Download The course of study for eighth grade is world geography

Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
ACKNOWLEDGEMENTS
The Social Studies Department acknowledges the contributions made to the development of these materials by
all social studies staff and especially the following people.
8th GRADE
Brendan Blackburn
Diana Jordan
Phil Hayden
Chris McDermott
Mitch Pascal
Diana Hasuly-Ackman
Social Studies Supervisor
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
TABLE OF CONTENTS
OVERVIEW
• Arlington Public Schools Social Studies Program Rationale
• Social Studies Content Goals
• Preface
VIRGINIA STATE STANDARDS OF LEARNING
GUIDE
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Course description, theme, key concepts, and units of study
Unit, SOL, enduring understanding, unit question, preview activity, key terms/people
Virginia Curriculum Framework
Sample lesson(s)
Appendicies
SUGGESTED LITERATURE and OTHER SOURCES
SUGGESTED PACING GUIDE
TEXTBOOK ALIGNMENT CHART
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
PROGRAM RATIONALE
The Arlington Public Schools Social Studies program is founded on the premise that democracy demands citizens who are informed, interested in the welfare of
individuals and society, and committed to the success of democratic processes and values.
The Arlington Public School Social Studies curriculum is designed to promote
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a chronological approach that places history in its geographic setting accordingly establishing human activities in time and space,
a study of world history that includes the basic ideas of both western and non-western cultures,
an emphasis on the study of fundamental democratic principles, civic values and ethical understandings,
a focus on economic concepts that have influenced the development of civilizations of the past and present,
a scope and sequence in which knowledge and skills are taught in a systematic continuum,
an enriched and broader course of study for the primary grades which includes an introduction to world studies,
a thematic and conceptual approach that organizes content around universal ideas that transcend time, place, and people,
an interdisciplinary approach that integrates history, geography, economics, civics, sociology, psychology, language arts, science, mathematics, and the
visual and performing arts,
a multicultural perspective that reflects the contributions of men and women of different racial, religious, and ethnic groups,
a purposeful linking of past and present that draws parallels among civilizations,
a balanced presentation of controversial issues that emphasizes reasonable evidence, not bias or emotion,
a variety of learning activities that include debate and discussion, simulations, oral histories, use of primary and secondary documents, writing for
understanding, use of technology, historical research, reading of non-fiction and fiction, development and use of time lines, surveys, charts, graphs,
maps, globes, and participating in community activities,
a variety of teaching practices that
-make connections to students’ experiences,
-are active and hands on,
-are inquiry and discovery based,
-use multiple intelligences,
-simulate real-life situations,
-use instructional technology
-allow for self-assessment and application of knowledge,
-maintain high expectations for student work, and
-use higher order thinking.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
PREFACE
This guide provides the teacher with the curriculum that is necessary for delivering the required instruction for the course of study. It outlines the content and
skills to be taught.
This guide reflects academic goals requiring that students
• demonstrate a high degree of knowledge.
• communicate subject matter clearly.
• solve problems using effective processes to reach viable solutions.
• apply learning to the world beyond the classroom.
• self assess work and reflect on lessons learned.
The Virginia Standards of Learning and the 2008 Virginia Curriculum Framework have been included in this guide. State objectives, essential
understandings, questions, content and skills have been included to make appropriate connections to each unit.
The course description gives an overview of the content. The theme for the course of study suggests a universal idea that transcends the people, time, and place
and brings coherence to varied key concepts in the course of study. Units of study are ways in which the content has been organized
Enduring understandings are broad generalizations that are related to unit content but applicable to new situations beyond this content. Conceptual Unit
questions engage students in uncovering important ideas at the heart of the unit. Preview activities are preliminary exercises that set the stage for learning new
content and assessing prior knowledge.
Lists of key terms and people highlight important vocabulary.
Sample lessons provide examples of a ways to instruct segments of the unit.
Suggested literature and other resources offer teachers ways to enrich content through fiction and non-fiction reading and/or internet use.
Approximate timeframes for completion of units are suggested in the pacing guide. Such factors as holidays, diversity of students needs, availability of
resources, and others will affect the pacing of content.
An alignment chart cross-references newly adopted textbook pages to curriculum content.
This guide can be accessed on the Arlington Public Schools website at www.arlington.k12.va.us, under the Instruction link.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
CONTENT GOALS
The student
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understands the significance of the past to private and public lives, and society in general,
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comprehends that cultures are diverse yet share the human condition,
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grasps the complexity of the patterns of historical events,
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understands how things happen and how things change, and how human intentions influence events,
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comprehends the interplay of change and continuity, and that both are probable and natural,
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understands that not all problems have solutions,
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recognizes that personal characteristics of specific individuals have made both positive and negative differences,
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appreciates that non-rational, irrational and accidental forces alter history,
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develops historical empathy as opposed to just present-mindedness by perceiving past events and issues as they were experienced by people at the time,
and
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reads widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and between the important
and the inconsequential.
Adapted from:
The Bradley Commission on History in Schools
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
COURSE DESCRIPTION: The course of study for eighth grade is world geography, emphasizing world regions. It includes the study of fundamental
geographic skills and tools, absolute and relative location of people and places, physical and cultural characteristics of place, adaptation to environments,
migration and settlement patterns, and the relationship of geography, politics, and economics. Students will continue to learn fundamental geographic concepts as
applied to their daily lives.
THEME: The organizing theme for grade eight is INTERACTION.
KEY CONCEPTS: Students will learn that INTERACTION
• defines the network of the language, themes and tools of geography used to study both the past and present world (Geographic Skills).
• describes the intersection of positions on the earth’s surface, including the major physical and cultural features of each region (Place Geography).
• describes the climate, topography, biogeography, natural resources, and processes that shape patterns on the earth’s surface (Physical Geography).
• connects the features of a society as a way of life and the variance of these over time and place (Cultural Geography).
• links the ways people make a living with the ways they trade with each other (Economic Geography).
• relates politics and territory with the development of political structures over place and time (Political Geography).
• conveys the impact of location and development on urban, suburban, and rural areas over time and place (Urban Geography).
• explains society is interplay with the natural environment on local, regional, and global scales (Environmental Geography).
• illustrates the geography of the past and how geographic patterns have changed over time (Historical Geography).
UNITS and UNIT SECTIONS:
I. Introduction to Geography
This unit introduces the student to basic geography.
• the five themes of geography
• the different types of geography
• geographic vocabulary
• global place geography
• the use of the textbook and a variety of resources
II. Geographic Skills
This unit develops an understanding of fundamental geographic skills which the students will use throughout the course.
• reading and interpreting maps
• using globes
• calculating latitude and longitude
• understanding and interpreting grids
• analyzing charts and graphs
• using atlases
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
III. Physical Geography
This unit focuses on space, the atmosphere, land, water and their interaction.
• regional climatic patterns and weather phenomena and their effects on people and places
• human’s influence on the environment
• environment’s influence on humans
• tectonic plates
IV. Cultural Geography
This unit introduces the concept of culture.
• different cultures and the characteristics that define those cultures
• regional demographic statistics
• the effects of conflict and cooperation on cultures and regions
• physical and human characteristics of places and regions
• past and present trends in human migration
V. Economic Geography
This unit focuses on basic economic theory and the development of different economic systems.
• economic indicators, standard of living, quality of life
• natural, human, and capital resources
• global patterns and networks of interdependence
• developed and developing countries
VI. North America
This unit addresses the developing interrelationships between the United States, Canada, and Mexico through examination of NAFTA and other trade
agreements.
• the physical and cultural geography of the United States, Canada and Mexico
• place geography of North America
• global patterns and networks of economic interdependence
VII. Latin America
This unit focuses on understanding Latin America as a region, the characteristics of developing economies, human rights, and regional politics.
• physical and cultural geography of the region and of selected countries
• place geography of Latin America
• past and present trends in human migration and cultural interaction
VIII. South, Southeast, and East Asia
This unit addresses contemporary issues such as trade and human rights.
• cultures of the countries in this region
• place geography
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
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physical geography
historical geography
IX. Africa
This unit focuses on the history and economics of Africa.
• physical and cultural geography of selected countries
• the place geography of Africa
X. Southwest Asia and North Africa
This unit examines historic and contemporary conflicts, ancient cultures and civilizations, and the selected economic issues.
• physical, economic, and cultural characteristics of the region
• conflict and cooperation affect the division of control of the earth’s surface
XI. Polar Regions
This unit focuses on the Arctic environment and Antarctica.
• economic, cultural and physical geography
• ecological processes
• regional climate patterns and weather phenomena
• role of international organizations
XII. Europe
This unit focuses on contemporary issues.
• physical and cultural geography
• place geography
• economic geography
XIII. Russia and Central Asia
This unit focuses on contemporary issues of the environment and conflict.
• compare and contrast the political and economic systems with that of the United States
• physical and cultural geography of the region and of selected countries
• the place geography of Eastern Europe, Russia, and Northern Eurasia
XIV. Australia and Oceania
This unit focuses on the theme of human-environment interaction and examines the legacy of European culture.
• physical and cultural geography of the region
• ecological processes
• economic characteristics of the region including natural, human and capital resources
• interpreting the past and understanding the present to plan for the future
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
XV. Local Geography
This unit focuses on the geography of Virginia, the Washington Metropolitan Area, and of Arlington.
• demographics of the area
• patterns of urban development
• site and situation
• spatial division at local and regional level
XVI. Geographic Literacy
This unit applies geography to our daily life.
• five themes of geography
• different types of geography
• patterns of development
• site and situation
• spatial divisions
• place geography
• geographic vocabulary
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT I: Introduction to Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.3
a) The student will apply the concept of a region by explaining how characteristics of regions have led to regional labels.
SOL WG.12
b) The student will apply geography to interpret the past, understand the present, and plan for the future by relating current events to the physical and human
characteristics of places and regions.
ENDURING UNDERSTANDING: The physical characteristics of an environment affects its human activity.
CONCEPTUAL UNIT QUESTION (s): What is geography? or Is the study of geography important in today’s world?
PREVIEW ACTIVITY: Draw a free-hand map of the world, from memory. (Repeat at the end of the year to demonstrate improvement)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
absolute location
Australia
human-environment interaction
North America
relative location
(HEI)
Africa
equator
Indian Ocean
Pacific Ocean
South America
Antarctica
Europe
latitude
physical geography
Southern Ocean
Arctic Ocean
geography
location
place
Asia
hemisphere
longitude
prime meridian
Atlantic Ocean
human geography
movement
region
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Regions are areas of Earth’s surface
which share unifying characteristics.
Why do geographers create and use
regions as organizing concepts?
Regions are used to simplify the world
for study and understanding.
Locate areas (regions) on maps and
globes.
Regions may be defined by physical or
cultural characteristics.
What are some examples of physical
and cultural regions?
Physical regions
Interpret regional patterns on maps
and globes.
Regional labels may reflect changes in
people’s perceptions.
What are some examples of regional
labels that reflect changes in
perceptions?
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Sahara
Taiga
Rainforest
Great Plains
Low Countries
Cultural regions
Language
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Latin America
Francophone world
Ethnic
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Chinatowns
Kurdistan
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a (continued)
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
Religion
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Islam
Buddhism
Economic
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Wheat Belts
European Union (EU)
Political
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North Atlantic Treaty
Organization (NATO)
African Union (AU)
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12b
The student will apply geography to interpret the past, understand the present, and plan for the future by
b) relating current events to the physical and human characteristics of places and regions.
Essential Understandings
Current events are shaped by the
physical and human characteristics of
the places and regions where they
occur.
Essential Questions
Essential Knowledge
How are current events connected to the
geographical characteristics of places
and regions?
Geographic relationships
Compare maps and make inferences.
How physical characteristics influence
current events
Identify and interpret regional patterns
on maps.
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Identify primary ideas expressed in
graphic data.
Natural hazards (e.g, flooding,
earthquakes, volcanoes, drought)
• Climate change
How human characteristics influence
current events
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Population distribution
Geographic patterns of ethnic
diversity
• A sense of place (emotional
attachment to specific locations)
• Geographic patterns of trade and
interdependence (e.g., oil)
• Geographic patterns of wealth and
poverty (developed and developing
nations)
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Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Examine cause and effect
relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: 5 Themes in the News
UNIT I: Introduction to Geography
ENDURING UNDERSTANDING: The physical characteristics of an environment affects its human activity.
CONCEPTUAL UNIT QUESTION(s): What is geography? or Is the study of geography important in today’s world?
KEY CONCEPT(s): Interaction, Physical Geography, Cultural Geography; others depending on articles used
SOL OBJECTIVES: WG.12b
LESSON DESCRIPTION: Students use newspaper articles and their notes to create a poster demonstrating their understanding of the 5 themes of geography
Materials/Resources: Newspapers, poster paper, coloring supplies (crayons, markers, etc), interactive notebooks
Strategies: Mixed ability groups; presentation skills
Student Action:
• review 5 themes
• listen to directions
• get into groups
• find an article
• apply 5 themes
• create poster
• present
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
Teacher Action:
• lead review of 5 themes
• give directions
• assign groups
• pass out newspapers
• monitor group progress
• assess posters through presentation
Assessment: presentation of posters
Adaptation:
GT: Students try to guess the name (or continent) of the country in the article from information about the 5 themes (Note: absolute location should not be used
for this adaptation). Special Education: Graphic organizer for notes; models from previous years. HILT: Teacher selects articles for each theme. Students
highlight relevant information in the article and check with teacher before starting poster.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT II: Geographic Skills
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1 The student will use map, globes, satellite images, photographs, or diagrams to:
a) obtain geographical information about the world’s countries, cities, and environments.
b) apply the concepts of location, scale, map projections, or orientation.
c) develop and refine mental maps of world regions.
d) create and compare political, physical, and thematic maps.
e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions.
ENDURING UNDERSTANDING: Visual representations of geographic information provide an organized way of seeing the many elements in a place.
CONCEPTUAL UNIT QUESTION: What makes Geography the “science of place?”
PREVIEW ACTIVITY: Geography means “to describe the earth.” Ask students to think of a place they really enjoy traveling to. Have them create a mental
map of this place and then list all the tools and resources necessary to describe this place to someone who has never been there before. Then have individuals
work in groups to share their answers. Then the teacher compiles an overall list as students share their responses. While maps and globes are the most obvious
tools of the Geographer, work with students to help them recognize how pictures, drawings, graphs, charts, databases, and cultural artifacts are all resources used
in Geogrphy.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
absolute location
azimulthal
cardinal directions
compass rose
distortion
equator
GIS
latitude
legend
longitude
meridian
Mercator projection
parallels
polar projection
prime meridian
projections
relative location
Robinson projection
scale
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1a
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environments.
Essential Understandings
Essential Questions
Geographic information may be
acquired from a variety of sources.
How does using a variety of sources
support the process of geographic
inquiry?
Geographic information supports the
process of inquiry into the nature of
countries, cities, and environments.
Using a variety of sources supports the
process of geographic inquiry.
Essential Knowledge
Variety of sources
• GIS (Geographic Information
Systems)
• Field work
• Satellite images
• Photographs
• Maps, globes
• Databases
• Primary sources
• Diagrams
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Essential Skills
Gather, classify, and interpret
information.
Select the appropriate geographic
information sources to draw
conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1b
The student will use maps, globes, satellite images, photographs, or diagrams to
b) apply the concepts of location, scale, map projection, or orientation.
Essential Understandings
Essential Questions
Latitude and longitude define absolute What are some uses of latitude and
location.
longitude?
Relative location describes the spatial
relationships between and among
places.
Areas can be represented using a
variety of scales.
Essential Knowledge
Essential Skills
Concepts
Use compass rose to identify and use
cardinal directions.
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How is relative location used to
describe places?
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Why are different scales necessary for
developing map representations?
Why is a directional indicator (e.g.,
The amount of detail shown on a map compass rose) necessary on a map?
is dependent on the scale used.
How do maps distort spatial
A directional indicator (e.g., compass relationships when compared with the
rose) identifies map orientation.
globe?
Maps distort spatial relationships when
compared with the globe.
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Scale
Absolute location
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Latitude
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Longitude
Relative location
Orientation
Map distortion
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Mercator
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Robinson
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Polar
Locate places using latitude/longitude
on maps and globes.
Compare maps of different scales.
Gather, classify, and interpret
information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1c
The student will use maps, globes, photographs, and pictures in order to
c) develop and refine mental maps of the world regions.
