwrk_08_final.pdf
A
section has also been developed to provide students with the opportunity to
check their understanding of the content.
WG.1a-d
The student will use maps, globes, satellites images, photographs, or diagrams.
WG.1a
Obtain geographical information about the world's countries, cities, and environments.
How does using a variety of sources support the process of
geographic inquiry?
 Using a variety of resources supports the process of geographic inquiry.
Description/Definition
GIS (Geographical
Information
Systems)
A software program used to make and manipulate maps and data.
Information is kept as a separate electronic “layer.”
Field Work
The collection of raw data.
Satellite Image
Satellites traveling around the earth make up the Global Positioning System
(GPS). As a result, mapmakers can receive photos that help create accurate
maps.
Geographers use photographs to show details such as the shape of the land,
what plants cover an area, and how land is being used.
Photographs
Maps and
Globes
Databases
Geographers use many different types of maps. Each type gives geographers
a particular kind of information about a place
Primary Sources
A primary source is a document, recording or other source of information
created with direct personal knowledge. It serves as an original source of
information about the topic. (journals, videos, photographs, & letters)
A structured collection of records or data that is stored in a computer system.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
2
August 2011
CE.1a: Name That Source
Directions: Use standard WG.1a to complete the graphic organizer.
Sources
1.
Description/Definition
A software program used to make and
manipulate maps and data. Information is kept
as a separate electronic “layer.”
2.
The collection of raw data.
3.
Satellites traveling around the earth make up the
Global Positioning System (GPS). As a result
mapmakers can receive photos that help create
accurate maps.
Geographers use photographs to show details
such as the shape of the land, what plants cover
an area, and how land is being used.
4.
5.
Geographers use many different types of maps.
Each type gives geographers a particular kind of
information about a place.
6.
A structured collection of records or data that is
stored in a computer system.
7.
A primary source is a document, recording or
other source of information created with direct
personal knowledge. It serves as an original
source of information about the topic. (journals,
videos, photographs, & letters).
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
3
August 2011
WG.1b
Apply the concepts of location, scale, map projection, or orientation.
What are some uses of latitude and longitude?
 Latitude and longitude define absolute location.
How is relative location use to describe places?
 Relative location describes the spatial relationships between and among places.
Why are different scales necessary for developing map
representations?
 Areas can be represented using a variety of scales.
 The amount of detail shown on a map is dependent on the scale used.
Why is a directional indicator (e.g., compass rose) necessary on a
map?
 A directional indicator (e.g., compass rose) identifies map orientation.
How do maps distort spatial relationships when compared with the
globe?
 Maps, unlike the globe, distort spatial relationships.
scale
Relationship between distance
on a map and the actual
distance on the earth
relative location
Relative location describes
where a place on the globe is
in relation to another place.
latitude
Location north or south of the
Equator, measured by imaginary
lines called parallels numbered
in degrees north or south
longitude
Location east or west of the
Prime Meridian, measured by
imaginary lines called
meridians numbered in
degrees east or west.
orientation
Determining ones location in
ones surroundings
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
4
August 2011
CE.1b: Map Projections Word Splash!
Directions: Use standard WG.1b to fill in the table with the map projection
characteristics listed below.
areas furthest from the equator are
very distorted
fairly accurate land shapes
poles are most distorted
for data representation
in atlases
has expanded water areas
that fill the extra space
shows accurate distance and
direction
ship navigation and sea
travel
plane navigation
shows size and shape with less
distortion than Mercator
edges extremely distorted
inaccurate size and
distance
mapping hemispheres
Polar
Mercator
Robinson
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
5
August 2011
CE.1ab: Scrambled Words
Directions: Use standard WG.1ab to determine the correct term for each definition.
Write the matching letter above each symbol.
a = 
b = 
c = 
f = 
g = 
h = 
k=
p =
l=
q=
u=
z=
d = 
e = 
i = 
j=
m=
r=
n=
s=
o=
t=
v =
w=
x=
y =
-=
%=
&=
==
1. 
These computer tools process and organize data and satellite images with other types of information.
2. 
- These show the relative size and location of specific geographic areas.
3. 
These are oral or written accounts obtained by the actual participants in an event.
4. Geographic information supports the  into the nature of countries,
cities, and environments.
5.
Longitude and latitude define .
6. A compass rose is an example of a  that identifies map
orientation.
7. projections are used for ship navigation and sea travel. They show fairly accurate land
shapes but areas farthest from the equator are very distorted.
8. This map projection is used for data representation. - 
9.  map projections are great for plane navigation and mapping hemispheres.
10. will show what a measurement of a map is equal to in real life.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
6
August 2011
WG.1c
Develop and refine mental maps of world regions.
How do people use mental maps to organize information?
 Maps, unlike the globe, distort spatial relationships.
Carry out daily
activities (e.g.
route to school,
shopping)
Give directions
to others
Understand
world events
How are perceptions reflected in mental maps?
 Mental maps serve as indicators of how well people know the spatial characteristics of
certain places.
How can mental maps be developed and refined?
 People develop and refine mental maps through both personal experience and
learning.
Uses of Mental Maps
Carry out daily activities
(e.g., route to school, for
shopping)
Give directions to others
Understand world events
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
7
August 2011
WG.1c (continued)
Develop and refine mental maps of world regions.
Comparing sketch maps to maps in atlases or other resources.
Sketch Map
Atlas Map
Describing the location of places in terms of reference points
(e.g., the equator, prime meridian)
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
8
August 2011
WG.1c (continued)
Develop and refine mental maps of world regions.
Describing the location of places in terms of geographic features and
land forms (e.g., west of the Mississippi River, north of the Gulf of
Mexico)
West of the
Mississippi
Describing the location of places in terms of human characteristics of
a place (e.g., language, types of housing, dress, recreation, customs,
and traditions)
language
housing
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
dress
landscape
9
August 2011
CE.1c: Mental Maps
Directions: Use standard WG.1c to complete the graphic organizer.
How do people use mental maps to organize information?
Carry out
Give
_________________ ________________
activities (e.g., route
to others
to school, shopping)
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Understand
_____________
events
10
August 2011
WG.1d
Create and compare political, physical, and thematic maps.
What are ways that maps show information?
 A map is a visual representation of geographic information.
What are the major types of thematic maps?
Population Map (e.g.
distribution and density)
shows the density of population in
an area
Economic Activity Map
shows what types of goods are
produced, exchanged, distributed,
and consumed in a given area
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
11
August 2011
WG.1d (continued)
Create and compare political, physical, and thematic maps.
Resource
labels natural resources
Language
shows the geographic distribution
of the speakers of a language
Ethnicity
shows cultural boundaries based
on common heritage
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
12
August 2011
WG.1d (continued)
Create and compare political, physical, and thematic maps.
Climate
shows temperature
Precipitation Map
shows rainfall
Vegetation Map
shows the plant life of an area
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
13
August 2011
WG.1d (continued)
Create and compare political, physical, and thematic maps.
Physical Map
shows landforms
Political Map
shows place, names, and
boundaries
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
14
August 2011
WG.1e
Analyze and explain how different cultures use maps and other images to reflect their own interest
and ambitions.
How do maps reflect changes over time?
How are maps and other visual images used to present a particular
bias (positive or negative) about an area of the Earth’s surface?
 Maps and other visual images reflect change over time.
Knowledge
Map of the World as Drawn by
Columbus
Modern World Map
GIS (Geographical
Information Systems)
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
15
August 2011
WG.1e (continued)
Analyze and explain how different cultures use maps and other images to reflect their own interest
and ambitions.
Place Names
Formosa
Taiwan
Republic of China
Palestine
Israel
West Bank
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Gaza
16
August 2011
WG.1e (continued)
Analyze and explain how different cultures use maps and other images to reflect their own interest
and ambitions.
Boundaries
Africa In 1914
Africa in 1990s
Europe Before World War II
Europe After World War II
Russia Before Collapse (Soviet Union)
Russia After Collapse
Middle East Before 1948
Middle East After 1967
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
17
August 2011
WG.1e (continued)
Analyze and explain how different cultures use maps and other images to reflect their own interest
and ambitions.
Perspectives of Place Names
Middle East
North Africa/
Southwest Asia
Arabian Gulf
Persian Gulf
Middle East vs. North Africa
and Southwest Asia
Arabian Gulf vs. Persian Gulf
Sea of Japan
East Sea
Sea of Japan vs. East Sea
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
18
August 2011
WG.1e (continued)
Analyze and explain how different cultures use maps and other images to reflect their own interest
and ambitions.
Disputed Areas
Korea
Western Sahara
Former
Yugoslavia
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Kashmir
19
August 2011
WG.1: Mapping Skills
Directions: Use WG.1 to complete the map.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
20
August 2011
WG.1: World Geography Vocabulary Puzzle
Directions: Use standardWG.1 to complete the puzzle.
Across
7. a software program that is used
to make and manipulate maps
and data
9. The exact location of a place.
10. location east or west of the
Prime Meridian
11. an original source of information
about a topic (journals, videos,
photographs, & letters)
14. a map that shows patterns often
emphasizing one subject or
theme
16. northwest, southwest,
southeast, and northeast
17. zero degrees longitude; divides
the earth into the western and
eastern hemispheres
19. a map that shows boundaries,
countries, states, and
infrastructure
20. interpreting and judging
phenomena, events, places and
people in terms particular to
one's own culture
21. imagery that consists of
photographs of Earth or other
planets made by means of
artificial satellites
22. location north or south of the
Equator, measured by imaginary lines
called parallels numbered in degrees north
or south.
23. instruments used to locate places on earth
24. projection best used for mapping
hemispheres as well as plane/airline
navigation.
25. fish bowl shaped projection best used for
data representation; shows size and shape
with less distortion
Down
1. device drawn on maps to show direction
2. north, south, east, and west on a globe or map
3. degrees latitude, divides the earth into the northern and
southern hemispheres
4. natural surroundings
5. collection of records or data that is stored in a computer
system that can be searched and sorted.
6. personal perception of an area based on a person’s knowledge
and experience
8. grid projection that is useful for ship navigation and shows land
shapes fairly accurately, but not size and distance
12. used to show details such as the shape of the land, what
plants cover an area, and how land is being used
13. the collection of raw data
15. a map that shows landforms and physical features of the
earth
18. describes where a place on the globe is in relation to another
place
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
21
August 2011
WG.2a-c
The student will analyze how selected physical and ecological processes shape the
Earth's surface.
WG.2a
Identify regional climatic patterns and weather phenomena and their effects on people and places.
What are the common characteristics that define climate?
 Climate is defined by certain characteristics.
Climate
Characteristics
Temperature
Precipitation
Seasons (hot/cold, wet, dry)
What are the elements that influence regional climate patterns?
 Climate patterns result from the interplay of common elements.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
22
August 2011
WG.2a (continued)
Identify regional climatic patterns and weather phenomena and their effects on people and places
What vegetation is characteristic of key climatic zones?
 Climatic regions have distinctive vegetation.
Climate Zones
high latitudes-sub arctic,
cold, tundra, icecap
middle latitudes- semiarid to arid, cool to cold
in winter and warm to
hot in summer
low latitudes- tropical,
wet, hot, and humid
middle latitudes- semiarid to arid, cool to cold
in winter and warm to hot
in summer
Vegetation Regions
high latitudes-sub arctic, cold,
tundra, icecap
What are the elements that influence regional climate patterns?
 Climate patterns result from the interplay of common elements.
Mid-Latitude Forest
Savannah
Steppe
an area of dense forest along
the mid latitude lines
a broad area of grassland in
the tropics with few trees
partly dry grassland often found
on the edges of deserts
Rainforests
Desert
Taiga
Tundra
an area of dense forest
along the equator which
receives high amounts of
rain each year
a desert is a landscape
form or region that
receives very little
precipitation
Huge forests of evergreen
trees that grown in
subarctic regions
the flat, treeless plain
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
between the ice cap
and the timberline of
North America and
Eurasia that has
permanently frozen
subsoil
23
August 2011
WG.2a (continued)
Identify regional climatic patterns and weather phenomena and their effects on people and places.
Where do specific types of weather phenomena occur?
 Certain weather phenomena are unique to specific regions.
Monsoons
Southeast Asia
Typhoons
Pacific Ocean
Hurricanes
Atlantic Ocean
Tornadoes
United States
What effects do climate and weather phenomena have on people
living in different regions?
 Climate and weather phenomena affect how people live in different regions.
Crops
Clothing
Housing
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Natural Disaster
24
August 2011
WG.2a: Weather and Climate
Directions: Use standard WG.2a to answer questions 1-7.
What are the common characteristics
that define climate?
1.
2.
3.
Where do the following weather phenomena occur?