Essential Understandings
Essential Questions
Mental maps are based on objective
How do people use mental maps to
knowledge and subjective perceptions. organize information?
People develop and refine their mental How are perceptions reflected in
maps through both personal experience mental maps?
and learning.
How can mental maps be developed
Mental maps serve as indicators of
and refined?
how well people know the spatial
characteristics of certain places.
Essential Knowledge
Essential Skills
Uses of mental maps
Locate places on maps and globes.
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Carry out daily activities (e.g., route Interpret maps and globes.
to school, shopping)
Draw maps from memory.
• Give directions to others
• Understand world events
Evaluate information.
Ways mental maps can be developed and
Refined
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Comparing sketch maps to maps in
atlases or other resources
Describing the location of places in
terms of reference points (e.g., the
equator, prime meridian)
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)
Describing the location of places in
terms of the human characteristics
of a place (e.g., languages, types of
housing, dress, recreation, customs
and traditions)
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1d
The student will use maps, globes, satellite images, photographs, or diagrams to
d) create and compare political, physical, and thematic maps.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
A map is a visual representation of
geographic information.
What are the ways that maps show
information?
Standard ways that maps show
Information
Select the appropriate geographic
resource to draw conclusions.
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What are the major types of thematic
maps?
Symbols
Color
Lines
Boundaries
Contours
Types of thematic maps
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Population (e.g., distribution
and density)
Economic activity
Resource
Language
Ethnicity
Climate
Precipitation
Vegetation
Physical
Political
Compare and contrast information
found on different types of maps.
Compare maps and make inferences.
Draw conclusions and make inferences
about data.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1e
The student will use maps, globes, satellite images, photographs, and pictures to
e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions.
Essential Understandings
Maps and other visual images
reflect change over time.
Essential Questions
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Essential Knowledge
Essential Skills
Knowledge
How do maps reflect changes
over
time?
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Map of Columbus’ time
Map of the world today
GIS (Geographic Information Systems)
How are maps and other visual
Place names
images
used to present a particular bias
• Formosa, Taiwan, Rep. of China
(positive or negative) about an
• Palestine, Israel, West Bank, and Gaza
area of
the earth’s surface?
Boundaries
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Africa—1914, 1990s
Europe—Before World War II and after World War
II; since 1990
Russia and the former Soviet Union
Middle East - Before 1948, after 1967
Perspectives of place names
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Arabian Gulf v. Persian Gulf
Sea of Japan v. East Sea
Middle East v. North Africa and Southwest Asia
Disputed areas
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Korea
Western Sahara
Former Yugoslavia
Kashmir
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Compare maps and make
inferences.
Interpret the idea, concepts, or
events expressed by a
cartoon,
picture, or other graphic
media.
Compare and contrast
information
found on different types of
maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Round Earth, Flat Map: Understanding Map Projections
UNIT II: Geography Skills
ENDURING UNDERSTANDINGS:
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Visual representations of geographic information provide an organized way of seeing the many elements in a place
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All maps are distorted representations of the Earth’s surface.
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Different map projections are developed for specific purposes.
CONCEPTUAL UNIT QUESTION: What makes Geography the “science of place”?
KEY CONCEPT: Geographic Skills
SOL OBJECTIVES: WG.1a, WG.1b, WG.1c, WG.1d, WG.1e
LESSON DESCRIPTION: This lesson focuses on map distortions. Students begin with a warm up asking them to write an individual response to the prompt:
“What problems do map makers have when they try to make a flat map from our spherical world?” Teacher creates an overall list of observations through class
sharing. Key vocabulary words, projection and distortion, are emphasized. Then, working in groups, students examine one of four different map projections,
Mercator, Interrupted, Polar/Azimulthal, and Robinson, and compare them to globes in order to identify the pros and cons of each projection. They will refer to
text material to identify the use for the particular map projection and share their findings with the rest of the class. Individuals record their own and other group
presentations on a grid.
Materials/Resources: National Geographic Round Earth, Flat Map site: www.nationalgeographic.com/features/2000/exploration/projections/index.html,
Appendix A, Four to five globes, one per group.
Strategies/Steps: Independent and collaborative work, brainstorming, comparing maps to globes
Student Action:
• work individually to answer warm up question
• examine a single map projection, working in groups and present it to the class
• use a graphic organizer to take notes on their own projection and the other presentations.
Teacher Action:
• introduce lesson with the warm up
• create an overall list of student observations
• monitor group work
• help to clarify concepts
• ask questions during group presentations.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
Assessment: The following assignment reinforces lesson by asking students to apply concepts to real life scenarios. It can be completed and attached in
student’s interactive notebook, if used, or created as a separate assignment.
You are a cartographer who has been hired to make maps for several clients, each with very different needs. Design an informational brochure that
would clearly and creatively explain the four types of map projections you could make and which projections and design features you’d use for each of
the following type of clients. Use information from your notes.
• A company that produces geography textbooks.
• An adventure travel company that is sponsoring an expedition to the North Pole.
• A non-profit organization that’s mapping the world population.
• A sailboat manufacturer that wants to expand its product line into the map business.
Grading Rubric for Map Projections Brochure (30 points)
Catchy brochure title on maps and their usefulness (3 points)
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An image of each map projection and how its useful to each client (20 points)
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Unique, creative, colorful, and interesting (6 points)
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Turned in on time (1 point)
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TOTAL
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Comments: _______________________________________________________________________________________________________________
Extension Assessment: Imagine that you are an apprentice in the office of Gerardus Mercator and he has asked his staff to come up with ideas for a new world
map. How would you have drawn the world back in the 1500’s? Draw your version of the world using old-style imagery such as animals and monsters
in the sea, or angels and winds in the corners. If you do not like to draw or would like an alternative, trace the continents onto your paper and then
download some images from the internet and glue them onto your map.
Grading Rubric for “Old Style” Map of the World (25 points)
Map has elements of cartography such as landmasses, oceans
place names, compass rose, etc. (12 points)
Colorful, legible, logical (map makes sense) (6 points)
Unique, creative, interesting, “old style” elements (6 points)
Turned in on time (1 point)
TOTAL
_____
_____
_____
_____
_____
Comments: _______________________________________________________________________________________________________________
Adaptation: HILT: Break down the warm up into two parts – (a) Ask students to visualize the planet earth and describe it in three words, (b) sketch it, (c) then
ask students, “If you were a map maker and were asked to make a flat map, what problems would you have?
18
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT III: Physical Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.2
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
b) describing how humans influence the environment and are influenced by it.
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
ENDURING UNDERSTANDING: Efforts to control nature have had mixed results.
CONCEPTUAL UNIT QUESTION(s): “In nature there are neither rewards or punishments – there are consequences.” ~ Robert G. Ingersoll
Do you agree or disagree?
“Relative to nature humans are not in control, nature still has the upper hand.” ~ National Geographic Video -- Nature’s Fury Do you agree or disagree?
PREVIEW ACTIVITY: Play the game of “Cross Out” as a preview to what students already know about physical geography. Students work in mixed ability
groups to list as many words related to the topic given by the teacher. After 5 minutes each group shares their list with the class. If any word is repeated on
another list, that word is crossed out from all lists. To make the activity more competitive, teams can receive points for unique and applicable words. Physical
feature categories include: “Landforms,” “Bodies of Water,” “Natural Disasters,” “How Humans Change Their Physical Environment,” and “Climate.”
19
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
acid rain
arable land
archipelagoes
arid
basin
canals
climate
Continental Divide
cyclones
deforestation
delta
erosion
geysers
glaciers
hot spots
hurricanes
hydrologic cycle
icecap
inlets and harbors
irrigation
isthmus
llanos
monsoons
Sahel
temperature
oases
savanna
terracing
pampas
sea and land breeze
tides
peninsula
sediment
tornadoes
permafrost
seismic activity
tropical climate
plains
seismograph
tsunamis
plate tectonics
spring/fall equinox
tundra
plateau
steppe
typhoons
polders
strait
valley
precipitation
subarctic
vegetation
rainshadow effect or orographic subpolar
volcanoes
effect
desertification
loess
reservoirs
summer/winter solstice
weather phenomena
elevation
Mediterranean climate
Ring of Fire
Taiga
weathering
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
20
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Climate is defined by certain
characteristics.
Climate patterns result from the
interplay of common elements.
Climate regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Questions
What are the common
characteristics that define
climate?
What are the elements that
influence regional climate
patterns?
What vegetation is
characteristic of key climate
zones?
Where do specific types of
weather phenomena occur?
What effects do climate and
weather phenomena have on
people living in different
regions?
Essential Knowledge
Climate characteristics
•
•
•
Temperature
Precipitation
Seasons (hot/cold; wet/dry)
Climate elements
•
•
•
•
•
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents
World climate regions
•
•
•
Low latitudes—e.g., tropical wet, tropical wet and dry,
arid, semiarid, highland
Middle latitudes—e.g., semiarid, arid, Mediterranean (dry
summer subtropical) humid continental, marine west coast,
highland
High latitudes—e.g., subarctic, tundra (subpolar), icecap
Vegetation regions
•
•
•
•
•
•
•
Rain forest
Savanna
Desert
Steppe
Middle latitude forests
Taiga
Tundra
21
Essential Skills
Compare maps and make
inferences.
Interpret the idea, concepts,
or events expressed by
pictures, or other graphic
media.
Apply latitude to identify
climate zones.
Interpret charts, diagrams,
and climographs.
Select the appropriate
geographic resource to
draw conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a (continued)
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Essential Questions
Essential Knowledge
Weather phenomena
•
•
•
•
Monsoons—South and Southeast
Asia
Typhoons—Pacific Ocean
Hurricanes—Atlantic Ocean
Tornadoes—United States
Effects of climate
•
•
•
•
22
Crops
Clothing
Housing
Natural hazards
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2b
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
b) describing how humans influence the environment and are influenced by it.
Essential Understandings
Physical and ecological processes
shape the Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Questions
Essential Knowledge
Physical and ecological processes
How have physical and ecological
• Earthquakes
processes shaped the Earth’s
• Floods
surface?
• Volcanoes
• Erosion
What are some ways humans
• Deposition
influence their environment?
How are humans influenced by
their environment?
Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Human impact on environment
Explain cause and effect relationships.
Water diversion/management
• Aral Sea
• Colorado River
• Aswan High Dam
• Canals
• Reservoirs
• Irrigation
Identify and interpret regional patterns
on maps.
Changing landscapes
• Agricultural terracing (e.g., China,
Southeast Asia)
• Polders (e.g., Netherlands)
• Deforestation (e.g., Nepal, Brazil,
Malaysia)
• Desertification (e.g., Africa)
Environmental changes
• Acid rain (e.g., forests in Germany,
Scandinavia, China and Eastern North
America)
• Pollution (e.g., Mexico City, Chernobyl,
oil spills)
23
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
The development of a region is
influenced by many factors, including
physical, economic and cultural
characteristics.
Essential Questions
Essential Knowledge
Essential Skills
See attached charts for specific
information concerning physical,
Explain charts comparing two or more
economic, and cultural characteristics. concepts.
In what ways do physical, economic,
and cultural characteristics influence
regional development?
Human interaction with environment
What are some ways that human
The interaction of humans with their
interaction with the environment affects
• Deforestation—Amazon
environment affects the development of the development of a region?
Basin, Nepal, Malaysia
a region.
• Acid rain—Black Forest
What are some criteria that may be used
• Decreased soil fertility—
Different criteria may be used to
to determine a country’s relative
Aswan High Dam
determine a country’s relative
importance?
importance.
Criteria for determining relative
What impact do elements of the
importance
Elements of the physical environment, physical environment, such as major
such as major bodies of water and
bodies of water and mountains, have on
• GDP (Gross Domestic
mountains, influence the economic and countries?
Product)
cultural characteristics of regions.
• Land size
• Population size
• Resources
Impact of physical elements
Example: Water
• Rio Grande—Boundary
• Ob River—Flows northward
into Arctic Ocean
• Zambezi River—Water power
• Ganges and Brahmaputra
rivers— Flood hazard
24
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Identify and locate regions, continents,
oceans, and major features on maps
and globes.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
Essential Questions
Essential Knowledge
Example: Mountains
•
•
25
Rocky Mountains—Create rain
shadows on leeward slopes
Himalayas—Block moisture to
create steppes and deserts in
Central Asia
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Latin America and the Caribbean
Latin America and the Caribbean
Latin America and the Caribbean
Latin America and the Caribbean
Mexico and Central America:
Mexico, Belize, Guatemala, El
Salvador, Honduras, Nicaragua, Costa
Rica, Panama
•
South America: Colombia, Venezuela,
Guyana, Suriname, French Guiana,
Ecuador, Peru, Bolivia, Brazil,
Paraguay, Argentina, Uruguay, Chile
•
•
•
Caribbean: Cuba, Haiti, Jamaica,
Dominican Republic, Puerto Rico
(U.S.)
•
•
•
•
•
•
•
Major mountain ranges—
Andes, Sierra Madres
Wildlife migration patterns
e.g., Monarch butterflies,
raptors
Rainforests
Coastal desert—Atacama
Reversed seasons south of the
equator
Amazon River Basin
Grasslands: pampas, llanos
Tropical climates predominant
Volcanoes and earthquakes
Archipelagoes
Vertical zonation (tierra
caliente, tierra templada,
tierra fria)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
26
Diverse economies
• Indian civilizations
Subsistence farming
• African traditions
Plantation agriculture
• Influence of European
colonization
Slash and burn agriculture
• Predominance of Roman
Cash crops and food crops
Catholic religion
Haciendas
ƒ Rigid social structure
Cattle ranges, gauchos
ƒ Mestizos
Deforestation
ƒ Location of settlements:
Destruction of rainforests
coastal in South America
Oil resources—Ecuador,
ƒ
Megacities,
squatter
Venezuela, Mexico
settlements
Heavy smog, pollution—
ƒ Rapid population growth
Mexico City
ƒ Out-migration
Disparity of income
distribution
Cultural heritage
North American Free Trade
• Music—African influences,
Agreement (NAFTA)—
calypso, steel drum bands,
Mexico, Canada, United
reggae
States.
• Traditional dances
Diverse mineral resources
• Spanish, Portuguese languages
(e.g., copper in Chile, iron ore
in Venezuela and Brazil)
Cultural landscapes
• Pyramids, cathedrals
• Haciendas, ejidos (communal
land)
• Machu Picchu
• Tikal
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Cities as centers of culture and trade
•
•
•
•
27
Mexico City
Rio de Janeiro
Buenos Aires
Santiago
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and Antarctica.
Countries
Physical Characteristics
Europe
Europe
Location of countries with
Part of large landmass called Eurasia
particular emphasis on countries
listed (determined by their per
Peninsulas
capita GDP, land size, and
• Iberian
population)
• Italian
• Scandinavian
GDP
• Jutland
Islands
• Switzerland
• Great Britain
• Luxembourg
• Ireland
• Norway
• Sicily
Fjords
Land size
Mountains
• Alps
• Ukraine
• Pyrenees
• France
North European plain
• Spain
Rivers
• Danube
Population
• Rhine
• Seine
• Germany
• Volga
• United Kingdom
•
• Italy
Seas
• France
• Adriatic
• Aegean
• Mediterranean
• Baltic
• Black
• North
Economic Characteristics
Cultural Characteristics
Europe
Europe
•
•
•
•
•
•
•
•
•
•
28
Mountain regions—Tourism,
• Birthplace of Industrial
recreation, and mineral resources
Revolution
Areas threatened by air and water
• Many ethnic groups—
pollution
Languages, religions, customs
• Forests (Black Forest)
• Sporadic conflict among
groups (wars, revolutions)
• Cities (Venice)
• Birthplace of western culture—
• Rivers (Rhine, Danube, Seine)
Greece and Rome
• Development of industrial and
• Spread of European culture to
transportation centers near
many other parts of the world
mineral deposits, coal and iron
(exploration, colonization,
ore
imperialism)
• Ruhr valley
• Highly urbanized
• Po valley
• One of the world’s most
Rivers and canals serving as major
densely populated areas
transportation links
• North Atlantic Treaty
Oil reserves in the North Sea
Organization (NATO)
Well-educated workforce—
Industrial and technological
Cities as centers of culture and trade
societies, banking in Switzerland
Advanced farming techniques, high
• Berlin
crop yields, fertile soils, black earth
• London
(chernozem)
• Paris
Well-developed infrastructure
• Madrid
The Chunnel
• Rome
Differences in Western and Eastern
• Athens
European industrial development
due to differing economic systems in
• Warsaw
prior years
European Union
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
•
•
•
•
Economic Characteristics
Oceans
• Atlantic
• Arctic
Strait of Gibraltar
Varied climate regions—
Tundra to Mediterranean
Effects of the North Atlantic
Drift and prevailing westerlies
on Europe’s climates
•
•
•
•
•
29
Cultural Characteristics
Trade important, especially to Cultural landscape
island nations;
interdependence
• Notre Dame, Arc de Triomphe,
Louvre, Eiffel Tower
Large role of government in
some economies (Sweden and
• Colosseum, Leaning Tower of
Denmark).
Pisa, St. Peter’s Basilica
Replacement of communism
• Parthenon
with capitalism in Eastern
• Westminster Abbey, Big Ben
Europe.
• Windmills
Reclaimed land—Polders in
• Castles
Netherlands
Demographics typical of
developed economies
• High per capita GDP
• High life expectancy
• Low population growth
rate
• Low infant mortality
• Low percentage of
population under age 15
• High literacy rate
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
United States and Canada
United States
Canada
United States and Canada
United States and Canada
United States and Canada
• Abundant natural resources
• Colonized by the Europeans
• Major exporters of
• Continental Divide
• Multicultural societies
technology, consumer
• Rivers
• Increasingly diverse populations
goods, information systems,
• Mississippi
• High literacy rates
and foodstuffs
• St. Lawrence
• High standard of living
• Highly developed
• Colorado
• Highly urbanized
infrastructures
• Columbia
• Canada’s struggle to maintain a
•
Highly
diversified
national identity
• Rio Grande
economies
•
Highly
mobile populations
• Other water features
•
Rich
supply
of
mineral,
•
World’s
longest unfortified border
• Gulf of Mexico
energy, and forest resources
between
the United States and
• Great Lakes
•
North
American
Free
Trade
Canada
• Arctic Ocean
Agreement (NAFTA)
• Democratic forms of government
• Pacific Ocean
• Multinational corporations
• Arts that reflect the cultural heritage
• Atlantic Ocean
• Center of world financial
of multicultural societies
• Hudson Bay
markets (New York Stock
•
North
Atlantic Treaty Organization
• Land forms
Exchange)
(NATO)
• Appalachian Mountains
• Sustained economic growth
• Pacific Coastal Ranges
• Widening gap between rich Cities as centers of culture and trade
• Basin and Range
and poor
• Toronto
• Rocky Mountains
• Export of U.S. culture via
• Montreal
• Great Plains
the global marketplace (e.g.,
• Ottawa
• Interior lowlands
McDonald’s, Coca Cola,
• Quebec
• Atlantic and Gulf coastal plains
music, blue jeans)
• Vancouver, British Columbia
• Canadian Shield
• Washington, D.C.
• Grand Canyon
• Chicago
• Columbia Plateau
• New York City
• Colorado Plateau
• Los Angeles
• Houston
30
Cultural Characteristics
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
•
Economic Characteristics
Varied climate regions—
Ranging from tundra in Alaska
to tropical wet in Hawaii
31
Cultural Characteristics
Cultural landscape
• U.S. Capitol
• Golden Gate Bridge
• Independence Hall
• St. Louis Gateway Arch
• Wheat fields
• Skyscrapers, shopping malls
• Bilingual signs
• Influence of the automobile
(e.g., gas stations, motels, interstate
highways, drive-up services)
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
North Africa and Southwest Asia
(Middle East)
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
GDP
•
•
•
•
Physical Characteristics
Economic Characteristics
Cultural Characteristics
North Africa and Southwest Asia
(Middle East)
North Africa and Southwest Asia
(Middle East)
North Africa and Southwest Asia
(Middle East)
•
•
•
Kuwait
United Arab Emirates
Qatar
Israel
•
Land Size
• Algeria
• Saudi Arabia
• Libya
Population
• Iran
• Turkey
• Egypt
•
Crossroads of Europe, Africa,
and Asia
Desert and semiarid climates—
Sahara, sahel, steppes
Mountains
• Atlas
• Taurus
• Zagros
Water Features
• Mediterranean Sea
• Red Sea
• Black Sea
• Arabian Sea
• Persian/Arabian Gulf
• Strait of Hormuz
• Bosporus Strait
• Dardanelles Strait
• Nile River
• Tigris River
• Euphrates River
• Jordan River
•
•
•
•
•
•
•
•
•
•
•
Seasonal flooding, alluvial
soils, delta regions, oases,
wadis
•
•
32
Heavy reliance on primary
• Rapid urbanization
economic activity (oil drilling,
• Modernization centered in
agriculture, pastoralism)
urban areas while traditional life
Major producers of world’s oil
continues in rural areas
Oil revenues—Positive and
• Large percentage of population
negative effects
under age 15
Water—The region’s most
• Population unevenly distributed
precious resource
• Arab countries and Arabic
Great variation in standard of
language
living—Ranging from
• Non-Arab countries: Turkey,
relatively high to povertyIran, Israel
stricken
• Birthplace of three major
Regional conflicts, political
monotheistic religions—
unrest that affects tourism
Judaism, Christianity, and Islam
Aswan High Dam—Positive
• Conflict over Palestine
and negative effects
• Nomadic lifestyles
Suez Canal—Enhanced
• Art that reflects the diversity of
shipping routes in the region
religions (stained glass,
Guest workers
geometric tiles, calligraphy,
Trade important to region from
mosaics, prayer rugs)
earliest time
Cities as centers of culture and trade
Wide range of per capita
income and levels of
• Baghdad
development
• Cairo
Contemporary trade routes (sea
• Istanbul
lanes)
• Jerusalem
Organization of Petroleum
• Mecca
Exporting Countries (OPEC)
• Tehran
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Cultural landscape
•
•
•
•
•
•
•
•
•
•
33
Mosques, minarets
Church of the Holy Sepulcher
Hagia Sophia
Bazaars, souks
Western Wall
Dome of the Rock
Kaaba
Pyramids
Oil rigs
Walled cities
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Sub-Saharan Africa
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
Physical Characteristics
Sub-Saharan Africa
•
•
•
GDP
•
•
•
South Africa
Gabon
Botswana
Land Size
• Democratic Republic of Congo
• Sudan
• Chad
• Mozambique
• Madagascar
•
•
•
•
•
Continent composed of a huge
plateau, escarpments
River transportation impeded
by waterfalls and rapids
Location of equator through
middle of region; similar
climate patterns north and
south of the equator
Smooth coastline; few harbors
Large number of landlocked
states
Storehouse of mineral wealth
Limited fertility of rainforest
soils
Kalahari and Namib Deserts
Bodies of water
Population
• Nigeria
• Ethiopia
• Democratic Republic of Congo
• Tanzania
• Kenya
• South Africa
• Nile River
• Zambezi River
• Niger River
• Congo River
• Atlantic Ocean
• Indian Ocean
• Red Sea
• Lake Victoria
• Lake Tanganyika
•
Nature preserves and national parks
Economic Characteristics
Cultural Characteristics
Sub-Saharan Africa
Sub-Saharan Africa
• Large percentage of population
engaged in agriculture
• Uneven population distribution
(primary activity)
• Many ethnic groups—
• Subsistence agriculture
Languages, customs
• Nomadic herding
• Large numbers of refugees
• Slash and burn agriculture
• Knowledge of history through
oral tradition
• Plantation agriculture
• Country names related to
• Cash crops and food crops
historical
• Poorly developed
empires—Mali, Ghana,
infrastructure
Zimbabwe
• Large number of landlocked
states
Diversity of Africans reflected in
• Substantial mineral wealth
cultural heritage
(diamonds, gold, alloys)
• Major exporters of raw
• Masks
materials
• Sculpture
• Wide range of per capita
• Dance
income
• Music
• Productivity that lags behind
• Colorful dress
population growth
• Jewelry
• Desertification
• Demographics typical of
Cities as centers of culture and trade
developing economies
• Low per capita GDP
a) Lagos
• Low life expectancy
b) Dakar
• High population growth
• Johannesburg
rate
• High infant mortality
• Large percentage of
population under age 15
• Low literacy rates
34
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Cultural landscape
a)
b)
c)
d)
e)
35
Markets
Churches
Mosques, minarets
Villages
Modern city cores
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Russia and Central Asia
Physical Characteristics
Russia and Central Asia
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
•
GDP
•
•
•
•
•
Kazakhstan
Russia
Turkmenistan
Land Size
• Russia
• Kazakhstan
• Turkmenistan
•
•
•
•
•
•
Population
• Russia
• Kazakhstan
• Uzbekistan
Economic Characteristics
•
•
Russia and Central Asia
Vast land area—Spans two
continents, Europe and Asia
(covers 11 time zones)
Vast areas of tundra,
permafrost, taiga, and steppe
Varied climate regions
Black earth belt (rich
chernozem soil)
Mountains
Caucasus
Ural Mountains (divide Europe
from Asia)
Siberia (the sleeping land),
located east of the Urals
Major oil, natural gas, and
mineral resources
Water features
• Volga River
• Ob River
• Amur River
• Lake Baikal
• Caspian Sea
• Aral Sea
• Bering Strait
• Pacific Ocean
• Arctic Ocean
Some rivers flow northward to
the Arctic Ocean
36
•
•
•
•
•
•
•
•
•
•
Cultural Characteristics
Russia and Central Asia
Transition from communist to • Diverse ethnic groups, customs and
free market economies
traditions (many of Turkic and
Mongol heritage)
Farming and industry
concentrated in the Fertile
Cultural heritage
Triangle region, rich,
chernozem soils (wheat
farming)
• Ballet
Infrastructure—Trans-Siberian
• Fabergé eggs
Railroad, systems of rivers and
• Music
canals and railroads
• Icons
Energy resources—
• Matrioshka dolls
Hydroelectric power, oil and
• Oriental carpets
natural gas
• Samovars
Russian natural resources not
fully developed due to climate,
Cultural landscape
limited transportation links,
and vastness of the country
• Russian Orthodox churches
Foreign competition for
• St. Basil’s Church
investment in the region (oil
• Red Square
pipelines)
• Kremlin
Widespread pollution
• Mosques, minarets
Shrinking of the Aral Sea
• Siberian villages
Political and economic
• Soviet-style apartment blocks
difficulties after the breakup of
the Soviet Union
Cities as centers of culture and trade
Cotton production in Central
Asia
• Moscow
•
•
St. Petersburg
Novosibirsk
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
South, Southeast, and East Asia
South Asia
• Afghanistan
• Pakistan
• Nepal
• Bhutan
• Bangladesh
• India
• Sri Lanka
• Maldives
Southeast Asia
• Philippines
• Indonesia
• Malaysia
• Thailand
• Cambodia
• Burma (Myanmar)
• Laos
• Vietnam
• Singapore
• Brunei
East Asia
• Mongolia
• China (People’s Republic of
China)
• Japan
• Taiwan (Republic of China)
• North Korea
• South Korea
Physical Characteristics
Economic Characteristics
Cultural Characteristics
South, Southeast, and East Asia
South, Southeast, and East Asia
South, Southeast, and East Asia
• Influence of mountains—
• Varied economies in the region
• Areas of extremely dense and
Population, settlements,
ranging from subsistence/
sparse population
movement, climate
• Commercial agriculture to
• Contrast between rural and
high-tech industrial
urban areas
• Mountains
manufacturing
• Himalayas
• Religious diversity—
• Participation in global markets
Hinduism, Islam, Buddhism,
• Western and Eastern Ghats
Christianity, Taoism, Shinto,
• Newly industrialized
• Mount Fuji
Confucianism
countries—South Korea,
• Varied climate regions ranging
Taiwan, Singapore
• Respect for ancestors
from tropical wet to humid
• Japan—Economic leader
• Religious conflicts
continental
(Hindu/Muslim)
• China in transition from a
• Natural hazards—Monsoons,
centrally planned economy
typhoons, volcanoes, and
earthquakes
• Agricultural advancements and Cultural heritage
• Silks
technology, enabling greater
• Influence of water (rivers,
food production—“Green
• Batik
seas, and ocean currents) on
Revolution”
agriculture, trade, and
• Wood and ivory carving
transportation
• Environmental degradation
• Ideograms, unique alphabets
• Bodies of water
• Deforestation
• Jewels
• Arabian Sea
• Fishing
Cities as centers of culture and trade
• Indian Ocean
• ASEAN (Association of
Southeast Asian Nations)
• Tokyo
• Bay of Bengal
• Rice, tropical crops
• Beijing
• Ganges River
• New Delhi
• Indus River
• Brahmaputra River
• Pacific Ocean
• Yangtze River (Chaing
Jiang)
• Mekong River
• Yellow River (Huang He)
37
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
•
•
•
•
Economic Characteristics
Cultural Characteristics
Cultural landscape
Abundant arable land
Loess
Plateau of Tibet
Gobi Desert
•
•
•
•
•
•
•
•
38
Taj Mahal
Angkor Wat
Great Wall of China
Floating markets
Mosques, minarets
Pagodas
Temples and shrines
Terraced rice fields
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Australia, Pacific Islands, and
Antarctica
•
•
•
•
Australia
New Zealand
Papua New Guinea
Hawaiian archipelago (U.S.)
Physical Characteristics
Economic Characteristics
Australia, Pacific Islands, and
Antarctica
•
•
•
•
•
•
•
Australia, Pacific Islands, and
Antarctica
Wide range of vegetation, from
tropical rain forests to desert
scrub
Australia mostly desert
The Great Dividing Range
The Great Barrier Reef
Australia’s isolation, resulting
in unique animal life
Antarctica, the world’s coldest,
driest, windiest continent;
icecap
Pacific islands—Volcanic,
coral, or continental
•
•
•
•
•
Air and water travel that bring
goods and services to remote
areas
Dry areas of Australia well
suited to cattle and sheep
ranching
Upset of environmental
balance, caused by the
introduction of non-native
plants and animals
Ranching, mining (primary
activities)
Communication and financial
services (tertiary activities)
Cultural Characteristics
Australia, Pacific Islands, and
Antarctica
•
•
•
•
•
•
Pacific islands are sparsely
populated.
Most of Australia’s population
lives near the coast.
Traditional culture continues
to shape life in the Pacific
islands.
Lifestyles range from
subsistence farming to modern
city living.
Cultures reflect the mix of
European and indigenous
cultures (e.g., Maori and
aborigines).
Antarctica has no permanent
residents.
Cities as centers of culture and trade
• Canberra, A.C.T. (Australian
Capital Territory)
• Sydney
• Melbourne
Cultural landscape
• Sydney Opera House
• Cattle and sheep stations
(Australia)
• Research stations (Antarctica)
• Thatched roof dwelling
(Pacific islands)
39
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Plate Tectonics: The Earth’s Moving Surface
UNIT III: Physical Geography
ENDURING UNDERSTANDINGS:
•
Efforts to control nature have had mixed results.
•
Physical and ecological processes shape the Earth’s surface.
•
Humans both influence and are influenced by their environment.
•
The development of a region is influenced by many factors, including physical, economic, and cultural characteristics.
•
The interaction of humans with their environment affects the development of a region.
•
Different criteria may be used to determine a country’s relative importance.
•
Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
CONCEPTUAL UNIT QUESTIONS:
“In nature there are neither rewards or punishments – there are consequences.” ~ Robert G. Ingersoll Do you agree or disagree?
“Relative to nature humans are not in control, nature still has the upper hand.” ~ National Geographic Video -- Nature’s Fury
Do you agree or disagree?
KEY CONCEPTS:
Geographic Skills, Physical Geography, Environmental Geography
SOL OBJECTIVES: WG.2a, WG.2b, WG.4
LESSON DESCRIPTION: Using a combination of individual response, direct instruction, pair and group work, this lesson helps students understand the theory
of plate tectonics their role in earthquakes, volcanic activity, and landform formation.
Materials/Resources: Construction paper, markers, and tape for sign or labels for students’ freeze frames, physical map of the world and enough copies of the
textbook for students to share, Plate Movements Chart (Appendix B), Optional: video tape recorder or camera for extension activity
Strategies/Steps: Previewing, collaboration, act outs/freeze frames/simulation.