4. Monsoon __________
6. Typhoon ______________
5. Hurricane __________
7. Tornado___________
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
25
August 2011
WG.2b
Describe how humans influence the environment and are influenced by it.
How have physical and ecological processes shaped the Earth’s
surface?
 Physical and ecological processes shape the Earth’s surface.
Earthquakes
Floods
Physical &
Ecological
Process
Volcanoes
Erosion
Deposition
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
26
August 2011
WG.2b (continued)
Describe how humans influence the environment and are influenced by it.
What are some ways humans influence their environment?
How are humans influenced by their environment?
 Physical and ecological process shape the Earth’s surface
Water Diversion/Management
Changing the natural flow of water to another location
by using dams, canals, or pipelines
Aral Sea
Canals
Colorado
River
Aswan
High Dam
Reservoirs
Irrigation
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
27
August 2011
WG.2b (continued)
Describe how humans influence the environment and are influenced by it.
How have physical and ecological processes shaped the Earth’s
surface?
 Physical and ecological process shapes the Earth’s surface.
Environmental Changes
Acid Rain
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Pollution (i.e. oil
spills)
28
August 2011
WG.2b: Human Impact
Directions: Use standard WG.2b to answer complete the puzzle.
Across
6
8
9
10
11
12
Your examples are the Sahel in Africa and the Gobi desert in Asia.
A place where humans collect water for future use.
This is the dam in Egypt that controls the Nile River.
Diverting water from a river or lake toward a field.
This type of rain is created from industrial and automotive exhaust.
Nuclear explosion in the Ukraine that has polluted the soil, water, and air.
Down
1
2
3
4
5
7
Carving steps out of the mountainside to create level areas for growing crops.
These are built to connect two bodies of water, usually resulting in trade routes.
The forests in Nepal, Brazil and Malaysia are all suffering from this.
This forest in Germany has acid rain damage.
Polders are being used here to reclaim land from the sea.
This is happening to the Aral Sea because its feeder rivers are being used for
irrigation.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
29
August 2011
WG.2c
Explain how technology affects one’s ability to modify the environment and adapt to it.
How has the use of technology expanded the capacity of people to
modify and adapt to their environment?
 Technology has expanded people’s ability to modify and adapt to their physical
environment.
Influence of Technology
Agriculture (e.g. fertilization,
mechanization)
Energy usage (e.g. fossil
fuels, nuclear)
Transportation (e.g. Road
Building, railways)
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
30
August 2011
WG.2c (continued)
Explain how technology affects one’s ability to modify the environment and adapt to it.
Automobiles (e.g. parking lots,
suburbs)
Airplanes (e.g. airport expansion,
noise)
Environmental Impact on
Humans
 settlement patterns
 housing materials
 agricultural activity
 types of recreation
 transportation patterns
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
31
August 2011
WG.3ac
The student will apply the concept of a region.
WG.3a
Explain how characteristics of regions have led to regional labels.
Why do geographers create and use regions as organizing concepts?
 Regions are used to simplify study and understanding of the world.
 Regions are areas of Earth’s surface that share unifying characteristics.
What are some examples of physical and cultural regions?
 Regions may be defined by physical or cultural characteristics.
PHYSICAL REGIONS
Sahara
Taiga
Rainforest
Low Countries
Great Plains
CULTURAL REGIONS
Language
Ethnic
Religion
Economic
Latin America
Chinatowns
Islam
Wheat belts
Francophone World
Kurdistan
Buddhism
European Unions
(EU)
Political
North Atlantic
Treaty Organization
(NATO)
African Union (AU)
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
32
August 2011
WG.3a (continued)
Explain how characteristics of regions have led to regional labels.
What are some examples of regional labels that reflect changes in
perceptions?
 Regional labels may reflect changes in people’s perceptions.
Middle East
Sun Belt
Rust Belt
How can cultural characteristics link or divide regions?
 Cultural difference and similarities can link or divide regions.
Arab world:
Arabic
Brazil:
Portuguese
Languages
Canada:
French and
English
Switzerland:
Multiple
Languages
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Hispanic
America:
Spanish
English:
International
Language
33
August 2011
WG. 3c
Apply the concept of a region by analyzing how cultural characteristics, including the world’s major
languages, ethnicities, and religions, link or divide regions.
How can cultural characteristics link or divide regions?
 Cultural difference and similarities can link or divide regions.
Former
Yugoslavia:
Serbs, Croats,
Bosnians,
Albanians
United
States,
Switzerland:
Multiple
ethnicities
united in one
country
Ethnic
Heritage
Korea,
Japan:
Predominantly
single
ethnicity
Burundi and
Rwanda:
Hutus and
Tutsis
Cyprus:
Greeks and
Turks
Religion as a Unifying Force
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
34
August 2011
WG. 3c (continued)
Apply the concept of a region by analyzing how cultural characteristics, including the world’s major
languages, ethnicities, and religions, link or divide regions.
Religion as a Divisive Force
Conflicts between
Hindus and Muslims in
Pakistan and India
Conflicts between
Catholics and
Protestants in Northern
Ireland
Jews, Christians, and
Muslims all claim
Jerusalem as their
religious heritage site
Conflicts between
Sunni and Shi'a
Muslims
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
35
August 2011
WG.3ac: Regional Concepts
Directions: Use standards WG.3ac
to answer questions 1-22.
1. ____________________ are used to
2. Regions are areas of Earth’s surface that
3. Regions may be defined by
4. Latin America and Francophone world are two
5. Chinatown and Kurdistan are two examples
6. Islam and Buddhism are two examples of
7. Wheat Belts and the European Union
8. NATO and the African Union are two examples
simplify study and understanding
of the world.
________________ and _______________
characteristics.
of an _____________ region.
are two examples of an
_____________ region.
9. This is an area is known as the
_________________________.
share _________________ characteristics.
examples of a _____________ region.
_____________.
of a _____________ region.
10. This is an area is known as the
_____________________________.
11. This is an area is known as the
____________________________________.
12.
Arab World: Arabic :: Brazil: ____________
13. Hispanic America is to ____________ as
Canada is to French and English.
14.
________________ is the international
language.
15. _____________________ is known for its
multiple languages.
(It is not Canada)
16. Former __________________ is to Serbs, Croats,
Bosnians, and Albanians as Burundi and Rwanda is
to __________ and ____________.
17. These two countries have a predominantly
single ethnicity.