40
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
Student Action:
• respond to the warm up: look at the Tectonic Plate Boundaries map on page 43 of their textbook and answering the following questions: What do
the purple regions and red triangles represent? What do the jagged lines and arrows represent? What relationship do you see between these
features? Create a list of student responses and use their observations to explain the Plate Tectonic Theory and introduce the terms “Ring of Fire”
and “Hot Spots.”
• compare the two maps and record their observations on their chart
• working in groups, create a way to “act out” an assign plate movement. In these “freeze frames” groups act out how the plates move and will
freeze at the final part of the movement showing the result of the movement.
• class will watch and try to identify the movement as each group acts out their “freeze frame.” Students in the audience who correctly identifies the
movement must explain how the freeze frame exemplifies the particular plate movement.
Teacher Action:
• distribute the Plate Movements Chart (Appendix B).
• use direct instruction to describe the various plate movements
• explain plate tectonic theory, ring of fire, and hot spots
• monitor and encourage students as they work in pairs to identify current landforms to their related plate movement
• place a physical map of the world on the overhead and ask students to compare the Tectonic Plate Boundaries map in the text to the Physical Map
on the overhead to find a real world example of each movement. For instance, by looking for land and water plates colliding on the Plate map and
comparing it to the physical map, students should identify the Andes Mountains.
• explain the freeze frame activity
• assign each group a plate movement and resulting formation
• circulate to the different groups as they plan their freeze frame.
Assessment: observation
Adaptation HILT: Spend more time elaborating terms such as spreading, converging, subduction, and faulting. Introduce the use of prefixes, “con” and “sub”
to understand the meaning of words. Extension: As an extension activity and form of evaluation, videotape or photograph each freeze frame. If videotaping,
show each period a recording of another class and have students work in groups to identify the plate movements. If you take pictures you can assemble like plate
movements from each class asking students to write their own captions to the photographs of the pictures they are in. Assemble the pictures in “plate stations” at
which groups of students can rotate to each station and analyze the photos. Students should identify each movement and choose one picture at each station that
best represents the movement and explain why.
41
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT IV: Cultural Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1
The student will use maps, globes, satellite images photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environments;
b) apply the concepts of location, scale, map projection, or orientation;
c) develop and refine mental maps of world regions;
SOL WG.3
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels;
b) explaining how regional landscapes reflect the physical environment and the cultural characteristics and of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages ethnicities, and religions, link or divide regions.
SOL WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
SOL WG.9
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage that influence economic activities and trade;
b) describing ways that economic, social interactions, have changed over time;
c) mapping, describing and evaluating the formation of economic unions.
SOL WG.10
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions; at the local and regional levels;
b) analyzing ways cooperation occurs among political jurisdictions is used to solve problems and settle disputes.
SOL WG.12
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions;
b) relating current events to the physical and human characteristics of places and regions.
42
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
ENDURING UNDERSTANDING: The products of human work and thought, behaviors, beliefs, arts, and institutions are constantly changing because of
political, cultural, and economic factors.
CONCEPTUAL UNIT QUESTION(s): Does culture play a significant role in the lives of people in an interdependent world? or Does culture still matter?
PREVIEW ACTIVITY: Students examine two pictures that contrast the role of women. One picture shows an American fighter pilot along with her crew and
the sophisticated technology. The other picture shows a woman in a burkha in an urban landscape. Students respond to these questions initially in their journal
and later through class discussion:
Describe what you see in each picture.
Interpret the role of the woman in her culture; what is her status, what is your evidence?
Does culture still matter?
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
acculturation
agriculture
Americanization
autonomy
commercial agriculture
culture
culture hearth
culture region
culture trait
diffusion
domestic
domestication
ethnic group
ethnicity
fundamentalism
globalization
information age
innovation
international
jingoism
material culture
maternal
monogamy
monotheistic religion
nationalism
paternal
peacekeepers
polygamy
polytheistic religion
quota
subsistence agriculture
surplus
service economy
tariff
technology
terrorism
traditional agriculture
United Nations (UN)
urbanization
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
43
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1a
The student will use maps, globes, photographs, and pictures in order to
a) obtain geographical information about the world’s countries, cities, and environments;
Essential Understandings
Geographic information may be
acquired from a variety of sources.
Essential Questions
Essential Knowledge
How does using a variety of sources
support the process of geographic
inquiry?
Geographic information supports the
process of inquiry into the nature of
countries, cities, and environments.
Using a variety of sources supports the
process of geographic inquiry
44
Variety of sources
• GIS (Geographic Information
Systems)
• Field work
• Satellite images
• Photographs
• Maps, globes
• Data bases
• Primary sources
• Diagrams
Essential Skills
Gather, classify, and interpret
information.
Select the appropriate geographic
information sources to draw
conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1b
The student will use maps, globes, satellite images, photographs, or diagrams to
b) apply the concepts of location, scale, map projection, or orientation;
Essential Understandings
Essential Questions
Latitude and longitude define absolute
location.
What are some used of latitude and
longitude?
Relative location describes the spatial
relationships between and among
places.
How is relative location used to
describe places?
Areas can be represented using a
variety of scales.
The amount of detail shown on a map is
dependent on the scale used.
A directional indicator (e.g., compass
rose) identifies map orientation.
Essential Knowledge
Why are different scales necessary for
developing map representations?
Why is a directional indicator (e.g.,
compass rose) necessary on a map?
How do maps distort spatial
relationships when compared with the
globe?
Maps distort spatial relationships when
compared with the globe.
45
Concepts
• Scale
• Absolute Location
• Latitude
• Longitude
• Relative Location
• Orientation
• Map Distortion
• Map Projections
• Mercator
• Robinson
• Polar (azimulthal)
Essential Skills
Use compass rose to identify and use
cardinal directions.
Locate places using latitude/longitude
on maps and globes.
Compare maps of different scales.
Gather, classify, and interpret
information.
.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1c
The student will use maps, globes, photographs, and pictures in order to
c) develop and refine mental maps of world regions
Essential Understandings
Essential Questions
Essential Knowledge
Mental maps are based on objective
knowledge and subjective perceptions.
How do people use mental maps to
organize information?
People develop and refine their mental
maps through both personal experience
and learning.
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?
46
Essential Skills
Uses of mental maps
• Carry out daily activities (e.g.,
route to school, shopping)
• Give directions to others
• Understand world events
Locate places on maps and globes.
Ways mental maps can be developed
and refined
• Comparing sketch maps to
maps in atlases or other
resources
• Describing the location of
places in terms of reference
points (e.g., the equator, prime
meridian)
• 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)
• Describing the location of
places in terms of the human
characteristics of a place (e.g.,
languages, types of housing,
dress, recreation, customs and
traditions)
Evaluate information.
Interpret maps and globes.
Draw maps from memory.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Regions are areas of Earth’s surface
which share unifying characteristics.
Why do geographers create and use
regions as organizing concepts?
Regions are used to simplify the world
for study and understanding.
Locate areas (regions) on maps and
globes.
Regions may be defined by physical or
cultural characteristics.
What are some examples of physical
and cultural regions?
Interpret regional patterns on maps
and globes.
Regional labels may reflect changes in
people’s perceptions.
What are some examples of regional
labels that reflect changes in
perceptions?
Physical regions
• Sahara
• Taiga
• Rainforest
• Great Plains
• Low Countries
Cultural regions
• Language
• Latin America
• Francophone world
• Ethnic
• Chinatowns
• Kurdistan
• Religion
• Islam
• Buddhism
• Economic
• Wheat Belts
• European Union (EU)
• Political
• North Atlantic Treaty
Organization (NATO)
• African Union (AU)
47
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a (continued)
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
•
48
Changes in perceptions
• Middle East
• Sun Belt
• Rust Belt
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3b
The student will apply the concept of a region by
b) explaining how regional landscapes reflect physical environment and the characteristics of their inhabitants.
Essential Understandings
Essential Questions
Regional landscapes are influenced by
climate and underlying geology.
How does the appearance of the
landscape reflect the physical
environment?
Regional landscapes are influenced by
the cultural, economic, and political
characteristics of their inhabitants.
How does the appearance of the
landscape reflect the
characteristics of the
inhabitants?
Essential Knowledge
Physical Characteristics
• Climate affects types of natural vegetation
• Landforms affect transportation, population
distribution, and the location of cities.
Cultural characteristics
• Architectural structures
•
Religious buildings (e.g., mosques,
churches, synagogues, temples,
pagodas)
•
Dwellings (e.g., tiled roofs in
Mediterranean, chalets in Switzerland,
thatched roofs in Pacific Islands, tents
and yurts in Central and Southwest
Asia, castles in Europe)
• Statues and monuments of local, national, or
global significance
•
Taj Mahal (India)
•
Kaaba (Mecca)
•
Western Wall (Jerusalem)
•
Dome of the Rock (Jerusalem)
•
Church of the Holy Sepulcher
(Jerusalem)
•
Pyramids (Egypt)
•
Kremlin (Moscow)
•
Eiffel Tower (Paris)
•
Washington Monument
•
White House
•
Lincoln Memorial
•
Statue of Liberty
49
Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Analyze photographs and
pictures and make inferences.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3b (continued)
The student will apply the concept of a region by
b) explaining how regional landscapes reflect physical environment and the characteristics of their inhabitants.
Essential Understandings
Essential Questions
Essential Knowledge
Cultural characteristics cont.
•
•
•
•
•
50
Virginia State Capitol
Building
Washington Monument
White House
Lincoln Memorial
Statue of Liberty
Essential Skills
.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c
The student will apply the concept of a region by
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
Essential Understandings
Cultural differences can link or divide
regions.
Essential Questions
Essential Knowledge
How can cultural characteristics link or
divide regions?
Language
•
•
•
•
•
•
Arab world—Arabic
Hispanic America—Spanish
Brazil—Portuguese
Canada—French/English
Switzerland—Multiple languages
English—World language
Ethnic heritage
•
•
•
•
•
Yugoslavia—Serbs, Croats,
Bosnians, Albanians
Burundi and Rwanda—Hutus and
Tutsis
United States, Switzerland—Unity
in multiple ethnic countries
Korea and Japan—Predominantly
single ethnicity
Cyprus—Greeks and Turks
Religion as a unifying force
• Hinduism
• Buddhism
• Judaism
• Christianity
• Islam
51
Essential Skills
Identify and interpret regional patterns
on maps.
Draw conclusions and make
generalizations about information.
Explain cause and effect relationships.
Compare and contrast differing sets of
ideas, beliefs, and behaviors.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c (continued)
The student will apply the concept of a region by
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
Essential Understandings
Essential Questions
Essential Knowledge
Religion as a divisive force
•
•
•
•
52
Conflicts between Hindus and
Muslims in Pakistan and India
Conflicts between Catholics and
Protestants in Northern Ireland
Jews, Christians, and Muslims all
claiming Jerusalem as their
religious heritage site
Conflicts between Sunni and Shi’a
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c (continued)
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Push factors
Migrations occur because of social,
political, and environmental factors.
Migrations have influenced cultural
landscapes.
Modern transportation and
communication are encouraging higher
levels of cultural interaction worldwide.
How have social, economic, political,
and environmental factors influenced
migration?
How has migration influenced cultural
landscapes?
How and why do improvements in
transportation and communication
technology lead to cultural interaction?
•
•
•
•
•
•
•
•
•
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards—Droughts, floods,
famines, volcanic eruptions
Limits on personal freedom
Environmental degradation
Pull factors
•
•
•
•
•
•
Religion
Economic opportunity
Land availability
Political freedom
Ethnic and family ties
Arable land
Impact of migrations on regions
•
•
•
•
53
Language
Religion and religious freedom
Customs/traditions
Cultural landscape
Identify and interpret regional patterns
on maps.
Identify primary ideas expressed in
graphic data.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.6 (continued)
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Essential Questions
Essential Knowledge
Evidence of cultural interaction
•
•
54
Diffusion of U.S. culture to other
regions
Popularization of other cultures’
traditions in the United States
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade;
Essential Understandings
Resources are not equally distributed.
Essential Questions
Essential Knowledge
What are some factors that influence
economic activities and trade?
Economic activities are influenced by
availability of resources, cultural
values, economic philosophies, and
levels of supply and demand for goods
and services.
Factors that influence economic
activity
Compare maps and globes and make
inferences.
•
Identify regional patterns on maps and
globes.
No country has all the resources it
needs to survive and grow.
•
•
55
Essential Skills
Access to human, natural, and
capital resources
• Skills of the work force
• Natural resources
• Access to new technologies
• Transportaion and
communication networks
• Availability of investment
capital
Location and ability to exchange
goods
• Landlocked countries
• Coastal and island countries
• Proximity to shipping lanes
• Access to communication
networks
Membership in political and
economic alliances that provide
access to markets—e.g., European
Union (EU), North American Free
Trade Agreement (NAFTA)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a (continued)
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade;
Essential Understandings
Essential Questions
Resources are not distributed equally.
What is comparative advantage?
No country has all the resources it
needs to survive and grow.
What are the effects of unequal
distribution of resources?
Nations participate in those economic
activities compatible with their
human, natural, and capital
resources.
How do nations use their resources
to engage in economic activities
and trade?
Why do countries engage in trade?
International trade fosters interdependence.
What is the relationship between
comparative advantage and
international trade?
Essential Knowledge
Essential Skills
Terms to know
• Comparative advantage: Countries will
export goods and services that they can
produce at lower relative costs than other
countries.
Compare maps and globes and make
inferences.
Effects of unequal distribution of resources
• Specialization in goods and services that a
country can market for profit
• Exchange of goods and services (exporting
what a country can market for profit;
importing what a country cannot produce
profitably)
Identify primary ideas expressed in
graphic data.
Some countries’ use of resources
• Japan—Highly industrial nation despite
limited natural resources
• Russia—Numerous resources, many of which
are not economically profitable to develop
• United States—Diversified economy,
abundant natural resources, specialized
industries
• Côte d’Ivoire—Limited natural resources,
cash crops in exchange for manufactured
goods
• Switzerland—Limited natural resources,
production of services
on a global scale
Draw conclusions and make
generalizations about data.
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Identify regional patterns on maps and
globes.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a (continued)
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade;
Essential Understandings
Essential Questions
Essential Knowledge
Reasons why countries engage in
trade
•
•
To import goods and services that
they need
To export goods and services that
they can market for profit
Effects of comparative advantage on
international trade
•
•
•
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Enables nations to produce goods
and services that they can market
for profit
Influences development of
industries (e.g., steel, aircraft,
automobile, clothing)
Supports specialization and
efficient use of human resources
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9b
The student will analyze the global patterns and networks of economic interdependence by
b) describing ways that economic, social interactions, have changed over time; mapping, describing and evaluating the formation of economic unions.
Essential Understandings
Essential Questions
Essential Knowledge
Economic, social, and therefore spatial
relationships change over time.
How have economic and social
interactions changed over time?
Improvements in transportation and
communication have promoted
globalization.
How do spatial patterns reflect
economic and social change over time?
How have improvements in
transportation and communication
promoted globalization?
58
Changes over time
• Industrial labor systems (e.g.,
cottage industry, factory, office,
telecommunications)
• Migration from rural to urban areas
• Industrialized countries export
labor-intensive work to developing
nations
• Growth of trade alliances
• Growth of service (tertiary)
industries
• Growth of financial services
networks and international banks
• Internationalization of product
assembly (e.g., vehicles, electronic
equipment)
• Technology that allows instant
communication among people in
different countries
• Modern transportation networks
that allow rapid and efficient
exchange of goods and materials
(e.g., Federal Express, United
Parcel Service, U. S. Postal
Service)
• Widespread marketing of products
(e.g., Fuji film, Nike, United
Colors of Benetton)
Essential Skills
Compare maps and globes and make
inferences.
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9c
The student will analyze the global patterns and networks of economic interdependence by
c) mapping, describing and evaluating the formation of economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence fosters the
formation of economic unions.
Essential Questions
What are some ways that global
patterns and networks of
economic interdependence can be
depicted on maps?
What are some examples of
economic unions?
What are the advantages and
disadvantages of economic
unions?
Essential Knowledge
Economic interdependence can be depicted
through trade, resource, or transportation
maps.
Examples of economic unions
• EU—European Union
• NAFTA—North American Free Trade
Agreement
• ASEAN—Association of Southeast
Asian Nations
• OPEC—Organization of Petroleum
Exporting Countries
Advantages of economic unions
• More efficient industries
• Access to larger markets
• Access to natural, human, and capital
resources without restrictions
• Greater influence on world market
Disadvantages of economic unions
• Closing of some industries
• Concentration of some industries in
certain countries, leaving peripheral areas
behind
• Agribusiness replacing family farms
• Difficulty in agreeing on common
economic policies
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Essential Skills
Compare maps and globes and make
inferences.
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions;
Essential Understandings
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and political
control.
Essential Questions
What are some examples of
political divisions at the local
and regional levels?
Political divisions may generate
conflict.
What are some reasons for
political divisions at the local
and regional levels?
Political divisions may generate
cooperation.
How do political divisions
generate conflict?
Why do political divisions
cooperate?
Essential Knowledge
Examples of political divisions
•
•
•
•
•
•
•
Neighborhoods
Election districts
School districts
Regional districts (e.g., bus lines, waste
disposal, conservation districts, planning
districts, area code zones)
Cities
Counties
States
Reasons for political divisions
•
•
•
Desire for government closer to home
Need to solve local problems
Need to administer resources more
efficiently
Reasons for conflict
•
•
•
•
•
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Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources
Political advantages (e.g.,
gerrymandering)
Essential Skills
Compare maps and make inferences.
Identify regional patterns.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Participate in problem solving.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for cooperation
•
•
•
•
61
Natural disasters
Economic advantages (attract new
businesses)
Cultural similarities, ethnic
neighborhoods
Addressing regional issues (e.g.,
waste management, magnet
schools, transportation)
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes;
Essential Understandings
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and political
control.
Political divisions may generate
conflict.
Cooperation may eliminate the need for
the division and control of the Earth’s
surface.
Essential Questions
Essential Knowledge
What are some examples of political
divisions at the national and
international levels?
Examples of political divisions
Compare maps and make inferences.
•
•
Identify regional patterns.
What are some reasons for political
divisions at the local and regional
levels?
How do political divisions generate
conflict?
How do political divisions cooperate to
solve problems and settle disputes?
Countries
Alliances: economic and political
• North Atlantic Treaty
Organization (NATO)
• European Union (EU)
• Organization of Petroleum
Exporting Countries (OPEC)
• North American Free Trade
Agreement (NAFTA)
• United Nations
• Organization of American
States (OAS)
• League of Arab States
• Association of Southeast
Asian Nations (ASEAN)
• African Union (AU)
Reasons for political divisions
•
•
•
•
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Essential Skills
Differences in culture, language,
religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and
differences
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Participate in problem solving.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes;
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for conflict
•
•
•
•
•
63
Boundary and territorial disputes
(Syria/Israel, Western
Sahara/Morocco, China/Taiwan,
India/Pakistan
Cultural differences (language,
religion)
• Indonesia
• Canada (Quebec)
• Sudan
Economic differences (fertile land,
access to fresh water, access to
coast, fishing rights, natural
resources, different economic
philosophies)
Ethnic differences
• Balkans
• Cyprus
• Kashmir
Nationalism
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes;
Essential Understandings
Essential Questions
Essential Knowledge
Examples of cooperation
•
•
•
•
•
•
•
•
64
Humanitarian initiatives—e.g., Red
Cross/Red Crescent
Economic alliances—e.g., Law of
Sea, China and United States,
multinational corporations, North
American Free Trade Agreement
(NAFTA), Organization of
Petroleum Exporting Countries
(OPEC)
Cultural alliances—e.g.
Francophone world,
Commonwealth of Nations
Military alliances—e.g., North
Atlantic Treaty Organization
(NATO)
Problem-solving alliances—e.g.,
Antarctic Treaty, United Nations
(UN) peacekeepers
Programs to promote international
understanding—e.g., Peace Corps
Alliances for environmental
preservation
Foreign aid
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.l2a
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
Essential Understandings
An understanding of the practical
applications of geography enables
students to be informed, active citizens
in their communities.
Essential Questions
Essential Knowledge
What are some practical applications of
geography?
Geographic applications at local and
regional levels
•
•
•
•
65
Air and water quality monitoring
and management
Recycling programs
Land use and transportation
planning
Selection of locations for
residential and commercial
development
Essential Skills
Organize and interpret information.
Use maps and other geographic
resources to obtain information and
draw conclusions.
Participate in problem solving and
decision making.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12b
The student will apply geography to interpret the past, understand the present, and plan for the future by
b) relating current events to the physical and human characteristics of places and regions.
Essential Understandings
Current events are shaped by the
physical and human characteristics of
the places and regions where they
occur.
Essential Questions
Essential Knowledge
How are current events connected to the
geographical characteristics of places
and regions?
Geographic relationships
Compare maps and make inferences.
•
Identify and interpret regional patterns
on maps.
•
66
Essential Skills
How physical characteristics
influence current events
• Natural hazards (e.g, flooding,
earthquakes, volcanoes,
drought)
• Climate change
How human characteristics
influence current events
• Population distribution
• Geographic patterns of ethnic
diversity
• A sense of place (emotional
attachment to specific
locations)
• Geographic patterns of trade
and interdependence (e.g., oil)
• Geographic patterns of wealth
and poverty (developed and
developing nations)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Examine cause and effect
relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: A Parade of Lifestyles
UNIT IV: Cultural Geography
ENDURING UNDERSTANDING: The products of human work and thought, behaviors, beliefs, arts, and institutions are constantly changing because of political,
cultural, and economic factors.
CONCEPTUAL UNIT QUESTION: Does culture play a significant role in the lives of people in an interdependent world? or Does culture still matter?
KEY CONCEPT(s): Cultural geography, Economic geography, Urban geography, Environmental geography, and Historical geography
ESSENTIAL UNDERSTANDING(s):
•
Cultural differences can link or divide regions.
•
Migrations occur because of social, political, and environmental factors.
•
Migrations have influenced cultural landscapes.
•
Modern transportation and communication are encouraging higher levels of cultural interaction worldwide.
•
Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services.
•
Economic, social, and therefore spatial relationships change over time.
•
Improvements in transportation and communication have promoted globalization.
ESSENTIAL QUESTION(s):
How can cultural characteristics link or divide regions?
How have social, economic, political, and environmental factors influenced migration?
How has migration influenced cultural landscapes?
How and why do improvements in transportation and communication technology lead to cultural interaction?
What are some criteria that influence economic activities?
How have economic and social interactions changed over time?
How do spatial patterns reflect economic and social change over time?
How have improvements in transportation and communication promoted globalization?
•
•
•
•
•
•
•
•
SOL OBJECTIVES: WG.3, WG.6, WG.9, WG.12
LESSON DESCRIPTION: Students explore the historical development of economic activity (from hunter-gatherers to the information age) and its corresponding
impact on the lifestyle of a community.
Materials/Resources:
• Class copies, article “Stages of Economic Development” (Appendices C1, C2)
• Class copies, graphic organizer on Stages of Economic Development (Appendices C3, C4)
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Curriculum Guide Grade 8
• Class copies, graphic organizer on “Which Lifestyle is Best?” (Appendix C5)
Strategies: Students begin by reading for homework the article on the four stages of economic development. After completing a graphic organizer on the four stages,
students are placed on teams. Each team corresponds to a stage of development. Teams must construct a float illustrating the assigned stage of development. The class
conducts a parade with four floats. Students then construct an organizer illustrating the pros and cons of the lifestyles associated with each stage of economic
development.
Student Action:
• complete homework that includes reading an article and responding to its questions (Appendices C1, C2).
• complete a graphic organizer (Appendices C3, C4) as part of a whole-class discussion. This organizer depicts the four stages of economic development and
their attendant implications for education, shelter, and technology.
• in teams, design a float for their assigned stage of development. The float must include a narrator, a banner with a creative subtitle, themed music (e.g. On
the Road Again for Hunter-Gatherers), and a tableau consisting of students with props and illustrative behaviors.
• participate in a class parade of floats
• complete an organizer (Appendix C5) that specifies and illustrates the pros and cons of the lifestyles associated with each stage of economic development.
Teacher Action:
• assign homework the night before consisting of the article on the four stages of economic development (Appendices C1, C2).
• use a whole-class discussion to complete a graphic organizer (Appendices C3,C4) depicting the characteristics of the four stages of
• economic development.
• form student teams and instruct them on construction of their floats and supervise float construction and the resulting parade.
• assign the organizer Which is the Best Lifestyle? (Appendix C5)
Assessment: completed student homework, class discussion observation, student cooperation and on-task behavior, float and lifestyle
graphic organizer, a suggested rubric that would include:
Narrator’s script
Banner
Appropriate Props
25 points
10 points
15 points
Illustrative Movements
Preparation
Accuracy of Content
15 points
10 points
25 points
Adaptation: Students could construct songs about each stage of development, or could form tableaus for each developmental stage.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
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Curriculum Guide Grade 8
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Social Studies Curriculum 2009
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT V: Economic & Political Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.5
The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of
natural and capital resources.
SOL WG.7
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
SOL WG.8
The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of
life.
SOL WG.9
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade;
b) describing ways that economic and social interactions have changed over time;
c) mapping, describing and evaluating the formation of economic unions.
SOL WG.10
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions;
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
ENDURING UNDERSTANDING: How people manage the consumption and distribution of goods and services will influence their lifestyle.
CONCEPTUAL UNIT QUESTION: Does the level of economic development accurately describe a culture’s quality of life?
PREVIEW ACTIVITY: Student groups rotate among stations that contain pictures from different cultures. The pictures illustrate the material culture of different
peoples and how it varies across countries that have different levels of economic development. Students collect data from each photograph, interpret what they see,
and evaluate that culture’s quality of life. A whole class discussion follows where the pictures are ranked from highest to lowest quality of life. One key question to
address – What might be missing from this photograph that affects the quality of life (for better OR worse)? The Material World posters and the accompanying
lessons inspire this activity. While those posters offer exemplary resources, suitable images may be found in the textbook, online, or from magazines.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
ASEAN
Black Death
capital resource
Capitalism
command economy
commercial agriculture
Communism
comparative advantage
developed
developing
domestication
European Union (EU)
export
forage and foraging
fossil fuels
free market economy
GDP (GNP)
Globalization
human resource
IMF
import
Industrial Revolution
industrialization
infant mortality
infrastructure
life expectancy
market
material culture
Mercosur
middle income
mixed economy
monopoly
NAFTA
natural resource
non-material culture
non-renewable resources
OAS
per capita
per capita income
population density
primary activity/industry
quota
redistribution of wealth
renewable resources
scarcity
secondary activity/industry
Socialism
subsistence agriculture
surplus
tariff
technology
tertiary activity/industry
United Nations (UN)
urbanization
World Bank
WTO
ZPG (Zero pop. growth)
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.5
The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of
natural and capital resources.
Essential Understandings
Population distribution is described
according to location and density.
Essential Questions
Essential Knowledge
What human, environmental, economic,
and political factors influence
population distribution?
Factors that influence population
distribution
•
Characteristics of human populations
differ over time and from region to
region.
What are some characteristics of human
populations?
Population growth rates are influenced
by human, environmental, economic,
and political factors.
How do human, environmental,
economic, and political factors
influence population growth rates?
•
•
•
•
•
•
Natural resources (oil, arable land,
water)
Climate (hot/cold; wet/dry)
Economic development
Government policy
Rural/urban settlement
Capital resources (transportation,
technology)
Conflicts (refugees)
Characteristics of human population
•
•
•
•
•
•
•
•
•
•
•
76
Birth and death rates (war, disease,
migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality
Urban/rural
GDP
Ethnicity
Language
Religion
Education
Essential Skills
Compare maps and make inferences.
Identify and interpret regional patterns
on maps.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Interpret charts and graphs.
Interpret population pyramids.
Analyze data to determine patterns.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.5 (continued)
The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of
natural and capital resources.
Essential Understandings
Essential Questions
Essential Knowledge
Factors that influence growth rates
•
•
•
•
•
•
77
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
Essential Understandings
Essential Questions
Essential Knowledge
Natural substances become resources if
and when they become useful to
humans.
How do human needs and availability
of technology affect the value of natural
resources?
The value of resources has changed
over time.
How has the value of resources changed
over time?
Natural, human, and capital resources
influence human activity in regions.
How do natural, human, and capital
resources influence patterns of
economic activity and land use in
regions?
Economic activity can be classified as
primary, secondary, or tertiary.
Use of energy resources and
technology (as it has changed over
time)
• Wood (deforestation)
• Coal (pollution, mining problems,
competition with oil and gas)
• Petroleum (transportation,
environmental considerations)
• Nuclear (contamination/waste)
• Solar, wind (cost, aesthetics)
Natural resources
• Renewable—Soil, water, forests
• Nonrenewable—Fossil fuels (oil,
coal, natural gas) and metals (gold,
iron, copper, bauxite)
Human resources
• Level of education
• Skilled and unskilled laborers
• Entrepreneurial and managerial
abilities
Capital resources
• Availability of money for
investment
• Level of infrastructure
• Availability and use of tools,
machines, and technologies
78
Essential Skills
Compare maps and globes and make
inferences.
Interpret regional patterns on maps
and globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a (continued)
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
Essential Understandings
Resources are not distributed equally.
The location of resources influences
economic activity and patterns of land
use.
Essential Questions
Essential Knowledge
What are some examples of primary,
secondary, and tertiary economic
activities?
Levels of economic activity
•
•
•
Primary—Dealing directly with
resources (fishing, farming,
forestry, mining)
Secondary—Manufacturing and
processing (steel mills, automobile
assembly, sawmills)
Tertiary—Services (transportation,
retail trade, informational
technology services)
Effects of unequal distribution of
resources
•
•
•
•
•
79
Interdependence of nations/trade in
goods, services, and capital
resources
Uneven economic development
Energy producers and consumers
Imperialism
Conflict over control of resources
Essential Skills
Gather, classify and interpret
information.
Analyze and evaluate information.
Explain cause and effect relationships.
Sequence information.
Draw conclusions and make
generalizations from data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a (continued)
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
Essential Understandings
Essential Questions
Essential Knowledge
Patterns of land use
80
•
Economic activities that require
extensive areas of land (e.g.,
agriculture) vs. those that require
limited area (e.g., manufacturing)
•
Land uses that are compatible with
each other (open space and
residential) vs. land uses that are
not compatible (e.g., landfills and
residential)
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7b
The student will identify types of natural, human, and capital resources and explain their significance by
b) evaluating perspectives and consequences regarding the use of resources.
Essential Understandings
The use of a resource depends on a
nation’s culture, values, access to
technology, and governmental priorities
as they change over time.
Essential Questions
Essential Knowledge
How and why do different cultures
develop different perspectives on the
use of resources?
What are some costs and benefits in the
use of resources?
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 – and for coal
• Internal combustion engine (cars
and trucks) – and for gasoline
(petroleum)
• Computer chips and for skilled
labor
Costs
• Resource depletion
• Environmental degradation
• Health problems
Benefits
• Production of goods and services
• Employment opportunities
• Development of technologies
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Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations from data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.8
The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of
life.
Essential Understandings
Essential Questions
Essential Knowledge
Levels of economic development vary
from country to country and from place
to place within countries.
How and why does economic
development vary from one part of the
world to another?
Many criteria are used to assess the
standard of living and quality of life.
What factors influence the standards of
living and quality of life?
Resources and technology influence
economic development and quality of
life.
How do resources and technology
influence economic development and
quality of life?
Differences between developing and
developed nations
Explain charts comparing two or more
concepts.
•
•
Identify primary ideas expressed in
graphic data.
•
•
•
•
Access to natural resources
Access to capital resources
(investment in technology and
infrastructure)
Numbers and skills of human
resources
Levels of economic development
Standards of living and quality of
life
Relationships between economic
development and quality of life
Indicators of economic development
•
•
•
•
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Essential Skills
Urban/rural ratio
Labor force characteristics
(primary, secondary, tertiary
sectors)
GDP per capita
Educational achievement
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Interpret population pyramids.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.8 (continued)
The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of
life.
Essential Understandings
Essential Questions
Essential Knowledge
Indicators of standards of living and
quality of life
•
•
•
•
•
•
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Population growth rate (natural
increase)
Population age distribution
Literacy rate
Life expectancy
Infant mortality
Percentage of urban population
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities.
Essential Understandings
Resources are not equally distributed.
Essential Questions
Essential Knowledge
What are some factors that influence
economic activities and trade?
Economic activities are influenced by
availability of resources, cultural
values, economic philosophies, and
levels of supply and demand for goods
and services.