_____________ and _____________
18. The Hindus and Muslims are having conflicts in
these two countries.
__________________ and _________________
19. _______ is to Greeks and Turks as
US and Switzerland is to multiple
ethnicities.
20. These two religious groups are having conflicts in
Northern Ireland.
______________ and __________________
21. Jews, Christians, and Muslims all claim
______________ as their
religious heritage site.
22. These groups, Sunni and Shi’a are both
_____________.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
36
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
37
August 2011
WG.3c: Religions
Directions: Cut out the sorting cards below. Use standard WG.3c to complete the
sorting activity.
Christianity Buddhism Hinduism
Islam
Judaism
Allah
India
Force that
started the
universe
Hebrew Bible
Monotheistic
Monotheistic
Karma
Way of life
Monotheistic
Bible
Koran
Monotheistic
but accepts
existence of
others
China
Torah
Jesus
5 pillars
Seeks
harmony
and long life
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
38
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
39
August 2011
WG. 5
Compare and contrast the distribution, growth rates, and characteristics of human
population in terms of settlement patterns and the location of resources.
What human, environmental, economic, and political factors influence
population distribution?
 Population distribution is described according to location and density.
Factors That
Influence
Population
Distribution
Government Policy
Natural Resources
(e.g. oil, arable land,
water)
Climate
(hot/cold, wet/dry)
Economic
Development
Rural/Urban
Settlement Patterns
Capital Resources
(Transportation,
Technology)
Conflicts (Refugees)
What are some characteristics of human populations?
 Characteristics of human populations differ over time and from region to region.
Characteristics of Human Population
 Birth and death rates (war, disease, migration)
 Age discrimination
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 GDP
 Ethnicities
 Language
 Religion
 Education
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
40
August 2011
WG. 5 (continued)
Compare and contrast the distribution, growth rates, and characteristics of human
population in terms of settlement patterns and the location of resources.
How do human, environmental, economic, and political factors,
influence population growth rates?
 Population growth rates are influenced by human, environmental, economic, and
political factors.
Modern Medicine
And Hygiene
Economic
Development
Education
Government
Policy
Industrialization
and Urbanization
Role of Women
in Society
WG.6
Analyze past and present trends in human migration and cultural interaction as they are
influenced by social, economic, political, and environmental factors.
How have social, economic, political, and environmental factors
influenced migration?
 Migrations occur because of social, political, and environmental factors.









Push Factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural Hazards-droughts, floods
Limits on personal freedom
Environmental degradation
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
41
August 2011
WG. 6 (continued)
Analyze past and present trends in human migration and cultural interaction as they are
influenced by social, economic, political, and environmental factors.
How has migration influenced cultural landscapes?
 Migrations have influenced cultural landscape.






Pull Factors
Religion
Economic opportunity
Land availability
Political freedom
Ethnic and family ties
Arable land
Impact of Migration on Regions
Language
Religion and religious
freedom
Customs and traditions
Cultural Landscapes
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
42
August 2011
WG. 6 (continued)
Analyze past and present trends in human migration and cultural interaction as they are
influenced by social, economic, political, and environmental factors.
EVIDENCE OF CULTURAL
INTERACTION
 Diffusion of United States culture
to other regions
 Popularization of other cultural
traditions in the United States
WG.6: Push and Pull Factors
Directions: Use standard WG.6 to sort the push and pull factors.
Pull (9)
1. Overpopulation
2. Political freedom
3. Ethnic and family ties
4. Political persecution
5. Natural hazards
6. Religious hazards
7. Religious persecution
8. Lack of job opportunities
9. Agricultural decline
10. Economic opportunity
11. Land availability
12. Arable land
13. Conflict
14. Limits on personal freedom
15. Environmental degradation
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Push (6)
43
August 2011
WG. 7ab
Identify types of natural, human, and capital resources and explain their significance.
WG. 7a
Show their influence on patterns of economic activity and land use.
How do human needs and availability of technology affect the value of
natural resources?
 Natural materials become resources if and when they become useful to humans.
How has the value of resources changed over time?
 The value of resources has changed over time.
Changes in Use of Energy Resources and Technology over Time
Wood
Coal (pollution,
Petroleum
(Deforestation) mining problems, (transportation,
competition with environmental
oil and gas)
considerations)
Nuclear
Solar, Wind
(contamination, (cost and
waste)
aesthetics)
How do natural, human, and capital resources influence patterns of
economic activity and land use in regions?
 Natural, human, and capital resources influence human activity in regions.
Natural Resources
Human Resources
Renewable Resources
$ Level of Education
 Soil
 Water
$ Skilled and unskilled laborers
 Forests
Nonrenewable Resources
$ Entrepreneurial and managerial
$ Fossil fuels (oil, coal, natural)
abilities
Capital Resources
$ Availability of money for investment
$ Level of infrastructure
$ Availability and use of tools, machines, and technologies
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
44
August 2011
WG. 7a (continued)
Show their influence on patterns of economic activity and land use.
What are some examples of primary, secondary, and tertiary economic
activities?
 Economic activity can be classified as primary, secondary, or tertiary.
Levels of Economic Activity
Primary: Dealing directly with resources
(e.g. fishing, farming, forestry, mining)
Secondary: Manufacturing and
processing (e.g. steel mills, automobile
industry, saw mills)
Tertiary: Services (e.g. transportation,
retail trade, information technology
services)
Interdependence of nations, trading in
goods, services, and capital resources
Uneven economic development
Energy producers and consumers
Conflict over control of resources
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
45
August 2011
WG. 7a (continued)
Show their influence on patterns of economic activity and land use.
Economic activities that
require extensive areas
of land (e.g. agriculture)
vs. those that require a
limited area (e.g.
manufacturing)
Land uses that are
compatible with each
other (open spaces and
residential) vs. land uses
that are not compatible
(e.g., landfills and
residential)
WG.7a: Economic Activity
Directions: Use standard WG.7a to sort the types of businesses listed below based on
their level of economic activity.
Levels of Economic Activity
Primary
Secondary
Tertiary
Farming
Walmart
Mining
Smithfield Packing Factory
Sprint Store
Public Bus
Ranching
Clothing Factory
Automobile Assembly
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
46
August 2011
WG.7b
Evaluate perspectives and consequences regarding the use of resources.
How and why do different cultures develop different perspectives on
the use of resources?
 The use of a resource depends on a nation’s culture, value, access to technology, and
government priorities as they change over time.