No country has all the resources it
needs to survive and grow.
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Essential Skills
Factors that influence economic
activity
Compare maps and globes and make
inferences.
• Access to human, natural, and capital
resources
• Skills of the work force
• Natural resources
• Access to new technologies
• Transportaion and
communication networks
• Availability of investment
capital
• Location and ability to exchange
goods
• Landlocked countries
• Coastal and island countries
• Proximity to shipping lanes
• Access to communication
networks
• Membership in political and
economic alliances that provide
access to markets—e.g., European
Union (EU), North American Free
Trade Agreement (NAFTA)
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a (continued)
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities.
Essential Understandings
Essential Questions
Essential Knowledge
Resources are not distributed equally.
What is comparative advantage?
No country has all the resources it
needs to survive and grow.
What are the effects of unequal
distribution of resources?
Nations participate in those economic
activities compatible with their human,
natural, and capital resources.
How do nations use their resources to
engage in economic activities and
trade?
International trade fosters interdependence.
Why do countries engage in trade?
What is the relationship between
comparative advantage and
international trade?
Terms to know
• Comparative advantage: countries
will export goods and services that
they can produce at lower relative
costs than other countries.
Compare maps and globes and make
inferences.
Effects of unequal distribution of
resources
• Specialization in goods and
services that a country can market
for profit
• Exchange of goods and services
(exporting what a country can
market for profit; importing what a
country cannot produce profitably)
Identify primary ideas expressed in
graphic data.
Some countries’ use of resources
• Japan—Highly industrial nation
despite limited natural resources
• Russia—Numerous resources,
many of which are not
economically profitable to develop
• United States—Diversified
economy, abundant natural
resources, specialized industries
• Côte d’Ivoire—Limited natural
resources, cash crops in exchange
for manufactured goods
• Switzerland—Limited natural
resources, production of services
on a global scale
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Essential Skills
Identify regional patterns on maps and
globes.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a (continued)
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons why countries engage in
trade
•
•
To import goods and services that
they need
To export goods and services that
they can market for profit
Effects of comparative advantage on
international trade
•
•
•
86
Enables nations to produce goods
and services that they can market
for profit
Influences development of
industries (e.g., steel, aircraft,
automobile, clothing)
Supports specialization and
efficient use of human resources
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9b
The student will analyze the global patterns and networks of economic interdependence by
b) describing ways that economic and social interactions have changed over time.
Essential Understandings
Essential Questions
Essential Knowledge
Economic, social, and therefore spatial
relationships change over time.
How have economic and social
interactions changed over time?
Improvements in transportation and
communication have promoted
globalization.
How do spatial patterns reflect
economic and social change over time?
Changes over time
•
•
•
How have improvements in
transportation and communication
promoted globalization?
•
•
•
•
•
•
•
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Industrial labor systems (e.g.,
cottage industry, factory, office,
telecommunications)
Migration from rural to urban areas
Industrialized countries export
labor-intensive work to developing
nations
Growth of trade alliances
Growth of service (tertiary)
industries
Growth of financial services
networks and international banks
Internationalization of product
assembly (e.g., vehicles, electronic
equipment)
Technology that allows instant
communication among people in
different countries
Modern transportation networks
that allow rapid and efficient
exchange of goods and materials
(e.g., Federal Express, United
Parcel Service, U. S. Postal
Service)
Widespread marketing of products
(e.g., Fuji film, Nike, United
Colors of Benetton)
Essential Skills
Compare maps and globes and make
inferences.
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9c
The student will analyze the global patterns and networks of economic interdependence by
c) mapping, describing and evaluating the formation of economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence fosters
the formation of economic unions.
Essential Questions
Essential Knowledge
What are some ways that global
patterns and networks of economic
interdependence can be depicted on
maps?
Economic interdependence can be depicted
through trade, resource, or transportation
maps.
Examples of economic unions
• EU—European Union
• NAFTA—North American Free Trade
Agreement
• ASEAN—Association of Southeast Asian
Nations
• OPEC—Organization of Petroleum
Exporting Countries
What are some examples of
economic unions?
What are the advantages and
disadvantages of economic unions?
Advantages of economic unions
• More efficient industries
• Access to larger markets
• Access to natural, human, and capital
resources without restrictions
• Greater influence on world market
Disadvantages of economic unions
• Closing of some industries
• Concentration of some industries in
certain countries, leaving peripheral areas
behind
• Agribusiness replacing family farms
• Difficulty in agreeing on common
economic policies
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Essential Skills
Compare maps and globes and make
inferences.
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and political
control.
Essential Questions
Essential Knowledge
What are some examples of political
divisions at the local and regional
levels?
Political divisions may generate
conflict.
What are some reasons for political
divisions at the local and regional
levels?
Political divisions may generate
cooperation.
How do political divisions generate
conflict?
Why do political divisions cooperate?
Examples of political divisions
• Neighborhoods
• Election districts
• School districts
• Regional districts (e.g., bus lines,
waste disposal, conservation
districts, planning districts, area
code zones)
• Cities
• Counties
• States
Reasons for political divisions
• Desire for government closer to
home
• Need to solve local problems
• Need to administer resources more
efficiently
Reasons for conflict
• Boundary disputes
• Cultural differences
• Economic differences
• Competition for scarce resources
• Political advantages (e.g.,
gerrymandering)
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Essential Skills
Compare maps and make inferences.
Identify regional patterns.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Participate in problem solving.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for cooperation
• Natural disasters
• Economic advantages (attract new
businesses)
• Cultural similarities, ethnic
neighborhoods
• Addressing regional issues (e.g.,
waste management, magnet
schools, transportation)
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Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and political
control.
Political divisions may generate
conflict.
Cooperation may eliminate the need for
the division and control of the Earth’s
surface.
Essential Questions
Essential Knowledge
What are some examples of political
divisions at the national and
international levels?
Examples of political divisions
Compare maps and make inferences.
•
•
Identify regional patterns.
What are some reasons for political
divisions at the local and regional
levels?
How do political divisions generate
conflict?
How do political divisions cooperate to
solve problems and settle disputes?
Countries
Alliances: economic and political
• North Atlantic Treaty
Organization (NATO)
• European Union (EU)
• Organization of Petroleum
Exporting Countries (OPEC)
• North American Free Trade
Agreement (NAFTA)
• United Nations (UN)
• Organization of American
States (OAS)
• League of Arab States
• Association of Southeast Asian
Nations (ASEAN)
• African Union (AU)
Reasons for political divisions
•
•
•
•
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Essential Skills
Differences in culture, language,
religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and
differences
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Participate in problem solving.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for conflict
•
•
•
•
•
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Boundary and territorial disputes
(Syria/Israel, Western
Sahara/Morocco, China/Taiwan,
India/Pakistan)
Cultural differences (language,
religion)
• Indonesia
• Canada (Quebec)
• Sudan
Economic differences (fertile land,
access to fresh water, access to
coast, fishing rights, natural
resources, different economic
philosophies)
Ethnic differences
• Balkans
• Cyprus
• Kashmir
Nationalism
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Examples of cooperation
•
•
•
•
•
•
•
•
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Humanitarian initiatives—e.g., Red
Cross/Red Crescent
Economic alliances—e.g., Law of
Sea, China and United States,
multinational corporations, North
American Free Trade Agreement
(NAFTA), Organization of
Petroleum Exporting Countries
(OPEC)
Cultural alliances—e.g.,
Francophone world,
Commonwealth of Nations
Military alliances—e.g., North
Atlantic Treaty Organization
(NATO)
Problem-solving alliances—e.g.,
Antarctic Treaty, United Nations
(UN) peacekeepers
Programs to promote international
understanding—e.g., Peace Corps
Alliances for environmental
preservation
Foreign aid
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Who Decides? (Exploring three economic systems; communism, socialism, capitalism)
UNIT V: Economic Geography
ENDURING UNDERSTANDING: How people manage the consumption and distribution of goods and services will influence their lifestyle.
CONCEPTUAL UNIT QUESTION: Does the level of economic development accurately describe a culture’s quality of life?
KEY CONCEPT(s): Economic geography, Political geography, Historical geography
SOL OBJECTIVES: WG.7, WG.9
LESSON DESCRIPTION: Students explore the three types of economic systems through simulation, discussion, and examination of appropriate cultural
examples. Students begin by responding to a journal question (Appendix D1); It forces them to consider who should decide what is an equitable distribution of
resources. Students then participate in a series of simulations (Appendix D2), with the object being to play by the rules, win a certain number of tokens, and then
claim a prize (a treat). The class then completes an organizer (Appendices D3, D4, D5) describing the three types of economic systems and correlates them with
the three simulations. Homework provides case studies from key regions. It contrasts capitalism and communism, illustrating the key role of incentives.
Materials/Resources: transparency, journal question, warmup (Appendix D1), tokens (5 per student), treats (10 per class), economic systems simulation
(Appendix D2), transparencies, graphic organizer on economic systems (Appendices D3, D4, D5), class copies, graphic organizer on Economic Systems
(Appendices D3, D4, D5), class copies, homework instructions (Appendix D6)
Strategies: journal responses, simulation
Student Action:
• respond to the journal question (see attachment). (Appendix D1)
• share their responses in a whole-class discussion that revolves around this question: Who should decide?
• participate in the simulation (Appendix D2)
• complete the graphic organizer (Appendix D3).
• work on homework that expands upon their understanding of the three economic systems (Appendix D6).
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Curriculum Guide Grade 8
Teacher Action:
• lead class discussion on student responses to the journal question.
• prepares students for the simulations. Note this preparation precedes EACH simulation:
• have students clear desks
• have students receive five tokens each (all tokens of equal value)
• explain the rules of the simulation (Appendix D2)
• Game 1 – Students try to earn 10 tokens so they may claim a prize (a treat). Students earn tokens gambling against
each other by playing rock-paper-scissors. All bets must be equal and declared in advance. Ties must be replayed.
• Game 2 – Same as Game 1 except several randomly selected students will never go broke. The teacher will always replace their tokens if they
lose all of them.
• Game 3 – Same as Game 1 except once all tokens are redistributed, teacher declares the game over.
After each round, debrief the class:
• Who were the winners? Who were the losers? Was it fair? Explain.
• What was the teacher’s role in the game?
• Introduce students to the three economic systems using the graphic organizer (Appendices D3, D4, D5), and drawing parallels with each round;
• Game 1 – Free Market; role of government is to ensure everyone plays by the rules.
• Game 2 – Mixed Economy; role of government is to protect several key industries but it distorts the economy and encourages unnecessary risks
• Game 3 – Command Economy; role of government is to decide the outcome; no one wins, but no one loses either.
Assign homework (Appendix D6).
Assessment: Journal response (Appendix D1), class discussion, simulation (Appendix D2), homework (Appendix D6), and the attendant discussion reviewing
the exercise.
Adaptation: Since one of the keys to the failure of command and mixed economies is their lack of incentives, a quick simulation that models this failure really
enhances student understanding. Such a simulation may be more effective than the text-based homework.
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Curriculum Guide Grade 8
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT VI: North America
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions.
SOL WG.9
The student will analyze the global patterns and networks of economic interdependence by
a) identifying criteria that influence economic activities.
d) describing and evaluating the formation of economic unions.
SOL WG.10
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) explaining and analyzing reasons for the different spatial divisions at the national and international levels;
c) analyzing ways cooperation occurs to solve problems and settle disputes.
ENDURING UNDERSTANDING: Human achievement of often but not exclusively connected to natural resources.
CONCEPTUAL UNIT QUESTION: Which has a greater impact on America’s development, physical or cultural characteristics?*
*Teacher’s notes: Physical characteristics refer to North America’s location between the Pacific and Atlantic ocean providing (a) isolation from enemies in the
early formation of nations and (b) two coastal lines for trade development. Cultural characteristics refer to democratic government and free trade particularly, in
the United States and Canada.
PREVIEW ACTIVITY: Draw a Venn Diagram on the board. In the space where the circles overlap, have students write words that suggest ways in which
Canada and Unites States are alike. In the other sections have students list the differences between the two. Encourage students to consider physical and cultural
features, as well as governments, language, and religion. This activity can also be completed in students’ journal or interactive notebooks.
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Curriculum Guide Grade 8
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
canal
capital
emigration
exports
FTA
GDP
GNP
immigrate
imports
interdependence
investor
Maquiladoras
megalopolis
migration
NAFTA
NATO
quota
revenue
secede
separatism
strait
tariff
transcontinental
treaty
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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STANDARD WG.4 Essential Knowledge
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South, SE, and East Asia, Australia & Antarctica.
Countries
Physical Characteristics
Economic Characteristics
United States and Canada
United States
Canada
United States and Canada
• Abundant natural resources
• Continental Divide
• Rivers
• Mississippi
• St. Lawrence
• Colorado
• Columbia
• Rio Grande
• Other water features
• Gulf of Mexico
• Great Lakes
• Arctic Ocean
• Pacific Ocean
• Atlantic Ocean
• Hudson Bay
• Land forms
• Appalachian Mountains
• Pacific Coastal Ranges
• Basin and Range
• Rocky Mountains
• Great Plains
• Interior lowlands
• Atlantic and Gulf coastal plains
• Canadian Shield
• Grand Canyon
• Columbia Plateau
• Colorado Plateau
United States and Canada
United States and Canada
• Major exporters of technology,
• Colonized by the Europeans
consumer goods, information systems, • Multicultural societies
and foodstuffs
• Increasingly diverse populations
• Highly developed infrastructures
• High literacy rates
• Highly diversified economies
• High standard of living
• Rich supply of mineral, energy, and
• Highly urbanized
forest resources
• Canada’s struggle to maintain a national
• North American Free Trade Agreement
identity
(NAFTA)
• Highly mobile populations
• Multinational corporations
• World’s longest unfortified border between
• Center of world financial markets (New
the United States and Canada
York Stock Exchange)
• Democratic forms of government
• Sustained economic growth
• Arts that reflect the cultural heritage of
• Widening gap between rich and poor
multicultural societies
• Export of U.S. culture via the global
• North Atlantic Treaty Organization (NATO)
marketplace (e.g., McDonald’s, Coca Cities as centers of culture and trade
Cola, music, blue jeans)
• Toronto
• Montreal
• Ottawa
• Quebec
• Vancouver, British Columbia
• Washington, D.C.
• Chicago
• New York City
• Los Angeles
• Houston
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Cultural Characteristics
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
•
Economic Characteristics
Varied climate regions—Ranging
from tundra in Alaska to tropical
wet in Hawaii
105
Cultural Characteristics
Cultural landscape
•
•
•
•
•
•
•
•
U.S. Capitol building
Golden Gate Bridge
Independence Hall
St. Louis Gateway Arch
Wheat fields
Skyscrapers, shopping malls
Bilingual signs
Influence of the automobile (e.g.,
gas stations, motels, interstate
highways, drive-up services)
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a
The student will analyze the global patterns and networks of economic interdependence by
a) identifying criteria that influence economic activities.
Essential Understandings
Resources are not equally distributed.
Economic activities are influenced by
availability of resources, cultural
values, economic philosophies, and
levels of supply and demand for goods
and services.
Essential Questions
What are some criteria that influence
economic activities?
Essential Knowledge
Essential Skills
Factors that influence economic
activity
Compare maps and globes and make
inferences.
•
Identify regional patterns on maps and
globes.
No country has all the resources it
needs to survive and grow.
•
•
106
Access to human, natural, and
capital resources
• Skills of the work force
• Natural resources
• Access to new technologies
• Transportaion and
communication networks
• Availability of investment
capital
Location and ability to exchange
goods
• Landlocked countries
• Coastal and island countries
• Proximity to shipping lanes
• Access to communication
networks
Membership in political and
economic alliances that provide
access to markets—e.g., European
Union (EU), North American Free
Trade Agreement (NAFTA)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9d
The student will analyze the global patterns and networks of economic interdependence by
d) describing and evaluating the formation of economic unions.
Essential Understandings
Essential Questions
Essential Knowledge
As a global society, the world is
increasingly interdependent.
What are some examples of economic
unions?
Economic interdependence fosters the
formation of economic unions.
What are the advantages and
disadvantages of economic unions?
Examples of economic unions
•
•
Essential Skills
Compare maps and globes and make
inferences.
EU—European Union
Identify regional patterns on maps and
NAFTA—North American Free
globes.
Trade Agreement
• ASEAN—Association of Southeast
Identify primary ideas expressed in
Asian Nations
• OPEC—Organization of Petroleum graphic data.
Exporting Countries
Gather, classify, and interpret
information.
Advantages of economic unions
•
•
•
•
Explain cause and effect relationships.
More efficient industries
Access to larger markets
Draw conclusions and make
Access to natural, human, and
generalizations about data.
capital resources without
restrictions
Greater influence on world market
Disadvantages of economic unions
•
•
•
•
107
Closing of some industries
Concentration of some industries in
certain countries, leaving
peripheral areas behind
Agribusiness replacing family
farms
Difficulty in agreeing on common
economic policies
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b, c
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) explaining and analyzing reasons for the different political divisions at the national and international levels;
c) analyzing ways cooperation occurs to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Divisions are regions of the Earth’s
What are some examples of spatial
surface over which groups of people
divisions at the national and
establish social, economic, and political international levels?
control.
What are some reasons for spatial
Political divisions may generate
divisions at the local and regional
conflict.
levels?
Examples of spatial divisions
•
•
Cooperation may eliminate the need for How do spatial divisions generate
the division and control of the Earth’s conflict?
surface.
How do spatial divisions cooperate to
solve problems and settle disputes?
•
•
•
108
Compare maps and make inferences.
Identify regional patterns.
Countries
Alliances: economic and political
Gather, classify, and interpret
• North Atlantic Treaty
information.
Organization (NATO)
• European Union (EU)
Explain cause and effect relationships.
• Organization of Petroleum
Exporting Countries (OPEC)
Draw conclusions and make
• North American Free Trade
generalizations about data.
Agreement (NAFTA)
• United Nations
Participate in problem solving.
• Organization of American
States (OAS)
• League of Arab States
• Association of Southeast Asian
Nations (ASEAN)
• African Union (AU)
Reasons for spatial divisions
•
Essential Skills
Differences in culture, language,
religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and
differences
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b, c (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) explaining and analyzing the different spatial divisions at the national and international levels.
c) analyzing ways cooperation occurs to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Examples of cooperation
•
•
•
•
•
•
•
•
109
Humanitarian initiatives—e.g., Red
Cross/Red Crescent
Economic alliances—e.g., Law of
Sea, China and United States,
multinational corporations, North
American Free Trade Agreement
(NAFTA), Organization of
Petroleum Exporting Countries
(OPEC)
Cultural alliances—e.g.,
Francophone world,
Commonwealth of Nations
Military alliances—e.g., North
Atlantic Treaty Organization
(NATO)
Problem-solving alliances—e.g.,
Antarctica Treaty, United Nations
(UN) peacekeepers
Programs to promote international
understanding—e.g., Peace Corps
Alliances for environmental
preservation
Foreign aid
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: NAFTA Conference
UNIT VI: North America
KEY CONCEPT(s):
Geographic Skills, Place Geography, Economic Geography, Physical Geography, and Cultural Geography
ENDURING UNDERSTANDING(s): Human achievement of often but not exclusively connected to natural resources.
CONCEPTUAL UNIT QUESTION: Which has a greater impact on a country’s development, physical or cultural characteristics?
SOL OBJECTIVES: WG.4; WG.9a; WG.9d; WG.10b, c
LESSON DESCRIPTION: The goal is for students to understand the interrelationships between the US, Canada, and Mexico through examination of NAFTA.
Students will hold a conference with representatives of the US, Canada, and Mexico. The members will discuss current issues and problems they have with the
NAFTA trade agreement.
Materials/Resources: Internet access to CIA World Factbook (www.cia.gov), and the World Almanac Statesmen Yearbook, current textbook, country books
from the media center on Canada, the US, and Mexico, The US Department of Commerce for NAFTA simulation (Appendix E1), research questions to NAFTA
simulation (Appendices E2, E3)
Strategies: simulation, individual and group research and synthesis, role playing, and note taking
Student Action:
• form a staff to research their nations. Each staff will consist of people who have different occupations.
• select an identity and find information that is important to his or her perspective.
• take a position (pro or con) on the treaty.
• read sheets on Roles for NAFTA Simulation and the Research Questions prior to selecting roles.
• create a visual which will become an integral part of their speech.
• present a speech and presentation on their position.
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Teacher Action:
• divide students into three groups: Canada, the United States, and Mexico.
• monitor student progress in research, note taking, and creation of visual and speech.
Assessment: visual, speech, research, note taking
Adaptation: HILT: provide note-taking sheet for students to use when collecting research. Students can use a T-chart to list the pros and cons of the treaty from
the perspective of their role.
Extensions:
• Write a letter to your congressman to express your thoughts on NAFTA.
• Create an opinion ballot to vote on the current real life issues facing NAFTA.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT VII: Latin America
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1
The student will use maps, globes, photographs, and pictures in order to
c) develop and refine mental maps of world regions;
SOL WG.3
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean
SOL WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
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Curriculum Guide Grade 8
ENDURING UNDERSTANDING: When cultures interact they sometimes adopt or modify each other’s customs or characteristics.
CONCEPTUAL UNIT QUESTION: What does it mean to be “Latin”? or Did Colonialism help or hinder the development of Latin America?
PREVIEW ACTIVITY: List the characteristics that make a country “Latin American”.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
archipelago
basin
campesino
canopy
cash crop
caudillo
cay
Colombian Exchange
colonialism
conquistadores
cordillera
ejido
El Nino
estuary
Evo Morales
favela
gasahol
gauchos
guerrilla
hacienda
hurricane
Hugo Chavez
irrigation
isthmus
land redistribution
latifundio
leeward
Llanos
maquiladoras
mestizo
migrant worker
mulatto
NAFTA
pampas
peninsula
piedmont
rain shadow effect
savanna
selva
sertao
service industry
sinkhole
subsistence farming
sugar cane
timber line
tropical storm
vertical zonation
windward
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Curriculum Guide Grade 8
STANDARD WG.1c
The student will use maps, globes, photographs, and pictures in order to
c) develop and refine mental maps of world regions;
Essential Understandings
A map is a visual representation of
geographic information.
Essential Questions
Essential Knowledge
Essential Skills
What are ways that maps show
information?
Standard ways that maps show
information
Select the appropriate geographic
resource to draw conclusions.
What are the major types of thematic
maps?
•
•
•
•
•
Compare and contrast information
found on different types of maps.
Symbols
Color
Lines
Boundaries
Contours
Types of thematic maps
•
•
•
•
•
•
•
117
Population (e.g., distribution and
density)
Economic activity
Resource
Climate
Vegetation
Physical
Political
Compare maps and make inferences.
Draw conclusions and make inferences
about data.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Regions are areas of Earth’s surface
which share unifying characteristics.
Why do geographers create and use
regions as organizing concepts?
Regions are used to simplify the world
for study and understanding.
Locate areas (regions) on maps and
globes.
Regions may be defined by physical or
cultural characteristics.
What are some examples of physical
and cultural regions?
Physical regions
Interpret regional patterns on maps
and globes.
Regional labels may reflect changes in
people’s perceptions.
What are some examples of regional
labels that reflect changes in
perceptions?
•
Cultural regions
Draw conclusions and make
generalizations about data.
•
Explain cause and effect relationships.
•
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Rainforest
Language
• Latin America
Religion
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c
The student will apply the concept of a region by
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities and religions, link or divide regions.
Essential Understandings
Cultural differences can link or divide
regions.
Essential Questions
Essential Knowledge
How can cultural characteristics link or
divide regions?
Language
•
•
Hispanic America—Spanish
Brazil—Portuguese
Essential Skills
Identify and interpret regional patterns
on maps.
Draw conclusions and make
generalizations about information.
Religion as a unifying force
Explain cause and effect relationships.
•
Christianity
Compare and contrast differing sets of
ideas, beliefs, and behaviors.
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Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean . . . ,
Countries
Physical Characteristics
Latin America and the Caribbean
Mexico and Central America:
Mexico, Belize, Guatemala, El
Salvador, Honduras, Nicaragua, Costa
Rica, Panama
Latin America and the Caribbean
•
Major mountain ranges—Andes,
Sierra Madres
•
Wildlife migration patterns (e.g.,
Monarch butterflies, raptors)
•
Rainforests
•
Coastal desert—Atacama
•
Reversed seasons south of the
equator
•
Amazon River Basin
•
Grasslands: pampas, llanos
•
Tropical climates predominant
•
Volcanoes and earthquakes
•
Archipelagoes
•
Vertical zonation (tierra caliente,
tierra templada, tierra fria)
South America: Colombia, Venezuela,
Guyana, Suriname, French Guiana,
Ecuador, Peru, Bolivia, Brazil,
Paraguay, Argentina, Uruguay, Chile
Caribbean: Cuba, Haiti, Jamaica,
Dominican Republic, Puerto Rico (U.S.)
Economic Characteristics
Cultural Characteristics
Latin America and the Caribbean
Diverse economies
Subsistence farming
Plantation agriculture
Slash and burn agriculture
Cash crops and food crops
Haciendas
Cattle ranges, gauchos
Deforestation
Destruction of rainforests
Oil resources, Ecuador, Venezuela,
and Mexico
•
Heavy smog, pollution—Mexico
City
•
Disparity of income distribution
•
North American Free Trade
Agreement (NAFTA)—Mexico,
Canada, United States.
•
Diverse mineral resources (e.g.,
copper in Chile, iron ore in
Venezuela and Brazil)
Latin America and the Caribbean
Indian civilizations
African traditions
Influence of European colonization
Predominance of Roman Catholic
religion
•
Rigid social structure
•
Mestizos
•
Location of settlements: coastal in
South America
•
Megacities, squatter settlements
•
Rapid population growth
•
Out-migration
Cultural heritage
•
Music—African influences,
calypso, steel drum bands,
reggae
•
Traditional dances
•
Spanish, Portuguese languages
Cultural landscapes
•
Pyramids, cathedrals
•
Haciendas, ejidos (communal
land)
•
Machu Picchu
•
Tikal
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Cities as centers of culture and trade
•
Mexico City
•
Rio de Janeiro
•
Buenos Aires
•
Santiago
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Migrations occur because of social,
political, and environmental factors.
Migrations have influenced cultural
landscapes.
Modern transportation and
communication are encouraging higher
levels of cultural interaction worldwide.
Essential Questions
Essential Knowledge
How have social, economic, political,
and environmental factors influenced
migration?
How has migration influenced cultural
landscapes?
How and why do improvements in
transportation and communication
technology lead to cultural interaction?
Push factors
•
•
•
•
•
•
•
•
•
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards—Droughts, floods,
famines, volcanic eruptions
Limits on personal freedom
Environmental degradation
Pull factors
•
•
•
•
•
•
Religion
Economic opportunity
Land availability
Political freedom
Ethnic and family ties
Arable land
Impact of migrations on regions
•
•
•
•
121
Language
Religion and religious freedom
Customs/traditions
Cultural landscape
Essential Skills
Identify and interpret regional patterns
on maps.
Identify primary ideas expressed in
graphic data.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Latin American Movement Map
UNIT VII: Latin America
ENDURING UNDERSTANDING: When cultures interact they sometimes adopt or modify each other’s customs or characteristics.
CONCEPTUAL UNIT QUESTION(s): What does it mean to be “Latin”? or Did Colonialism help or hurt the development of Latin America?
KEY CONCEPT(s): Physical Geography, Urban and Rural Geography, Interaction
SOL OBJECTIVES: WG.1, WG.4, WG.6
LESSON DESCRIPTION:
Working in small groups, students will create a series of maps illustrating movement in Latin America, based on individual readings from the textbook. Maps
will include physical features of the region, major transportation routes through the region migration towards and away from an urban area. This lesson is
adapted from World Geography Today.
Materials/Resources: World Geography Today, Unit 3 (pp186-265), construction paper, coloring materials, Latin America map (Appendix F)
Strategies: work in cooperative groups; read and respond to questions individually; present their finished projects as a group.
Student Action
• read textbook section on his/her region.
• answer Section Review questions.
• work in cooperative groups.
• create maps.
• present.
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Teacher Action:
• assign groups.
• give text assignments.
• monitor groups.
• evaluate presentations.
Assessment: Maps and presentations
Adaptation: GT: Make three predictions about the future of your area if current movement trends continue. Special Education: Use outline maps; key word list.
HILT: Create word wall for the unit.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT VIII: South, Southeast, and East Asia
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environments.
SOL WG.2
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
b) describing how humans influence the environment and are influenced by it.
c) explaining how technology affects one’s ability o modify the environment and adapt to it.
SOL WG.3
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
b) explaining how regional landscapes reflect the physical environment and characteristics of their inhabitants.
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, the United
States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the
Pacific Islands, and Antarctica.
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ENDURING UNDERSTANDING: Geographic areas are linked together by political, cultural, and/or economic characteristics.
CONCEPTUAL UNIT QUESTION(s): Is Asia a true region? or Has Globalization had a greater positive or negative impact on Asia?
PREVIEW ACTIVITY: Divide students into cooperative learning groups. Have them examine photos, postcards, maps, travel magazines and images of
several of the nations in this region. Examples of cultural landscape images are the Taj Mahal, Angkor Wat, Great Wall of China, floating markets, Silk Road,
temples, shrines, and terraced rice fields. Examples of physical images may include the Gobi Desert, loess, and the Plateau of Tibet. Each group analyzes the
images and sorts them by physical and cultural geography. The students will create image groups based on their own criteria. Next they will locate the place of
origin of the images. The teacher will lead a large group discussion that focuses on the images, how the students group them and where they are located in the
world
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individual students should know to
successfully understand course content and pass the SOL exams.
abdicate
buffer state
Great Wall of China
joint family system
Shinto
alluvial plain
caste system of India
green revolution
Khyber Pass
sphere of influence
ancestors
Christianity
heterogeneity
monsoon
subcontinent
Angkor Wat
Confucianism
Himalayas
mosques
Taj Mahal
aquaculture
cottage industry
Hindi
nationalism
Taoism
ASEAN
crop rotation
Hinduism
non-violent resistance
temple
atheism
deforestation
homogeneous
pagoda
terraced fields
autonomous region
demilitarized zone (DMZ)
Hong Kong, Macao
partition
theocrat
Batik
dynasty
ideograms
proliferation
typhoon
boycott
floating markets
intensive farming
reincarnation
warlord
Buddhism
Gandhi
Islam
seismic
Western and Eastern Ghats
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Curriculum Guide Grade 8
STANDARD WG.1a
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environments.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Geographic information may be
acquired from a variety of sources.
How does using a variety of sources
support the process of geographic
inquiry?
Variety of sources
• GIS (Geographic Information
Systems)
• Field work
• Satellite images
• Photographs
• Maps, globes
• Data bases
• Primary sources
Gather, classify, and interpret
information.
Geographic information supports the
process of inquiry into the nature of
countries, cities, and environments.
Using a variety of sources supports the
process of geographic inquiry.
127
Select the appropriate geographic
information sources to draw
conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Climate is defined by certain
characteristics.
What are the common characteristics
that define climate?
Compare maps and make
inferences.
Climate patterns result from the
interplay of common elements.
What are the elements that influence
regional climate patterns?
Climate characteristics
• Temperature
• Precipitation
• Seasons (hot/cold; wet/dry)
Climate regions have distinctive
vegetation.
What vegetation is characteristic of
key climate zones?
Certain weather phenomena are unique Where do specific types of weather
to specific regions.
phenomena occur?
Climate and weather phenomena affect What effects do climate and weather
how people live in different regions.
phenomena have on people living in
different regions?
Climate elements
• Influence of latitude
• Influence of winds
• Influence of elevation
• Proximity to water
• Influence of ocean currents
Interpret the idea, concepts, or
events expressed by pictures, or
other graphic media.
Apply latitude to identify climate
zones.
Interpret charts, diagrams, and
climographs.
World climate regions
Select the appropriate geographic
• Low latitudes—e.g., tropical wet,
resource to draw conclusions.
tropical wet and dry, arid, semiarid,
highland
• Middle latitudes—e.g., semiarid, arid,
Mediterranean (dry summer
subtropical) humid continental, marine
west coast, highland
• High latitudes—e.g., subarctic, tundra,
icecap
Vegetation regions
• Rain forest
• Savanna
• Desert
• Steppe
• Middle latitude forests
• Taiga
• Tundra
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a (continued)
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Essential Questions
Essential Knowledge
Weather phenomena
•
•
•
•
Monsoons—South and
Southeast Asia
Typhoons—Pacific Oceans
Hurricanes—Atlantic Ocean
Tornadoes—United States
Effects of climate
•
•
•
•
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Crops
Clothing
Housing
Natural hazards
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2b
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
b) describing how humans influence the environment and are influenced by it.