Social and Economic Priorities That Influence a
Culture’s Perspective on Resources
Economic development priorities
Environmental conservation priorities
Priorities of indigenous minorities
Examples Of Technologies That Have Created Demand
For Particular Resources
Steam Engine
Internal Combustion Engine
(Cars and Trucks)
Computer Chips
Demand for Coal
Demand for Gasoline (Oil)
Demand for Skilled Labor
What are some cost benefits of the use of resources?
Costs
Benefits
Resource depletion
Environmental degradation
Health problems
Production of goods and services
Employment opportunities
Development of technologies
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
47
August 2011
WG.8
Distinguish between developed and developing countries and relate the level of economic
development to the standard of living of and quality of life.
How and why does the level of economic development vary from one
part of the world to another?
 Levels of economic development vary from country to country and from place to place
within countries.
Difference Between Developed and Developing Nations
 Access to natural resources
 Access to capital resources
(investment in technology and
infrastructure)
 Number and skills of human
resources
 Levels of economic development
 Standards of living and quality of
life
 Relationships between economic
development and quality of life
WG.8
Distinguish between developed and developing countries and relate the level of economic
development to the standard of living and quality of life.
What factors influence the standards of living and quality of life?
 Many criteria are used to assess the standard of living and quality of life.
Indicators of Economic Development
Urban-rural ration
GDP per capita
Labor force characteristics
(primary, secondary,
tertiary sectors)
Educational achievement
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
48
August 2011
WG.8 (continued)
Distinguish between developed and developing countries and relate the level of economic
development to the standard of living and quality of life.
How does the availability of resources and technology influence
economic development and quality of life?
 Availability of resources and technology influence economic development and quality of
life.
Indicators of Standards of Living and
Quality of Life
Population growth
(natural increase)
Life expectancy
Infant mortality rate
Population of age
distribution
Percentage of urban
population
Literacy rate
WG.8: Developed and Developing Countries
Directions: Use standard WG.8 to color the characteristics of developed countries green
and developing countries yellow.
1. High birth rate
2. High infant mortality
3. High literacy rate
rate
4. High per capita Gross
5. Highly industrialized
6. Little industry
Domestic Product
7. Long life expectancy
8. Low birth rate
9. Low infant mortality
rate
10. Low life expectancy
11. Low literacy rate
13. Most of the people are
less than 15 years of
age
16. Most people live in
urban areas (cities)
14. Most of the people are
over 15 years of age
12. Low per capita Gross
Domestic Product
15. Most people live in rural
areas (country side)
17. People make a living in
primary economic
activities.
18. People make a living in
secondary or tertiary
economic activities
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
49
August 2011
WG.7/WG.8: World Geography Vocabulary Puzzle
Directions: Use WG.7 and WG.9 to complete the puzzle.
Across
3.
5.
6.
9.
10.
11.
12.
13.
14.
15.
16.
17.
the labor force of a country, usually
dependant on education, skills and
ability
the policy of extending the rule or
influence of a country over other
countries or colonies
percentage of people who can read and
write
something that has a good effect or
promotes well-being
money needed to develop a business
a group of statistical values that give
an indication of the health of the
economy
service industries
two or more countries relying on each
other for economic and political support
the loss, sacrifice, suffering, or effort
involved in doing something
number of deaths of babies under one year
of age per 1000 live births
indicators that include wealth,
employment, environment, physical and
mental health, education, recreation and
leisure time, and social belonging
a level of material comfort as measured
by the goods, services, and luxuries
available to an individual, group, or
nation
Down
1. the basic facilities, services, and installations
needed for the functioning of a community or
society (ex. roads, power lines, communication
lines)
2. original inhabitants of a nation that are now outnumbered by other ethnic groups
4. metal and other minerals found in the earth that
cannot be replaced
7. resources that cannot be used up
8. dealing with natural resources
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
50
August 2011
WG. 4
The student will locate and analyze physical, economic, and cultural characteristics of world regions:
United States and Canada.
In what ways do physical economic and cultural characteristics
influence regional development?
 The development of a region is influence by many factors, including physical,
economic, and cultural characteristics.
What are some ways human interaction affects the development of a
regions?
 The interaction of humans with their environment affects the development of a region.
Acid Rain
What are some criteria that may be used to determine a country’s
relative importance?
 Different criteria may be used to determine a country’s relative importance.
Gross Domestic
Product (GDP)
Land Size
Population Size
Resources
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
51
August 2011
WG. 4
The student will locate and analyze physical, economic, and cultural characteristics of world regions:
United States and Canada.
What impact does elements of the physical environment, such as
major bodies of water and mountains have on countries in a region?
 Elements of physical environment such as major bodies of water and mountains
influence the economic and cultural characteristics of regions.
Example: Major Bodies of Water
Example: Mountains
Rio Grande: forms boundaries
Rocky Mountains: Create rain
shadows on leeward slopes
ABUNDANT RESOURCES
Copper
iron ore
nickel
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
silver
gold
52
August 2011
WG. 4
The student will locate and analyze physical, economic, and cultural characteristics of world regions:
United States and Canada.
CONTINENTAL DIVIDE
Ridge that separates rivers that flow west-toward the Pacific Oceanfrom those that flow east-toward the Mississippi River
RIVERS AND OTHER
WATER FEATURES
Arctic Ocean
Great Lakes
St. Lawrence River
Rio Grande
Columbia River
Hudson Bay
Colorado River
Gulf of Mexico
Atlantic Ocean
Pacific Ocean
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
Mississippi River
53
August 2011
WG. 4
The student will locate and analyze physical, economic, and cultural characteristics of world regions:
United States and Canada.
LANDFORMS
Appalachian
Mountains
Pacific Coastal Ranges
Basin and Range
Rocky Mountains
Great Plains
Interior Lowlands
Atlantic and Gulf
coastal plains
Grand Canyon
Canadian Shield
Columbia Plateau
Colorado Plateau
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
54
August 2011
WG. 4
The student will locate and analyze physical, economic, and cultural characteristics of world regions:
United States and Canada.
Major exporters of
technology, consumer
goods, information
systems, foodstuffs
Highly
developed
infrastructures
systems, and
foodstuffs
Highly
diversified
economies
systems, and
foodstuffs
Economics
Features
systems, and
foodstuffs
Export of U. S. culture
via the global
marketplace (e.g.,
McDonald’s, Coca
Cola, music, blue
jeans)
Multinational
corporations
Center of world
financial
markets (New
York Stock
Exchange)
Rich supply of
mineral, energy,
and forest
resources
systems, and
foodstuffs
North American
Free Trade
Agreement
(NAFTA)
systems, and
foodstuffs
Sustained
economic
growth
Widening gap
between rich
and poor
systems, and
foodstuffs
Colonized by Europeans
Multicultural Societies
Increasingly diverse populations
High literacy rates
High standard of living
Highly urbanized
Highly mobile populations
World’s longest unfortified border between the United States and
Canada
 Democratic forms of government
 Arts that reflect the cultural heritage of multicultural societies
 North Atlantic Treaty Organization (NATO)








Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
55
August 2011
WG. 4
The student will locate and analyze physical, economic, and cultural characteristics of world regions:
United States and Canada.
Cities as Centers of Culture and Trade
Washington, D. C.
Chicago, Illinois
Los Angeles, California
Toronto
Houston, Texas
Montreal
Quebec
New York, New York
Ottawa
Vancouver, British Columbia
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
56
August 2011
WG.4: United States and Canada- Characteristics
Directions: Use WG.4 (United States and Canada) to decide which fact about North
America is Economic and which is Cultural. Put an E for economic and a C for cultural.
1. _____ Arts that reflect the cultural heritage of multicultural societies
2. _____
Rich supply of mineral, energy, and forest resources
3. _____
Center of world financial markets (New York Stock Exchange)
4. _____
High standards of living
5. _____
Highly diversified economies
6. _____
Increasingly diverse populations
7. _____
High literacy rate
8. _____
Democratic forms of government
9. _____
Highly urbanized
10. _____
Canada’s struggle to maintain a national identity
11. _____
Multinational corporations
12. _____
Colonized by the Europeans
13. _____
Major exporters of technology, information systems, and foodstuff
14. _____
Multicultural societies
15. _____
Highly mobile populations
16. _____
Sustained economic growth
17. _____
Widening gap between rich and poor
18. _____
World’s longest unfortified border between the United States and Canada
19. _____
Export of U.S. culture via the global marketplace (e.g., McDonald’s, Coca-Cola, music)
20. _____
Highly developed infrastructures
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
57
August 2011
The World Geography 1st Nine Weeks Test will be administered at the end of the nine
weeks.
Tested World Geography SOLs include: WG.1a-e, WG.2a-c. WG.3ac, WG.4 (including
United States and Canada), WG.5, WG.6, WG.7, and WG.8.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
58
August 2011
STAR (Students Teaching Activities Resources)
Suffolk Public Schools resource contains resources that assist
students in enhancing their comprehension of the Virginia
Standards of Learning. Resources include but are not limited to
activities, games, power points, web quests, websites that address
Standards of Learning objectives in each content area in grades K12.
http://www.spsk12.net/departments/STAR/socialscience/ss_wg8.htm
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
59
August 2011
The following pages contain vocabulary sorts that can be
used to review relevant World Geography terms for this
grading period. Cut out the sort and practice matching the
vocabulary word with the matching definition.
Quizlet is a free online website that provides students extra
opportunities to practice and review vocabulary words.
Links to Suffolk Public Schools World Geography Quizlet files
are located on the Suffolk Public Schools STAR (Students
Teaching Activities Resources) webpage.
http://www.spsk12.net/departments/STAR/socialscience/ss_wg8.htm
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
60
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
61
August 2011
WG.1a
databases
a structured collection of records
or data that is stored in a
computer system that can be
searched and sorted.
WG.1a
environment
natural surroundings
WG.1a
field work
the collection of raw data
WG.1a
Geographic
Information
Systems (GIS)
a software program that gathers
geographic information that is
used to make and manipulate
maps and data
WG.1a
maps and globes
instruments used to locate
places on earth
WG.1a
photographs
used to show details such as the
shape of the land, what plants
cover an area, and how land is
being used
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
62
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
63
August 2011
WG.1a
primary
Sources
a document, recording or other
source of information created
with direct personal knowledge;
as an original source of
information about a topic
(journals, videos, photographs, &
letters)
WG.1b
absolute location
(site)
relationship between distance on
a map and the actual distance on
the earth.
WG.1a
satellite image
imagery that consists of
photographs of Earth or other
planets made by means of
artificial satellites
WG.1b
cardinal directions
the orientation of north, south,
east, and west on a globe or map
WG.1b
directional indicator
device drawn on maps to show
direction
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
64
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
65
August 2011
WG.1b
Equator
zero degrees latitude, divides the
earth into the northern and
southern hemispheres
WG.1b
intermediate
directions
fall between cardinal directions
(northwest, southwest,
southeast, and northeast)
WG.1b
latitude
location north or south of the
Equator, measured by imaginary
lines called parallels numbered
in degrees north or south.
WG.1b
longitude
location east or west of the Prime
Meridian, measured by imaginary
lines called meridians numbered
in degrees east or west.
WG.1b
Mercator Projection
grid projection that is useful for
ship navigation and shows land
shapes fairly accurately, but not
size and distance
WG.1b
Polar Projection
circular projection best used for
mapping hemispheres as well as
plane/airline navigation.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
66
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
67
August 2011
WG.1b
Prime Meridian
zero degrees longitude; also
known as the Greenwich
meridian because it was
established at the Greenwich
observatory near London
WG.1b
relative location
(situation)
describes where a place on the
globe is in relation to another
place
WG.1b
Robinson
Projection
fish bowl shaped projection best
used for data representation;
shows size and shape with less
distortion
WG.1c
mental Maps
a personal perception of an area
based on a person’s knowledge
and experience
WG.1d
physical map
a map that shows landforms and
physical features of the earth
WG.1d
political map
a map that shows boundaries,
countries, states, and
infrastructure
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
68
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
69
August 2011
WG.1d
thematic map
WG.1e
Persian Gulf or Arabian Gulf?
bias
WG.2a, 4
a map that shows patterns often
emphasizing one subject or
theme (ex. population, economic
activity, resource, language,
ethnicity, climate, precipitation,
vegetation, physical or political)
interpreting and judging
phenomena, events, places and
people in terms particular to
one's own culture
acid rain
precipitation that falls from a sky
that is polluted with chemicals
from things like car emissions
and the burning of fossil fuels
WG.2b
agricultural
terracing
(terrace
farming)
strips of land cut out of a hillside
like stair steps so the land can
hold water and be used for
farming
WG.2a
climate
the usual predictable pattern of
weather of an area over a long
period of time
WG.2a
low latitudes- tropical, wet, hot, and
humid
climatic
regions
middle latitudes- semiarid to arid,
cool to cold in winter and warm to hot
in summer
high latitudes-sub arctic, cold, tundra,
icecap
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
70
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
71
August 2011
WG.2c
cultural landscape
the landscape that results from
many generations of human
occupancy (ex. religious
building, types of homes, etc.)
WG.2c
culture
the way of life of a group of
people who share similar beliefs
and customs
WG.2b, 4
deforestation
widespread cutting of forests
WG.2b
deposition
physical and ecological process
that is opposite of erosion by
which materials are added to a
landform.
WG.2a
desert
vegetation region that receives
very little precipitation
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
72
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
73
August 2011
WG.2b
desertification
gradual transformation of
habitable land into desert; is
usually caused by climate
change or by destructive use of
the land.
WG.2a
elevation
the height of an area above sea
level
WG.2b
erosion
physical and ecological process
that is the gradual wearing away
of surfaces, including soil and
rock
WG.2a
hurricane
a violent tropical storm system
that forms over the warm waters;
occurs in the Atlantic Ocean.
WG.2a
mid-latitude
forests
vegetation region that is an area
of dense forest along the midlatitude lines
WG.2a
monsoon
seasonal winds that blow over a
continent for months at a time
providing heaving rainfall;
occurs in South and Southeast
Asia
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
74
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
75
August 2011
WG.2b
areas of land reclaimed from the
sea
polders
WG.2b
pollution
introduction of contaminants into
an environment that causes harm
to the environment.
WG.2a
rain forest
vegetation region that is an area
of dense forest along the low
latitude climate region; receives
high amounts of rain each year
WG.2a
savanna
vegetation region that is a broad
area of grassland in the tropics;
few trees
WG.2a,4
steppe
2 WG.a
taiga
vegetation region that is a partly
dry grassland often found on the
edges of deserts
vegetation region that is a high
latitude forest of evergreen trees
that grow in cool climates
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
76
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
77
August 2011
WG.2a
tornado
a tornado is a violent, funnel shaped cloud that touches the
earth and causes damage;
occurs in the United States.
WG.2a
tundra
climate and vegetation region
that is a flat, treeless plain that
has permanently frozen subsoil
WG.2a
typhoon
a violent tropical storm that
brings heavy rains and high
winds; occurs in the western
Pacific and Indian oceans.
WG.2a
weather
WG.3c
Buddhism
refers to the unpredictable
changes in air that take place
over a short period of time
a world religion or philosophy
based on the teaching of the
Buddha and holding that a state
of enlightenment can be attained
by suppressing worldly desires
WG.3c
Christianity
the religion based on the life,
teachings, and example of Jesus
Christ
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
78
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
79
August 2011
WG.3c
a disagreement or hostility within
a group that is likely to cause a
conflict
Divisive force
WG.3c
Ethnic heritage
WG.3c
Hinduism
WG.3c
Islam
a way of life or tradition passed
on from one generation to the
next
the religion of India and the
oldest of the worldwide religions,
characterized by a belief in
reincarnation and the essential
unity of forms and theories
the religion of Muslims, based
upon the teachings of
Muhammad; now the second
largest of the great religions in
number of believers
WG.3c
Judaism
the religion of the Jews that has
its basis in the Bible and the
Talmud
WG.3c
monotheistic
the belief that only one God
exist.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
80
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
81
August 2011
WG.3a
areas of the earth’s surface that
share unifying (the same)
characteristics
region
WG.3a
a place of worship for people of
the Jewish faith
Synagogue
WG.3a
a place of worship for people of
the Hindu faith
Temple
WG.4
a standard on which a judgment
or decision is made
criteria
WG.4
Gross
Domestic
Product
$
the market value of the goods
and services produced by a
country
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
82
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
83
August 2011
WG.4
rain
shadow
a dry area on the side of the
mountain facing away from the
wind. This side of the mountain is a
leeward slope
WG.4
resources
a source of supply or support that
can be natural, human or capital
WG.5
capital
resource
WG.5
ethnicity
money needed to develop a
business
identity with or membership in a
particular racial, national, or cultural
group and observance of that
group's customs, beliefs, and
language
WG.5
industrialization
the process of becoming a country
with more industry
WG.5
life
expectancy
the average number of years a
person can expect to live based on
standards of living
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
84
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
85
August 2011
WG.5
refugee
a person who flees to another
country to escape persecution or
disaster.
WG.5
rural
an area without a lot of industry;
countryside
WG.5
urban
an area with a lot of industry; cities
WG.6
arable land
land that can be used for growing
crops
WG.6
cultural
diffusion
spread of cultural from one country
to others around the world.
WG.6
drought
a prolonged period of extreme
dryness in the weather.
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
86
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
87
August 2011
WG.6
famine
a severe shortage of food resulting
in widespread hunger.
WG.6
pull factor
things that bring people to new
places; (ex. jobs, land availability,
religious freedom, etc.)
WG.6
push factor
things that push people from their
homes; (ex. war, famine, better
opportunities, etc.)
WG.7a
capital
resource
money needed to develop a
business
WG.7a
human
resource
the labor force of a country, usually
dependant on education, skills and
ability
WG.7a
imperialism
the policy of extending the rule or
influence of a country over other
countries or colonies
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
88
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
89
August 2011
WG.7b
indigenous
minority
WG.7a
infrastructure
original inhabitants of a nation that
are now out-numbered by other
ethnic groups
the basic facilities, services, and
installations needed for the
functioning of a community or
society (ex. roads, power lines,
communication lines)
WG.7a
interdependence
WG.7a
nonrenewable
resource
two or more countries relying on
each other for economic and
political support
metal and other minerals found in
the earth that cannot be replaced
(ex. fossil fuels like coal, oil, and
natural gas)
WG.7a
primary
economic
activity
dealing with natural resources
(ex. farming pigs)
WG.7a
resources that cannot be used up
renewable
resources
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
90
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
91
August 2011
WG.7a
manufacturing and processing
secondary
economic
activity
(ex. slaughtering and processing
pigs into bacon, pork chops)
WG.7a
service industries
tertiary
economic
activity
(ex. grocery stores that sell
packaged pork products to
consumers)
WG.7b
benefit
something that has a good effect or
promotes well-being
WG.7b
cost
the loss, sacrifice, suffering, or
effort involved in doing something
WG.8
developed
nation




industrialized
well developed infrastructure
high literacy rate
technologically advanced
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
92
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
93
August 2011
WG.8
developing
nation
 working towards




industrialization
low GDP
low literacy rate
low life expectancy
high infant mortality rate
WG.8
indicator
WG.8
literacy rate
a group of statistical values that
give an indication of the health of
the economy
percentage of people who can read
and write
(Developed countries have higher
rates.)
WG.8
quality of life
indicators that include wealth,
employment, environment, physical
and mental health, education,
recreation and leisure time, and
social belonging
WG.8
standard
of living
a level of material comfort as
measured by the goods, services,
and luxuries available to an
individual, group, or nation
WG.4
Continental
Divide
the line that divides the flow of
water between the Pacific Ocean
and Atlantic Ocean
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
94
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
95
August 2011
WG.4
democracy
a form of government in which the
citizens elect their leaders to govern
for them.
WG.4
fortified
to make a place less susceptible to
attack by building or creating
defensive structures such as walls,
ditches, or ramparts
WG.4
Multinational corporations
business firms that do business in
many countries
WG.4
NATO
(North Atlantic
Treaty Organization)
military alliance of democratic
states in Europe and North America
WG.4
New York
Stock Exchange
the world's largest stock exchange
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
96
August 2011
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
97
August 2011
Page 3 – WG.1a: Name that Source
1.
2.
3.
4.
5.
6.
7.
GIS (Geographic Information Systems)
Field work
Satellite images
Photographs
Maps and globes
Databases
Primary Sources
Page 5 – WG.1b: Map Projections Word Splash
Polar
1. plane navigation
2. mapping hemispheres
3. edges extremely
distorted
4. shows accurate
distance and direction
Mercator
1. ship navigation and sea
travel
2. fairly accurate land
shapes
3. inaccurate size and
distance
4. areas furthest from the
equator are very
distorted
Robinson
1. poles are most distorted
2. for data representation
in atlases
3. has expanded water
areas that fill the extra
space
4. shows size and shape
with less distortion than
Mercator
Page 6 – WG.1ab: Scrambled Words
1. Geographic Information Systems
2. Maps
3. Primary Sources
4. Process of Inquiry
5. Absolute Location
6. Directional Indicator
7. Mercator
8. Robinson
9. Polar
10. Scale
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
98
August 2011
Page 10 – WG.1c: Mental Maps
Carry out
DAILY
activities (e.g., route to school, shopping)
Give
DIRECTIONS
to others
Understand
WORLD
events
Page 20 – WG.1: Mental Maps
1. Equator in red
2. Prime meridian in orange
3. Robinson Projection
4. Tropic of Cancer in green
5. Tropic of Capricorn in yellow
6. Continents in black
7. Oceans blue
8. Rivers in blue
9. Mountains, brown
10. Aswan High Dam
Page 21 – WG.1: World Geography Vocabulary Puzzle
Across
7. Geographic Information Systems
9. absolute location
10. longitude
11. primary Sources
14. thematic map
16. intermediate directions
17. Prime Meridian
19. political map
20. bias
21. satellite image
22. latitude
23. maps and globes
24. Polar Projection
25. Robinson Projection
Down
1. directional indicator
2. cardinal directions
3. Equator
4. environment
5. databases
6. mental Maps
8. Mercator Projection
12. photographs
13. fieldwork
15. physical map
18. relative location
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
99
August 2011
Page 25 – WG.2a: Weather and Climate
1.
2.
3.
4.
5.
6.
7.
Temperature
Precipitation
Seasons
Monsoon - South and Southeast Asia
Hurricane - Atlantic Ocean
Typhoon- Pacific Ocean
Tornado - United States
Page 29 – WG.2a: Human Impact
Page 36 – WG.3ac: Regional Concepts
1. Regions
2. Unifying
3. Physical and Cultural
4. Language
5. Ethnic
6. Religion
7. Economic
8. Political
9. Rust belt
10. Sun Belt
11. Middle East
12. Portuguese
13. Spanish
14. English
15. Switzerland
16. Yugoslavia
17. Korea and Japan
18. Pakistan and India
19. Cyprus
20. Catholics and Protestants
21. Jerusalem
22. Muslims
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
100
August 2011
Page 38 – WG.3c: Religions
Christianity
Monotheistic
Buddhism
Hinduism
Islam
Judaism
India
Allah
Hebrew Bible
Bible
Force that
started the
universe
Karma
Monotheistic
Monotheistic
Jesus
Way of life
Monotheistic
but accepts
existence of
others
Koran
Torah
China
5 Pillars
Seeks
harmony and
long life
Page 43 – WG.6: Push and Pull Factors
Push (9)
1, 4, 5, 7, 8, 9, 13, 14, 15
Pull (6)
2, 3, 6, 10, 11, 12,
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural Hazards-droughts,
floods
Limits on personal freedom
Environmental degradation
Religion
Economic opportunity
Land availability
Political freedom
Ethnic and family ties
Arable land
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
101
August 2011
Page 46 – WG.7a: Economic Activity
Levels of Economic Activity
Primary
Farming
Mining
Ranching
Secondary
Smithfield Packing Factory
Clothing factory
Automobile assembly
Tertiary
Walmart
Sprint Store
Public Bus
Page 49 – WG.8: Developed and Developing Countries
Developed (green)
3,4,5,7,8,9,14,16,18
Developing (yellow)
1,2,6,10,11,12,13,15,17
Page 50 – WG.7/WG.8: World Geography Vocabulary Puzzle
Across
3. Human resource
5. Imperialism
6. Literacy rate
9. Benefit
10. Capital resource
11. Indicator
12. Tertiary economic activity
13. Interdependency
14. Cost
15. Infant mortality rate
16. Quality of life
17. Standard of living
Down
1. Infrastructure
2. Indigenous minority
4. Nonrenewable resources
7. Renewable resource
8. Primary economic activity
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
102
August 2011
Page 57 – WG.4: United States and Canada Characteristics
1. C
2. E
3. E
4. C
5. E
6. C
7. C
8. C
9. C
10. C
11. E
12. C
13. E
14. E
15. C
16. C
17. E
18. E
19. C
20. E
21. E
Katrina S. Cary, Middle School Lead Teacher (English and Social Studies)
Terry Fenner and Natalie Rotzler, World Geography Teachers
Suffolk Public Schools
103