Essential Understandings
Essential Questions
Physical and ecological processes
shape the Earth’s surface.
How have physical and ecological
processes shaped the Earth’s surface?
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
• Earthquakes
• Floods
What are some ways humans influence
• Volcanoes
their environment?
• Erosion
• Deposition
How are humans influenced by their
environment?
Human impact on environment
Water diversion/management
• Aral Sea
• Colorado River
• Aswan High Dam
• Canals
• Reservoirs
• Irrigation
Changing landscapes
• Agricultural terracing (e.g., China,
Southeast Asia)
• Polders (e.g., Netherlands)
• Deforestation (e.g., Nepal, Brazil,
Malaysia)
• Desertification (e.g., Africa, Asia)
Environmental changes
• Acid rain (e.g., forests in Germany,
Scandinavia, China and Eastern
North America)
• Pollution (e.g., Mexico City,
Chernobyl, oil spills)
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Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Explain cause and effect
relationships.
Identify and interpret regional
patterns on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Regions are areas of Earth’s surface
which share unifying characteristics.
Why do geographers create and use
regions as organizing concepts?
Regions may be defined by physical or What are some examples of physical
cultural characteristics.
and cultural regions?
Essential Knowledge
Essential Skills
Regions are used to simplify the
world for study and understanding.
Locate areas (regions) on maps and
globes.
Physical regions
Interpret regional patterns on maps
and globes.
•
•
•
•
•
Regional labels may reflect changes in What are some examples of regional
people’s perceptions.
labels that reflect changes in
perceptions?
Sahara
Taiga
Rainforest
Great Plains
Low Countries
Cultural regions
•
•
•
•
•
131
Language
• Latin America
• Francophone world
Ethnic
• Chinatowns
• Kurdistan
Religion
• Islam
• Buddhism
Economic
• Wheat Belts
• European Union (EU)
Political
• North Atlantic Treaty
Organization (NATO)
• African Union (AU)
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a (continued)
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
−
Essential Knowledge
Changes in perceptions
•
•
•
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Middle East
Sun Belt
Rust Belt
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3b
The student will apply the concept of a region by
b) explaining how regional landscapes reflect the physical environment and the characteristics of their inhabitants.
Essential Understandings
Essential Questions
Regional landscapes are influenced by How does the appearance of the
climate and underlying geology.
landscape reflect the physical
environment?
Regional landscapes are influenced by
the cultural, economic, and political
How does the appearance of the
characteristics of their inhabitants.
landscape reflect the
characteristics of
the inhabitants?
Essential Knowledge
Essential Skills
Physical characteristics
• Climate affects types of natural vegetation.
• Landforms affect transportation, population
distribution, and the location of cities.
Gather, classify, and
interpret information.
Analyze photographs and
pictures and make inferences.
Cultural characteristics
Draw conclusions and make
generalizations about data.
Architectural structures
• Religious buildings (e.g., mosques, churches,
synagogues, temples, pagodas)
• Dwellings (e.g., tiled roofs in Mediterranean,
chalets in Switzerland, thatched roofs in Pacific
Islands, tents and yurts in Central and Southwest
Asia, castles in Europe)
Statues and monuments of local, national, or global
significance
•
•
•
•
•
•
•
•
•
•
•
•
•
133
Taj Mahal (India)
Kaaba (Mecca)
Western Wall (Jerusalem)
Dome of the Rock (Jerusalem)
Church of the Holy Sepulcher (Jerusalem)
Pyramids (Egypt)
Kremlin (Moscow)
Eiffel Tower (Paris)
Virginia State Capitol Building
Washington Monument
White House
Lincoln Memorial
Statue of Liberty
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c
The student will apply the concept of a region by
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
Essential Understandings
Essential Questions
Essential Knowledge
Cultural differences can link or divide How can cultural characteristics link or Language
regions.
divide regions?
• Arab world—Arabic
• Hispanic America—Spanish
• Brazil—Portuguese
• Canada—French/English
• Switzerland—Multiple
languages
• English—World language
Ethnic heritage
•
•
•
•
•
Yugoslavia—Serbs, Croats,
Bosnians, Albanians
Burundi and Rwanda—Hutus
and Tutsis
United States, Switzerland—
Unity in multiple ethnic
countries
Korea and Japan—
Predominantly single ethnicity
Cyprus—Greeks and Turks
Religion as a unifying force
•
•
•
•
•
134
Hinduism
Buddhism
Judaism
Christianity
Islam
Essential Skills
Identify and interpret regional
patterns on maps.
Explain cause and effect relationships.
Compare and contrast differing sets of
ideas, beliefs, and behaviors.
Draw conclusions and make
generalizations about information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c (continued)
The student will apply the concept of a region by
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
Essential Understandings
Essential Questions
Essential Knowledge
Religion as a divisive force
•
•
•
•
135
Conflicts between Hindus and
Muslims in Pakistan and India
Conflicts between Catholics and
Protestants in Northern Ireland
Jews, Christians, and Muslims all
claiming Jerusalem as their
religious heritage site
Conflicts between Sunni and Shi’a
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 Essential Knowledge
The student will locate and analyze physical, economic, and cultural characteristics of world regions: South Asia, Southeast Asia, East Asia . . .
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
South, Southeast, and East Asia
South Asia
•
•
•
•
•
•
•
•
Afghanistan
Pakistan
Nepal
Bhutan
Bangladesh
India
Sri Lanka
Maldives
Southeast Asia
•
•
•
•
•
•
•
•
•
•
Philippines
Indonesia
Malaysia
Thailand
Cambodia
Burma (Myanmar)
Laos
Vietnam
Singapore
Brunei
East Asia
• Mongolia
• China (People’s Republic of China)
• Japan
• Taiwan (Republic of China)
• North Korea
• South Korea
South, Southeast, and East Asia
•
•
•
•
•
•
•
•
•
South, Southeast, and East Asia
Influence of mountains—
Population, settlements,
movement, climate
Mountains
Himalayas
Western and Eastern Ghats
Mount Fuji
Varied climate regions
ranging from tropical wet to
humid continental
Natural hazards—
Monsoons, typhoons,
volcanoes, and earthquakes
Influence of water (rivers,
seas, and ocean currents) on
agriculture, trade, and
transportation
Bodies of water
• Arabian Sea
• Indian Ocean
• Bay of Bengal
• Ganges River
• Indus River
• Brahmaputra River
• Pacific Ocean
• Yangtze River (Chaing
Jiang)
• Mekong River
• Yellow River (Huang
He)
136
•
•
•
•
•
•
•
•
•
•
•
•
South, Southeast, and East Asia
Varied economies in the
• Areas of extremely dense and
region ranging from
sparse population
subsistence/
• Contrast between rural and
commercial agriculture to
urban areas
high-tech industrial
• Religious diversity—
manufacturing
Hinduism, Islam, Buddhism,
Participation in global
Christianity, Taoism, Shinto,
markets
Confucianism
Newly industrialized
• Caste system in India
countries—South Korea,
• Respect for ancestors
Taiwan, Singapore
• Religious conflicts
Japan—Economic leader
(Hindu/Muslim)
China in transition from a
centrally planned economy Cultural heritage
Agricultural advancements
and technology, enabling
• Silks
greater food production—
• Batik
“Green Revolution”
• Wood and ivory carving
Environmental degradation
• Ideograms, unique alphabets
Deforestation
• Jewels
Fishing
ASEAN (Association of
Cities as centers of culture and trade
Southeast Asian Nations)
Rice, tropical crops
• Tokyo
• Beijing
• New Delhi
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
•
•
•
•
Economic Characteristics
Cultural Characteristics
Cultural landscape
Abundant arable land
Loess
Plateau of Tibet
Gobi Desert
•
•
•
•
•
•
•
•
137
Taj Mahal
Angkor Wat
Great Wall of China
Floating markets
Mosques, minarets
Pagodas
Temples and shrines
Terraced rice fields
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Postcards from Asia
UNIT VIII: South, Southeast, and East Asia
ENDURING UNDERSTANDING: Geographic areas are linked together by political, cultural, and/or economic characteristics.
CONCEPTUAL UNIT QUESTION: Is Asia a true region?
KEY CONCEPT(s): Geographic Skills, Place Geography, Physical Geography, Cultural Geography
SOL OBJECTIVES: WG.1a, WG.2a, b, c, WG.3a, b, c, WG.4
LESSON DESCRIPTION: Through media center research, students will explore an Asian country and be able to identify the physical and cultural
characteristics that make this country unique. Their product will be a finished postcard. The postcards will be used to study the region. As a warm-up the
students will write an answer to the unit question in their geography journal and a discussion will follow. The students will select and research a nation using a
variety of resources keeping a log of both the sites as well as the information is gathered. They will take an imaginary journey to their country and create a
postcard that reflects the essential understanding of their nation. The writing will include the application of the five themes of geography. They will peer edit
their postcards.
Materials/Resources: 5x8 index cards, atlases, old magazines, almanacs, world holiday and festivals books, world game books, colored pencils, encyclopedias,
cookbooks, Culturegrams, travel magazines, colored pencils, markers, Internet sites, craft books, geography journals, Write Source 2000 textbook.
Strategies: prewriting, discussion, research and peer editing
Student Action:
• select an Asian country to research.
• use the Internet and print materials to explore this country. Focus on the location and place, and the physical and cultural geography of the
nation.
• take notes in your geography journal.
• keep a log of your research and resources.
• create a postcard of your nation to send home documenting your imaginary journey. Use Write Source 2000 textbook to get help with letter
writing skills.
• edit your work. Peers edit postcards.
• create an image, drawing, painting, graphic design, map or collage that is representative of your nation.
• label your country on the front of the card.
• review the assignment to assess your work.
• provide a written bibliography using the Write source 2000 text as a resource.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
Teacher Action:
• facilitate the warm-up discussion.
• provide resources for lesson.
• provide guidance during the research process.
• check daily logs and note taking skills in the geography journals.
• create a rubric to assess final product.
• assess bibliography.
Assessment: notes in journal, on-going bibliography, drafts and final post card
Adaptation: Teacher may provide set-by-step help during the writing process. Teacher may help students to web their facts, provide extra support during the
research process, and organize their written postcard. Examples of bibliographies may be available for reference. Students may design a Web page to display
postcards. They may scan their images, and written card to share their work with the global community.
Extension: This activity can be used in any region of the world.
139
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT IX: Africa
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1
The student will use maps, globes, satellite images, photographs, or diagrams to
c) develop and refine mental maps of world regions;
d) create and compare political, physical, and thematic maps;
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: …North Africa and Southwest Asia, Sub-Saharan
Africa…
SOL WG.8
The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of
life.
SOL WG.9 The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
ENDURING UNDERSTANDING: Exploitation of human and natural resources increases dependence and decreases independence.
CONCEPTUAL UNIT QUESTION: Has Africa’s cultural history helped or hindered its economic development?
PREVIEW ACTIVITY: What do you know about Africa? T/F Quiz, from World Geography Today: Creative Teaching Strategies.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
African National Congress
African Union (AU)
ancestor worship
apartheid
barter
bazaar
Berbers
caravans
cataract
colonialism
coup
deforestation
desertification
diversify
drought
ebola virus
enclave
erg
escarpment
ethnocracy
fellaheen
forage/foraging
FW de Klerk
Harambee
IMF
imperialism
irrigation
Jomo Kenyatta
landlocked
leaching
malnutrition
mercenary
Muammar Qaddafi
Nelson Mandela
Gamal Abdul Nasser
pyrethrum
refugee
Rift Valley
Robert Mugabe
sahel
sanction
segregation
souk
villagization
wadi
watershed
World Bank
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
141
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1c
The student will use maps, globes, satellite images, photographs, or diagrams to
c) develop and refine mental maps of world regions.
Essential Understandings
Essential Questions
Essential Knowledge
Mental maps are based on objective
knowledge and subjective perceptions.
How do people use mental maps to
organize information?
People develop and refine their mental
maps through both personal experience
and learning.
How are perceptions reflected in mental
maps?
Uses of 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?
•
•
Locate places on maps and globes.
Interpret maps and globes.
Draw maps from memory.
Evaluate information.
Ways mental maps can be developed
and refined
•
•
•
•
142
Carry out daily activities (e.g.,
route to school, shopping)
Give directions to others
Understand world events
Essential Skills
Comparing sketch maps to
maps in atlases and other
resources
Describing the location of
places in terms of reference
points (e.g., the equator, prime
meridian)
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)
Describing the location of
places in terms of human
characteristics (e.g., languages,
types of housing, dress,
recreation, customs and
traditions)
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1d
The student will use maps, globes, satellite images, photographs, or diagrams to
d) create and compare political, physical, and thematic maps.
Essential Understandings
A map is a visual representation of
geographic information.
Essential Questions
Essential Knowledge
Essential Skills
What are ways that maps show
information?
Standard ways that maps show
Information
Select the appropriate geographic
resource to draw conclusions.
What are the major types of thematic
maps?
•
•
•
•
•
Compare and contrast information
found on different types of maps.
Symbols
Color
Lines
Boundaries
Contours
Types of thematic maps
•
•
•
•
•
•
•
•
•
•
143
Population
Economic activity
Resource
Language
Ethnicity
Climate
Precipitation
Vegetation
Physical
Political
Compare maps and make inferences.
Draw conclusions and inferences
about data.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
Essential Questions
Essential Knowledge
The development of a region is
influenced by many factors, including
physical, economic and cultural
characteristics.
In what ways do physical, economic,
and cultural characteristics influence
regional development?
The interaction of humans with their
environment affects the development of
a region.
What are some ways that human
interaction with the environment affects
the development of a region?
Different criteria may be used to
determine a country’s relative
importance.
What are some criteria that may be used
to determine a country’s relative
importance?
Elements of the physical environment,
such as major bodies of water and
mountains, influence the economic and
cultural characteristics of regions.
What impact do elements of the
physical environment, such as major
bodies of water and mountains, have on
countries?
Human interaction with environment
•
•
Deforestation – Congo Basin
Desertification – Sahara / Sahel
Criteria for determining relative
importance
•
•
•
•
GDP (Gross Domestic Product)
Land size
Population size
Resources
Essential Skills
Explain charts comparing two or more
concepts.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
144
Impact of physical elements
Example: Water
•
Zambezi River—Water power
Identify and locate regions, continents,
oceans, and major features on maps
and globes.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
Sub-Saharan Africa
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
•
•
•
•
•
•
GDP
South Africa
Gabon
Botswana
•
•
•
Land Size
•
Democratic Republic of Congo
•
Sudan
•
Chad
•
Mozambique
•
Madagascar
Population
•
Nigeria
•
Ethiopia
•
Democratic Republic of Congo
•
South Africa
•
Tanzania
•
Kenya
•
•
•
•
•
•
•
Continent composed of a huge
plateau, escarpments
River transportation impeded by
waterfalls and rapids
Location of equator through middle
of region; similar climate patterns
north and south of the equator
Smooth coastline; few harbors
Large number of landlocked states
Storehouse of mineral wealth
Limited fertility of rainforest soils
Kalahari and Namib Deserts
Bodies of water
•
Nile River
•
Zambezi River
•
Niger River
•
Congo River
•
Atlantic Ocean
•
Indian Ocean
•
Red Sea
•
Lake Victoria
•
Lake Tanganyika
Nature preserves and national parks
145
•
•
•
•
•
•
•
•
•
•
•
•
•
Large percentage of population
engaged in agriculture (primary
activity)
Subsistence agriculture
Nomadic herding
Slash and burn agriculture
Plantation agriculture
Cash crops and food crops
Poorly developed infrastructure
Large number of landlocked states
Substantial mineral wealth
(diamonds, gold, alloys)
Major exporters of raw materials
Wide range of per capita income
Productivity that lags behind
population growth
Desertification
Demographics typical of
developing economies
•
Low per capita GDP
•
Low life expectancy
•
High population growth rate
•
High infant mortality
•
Large percentage of population
under age 15
•
Low literacy rates
•
•
•
Uneven population distribution
Many ethnic groups—Languages,
customs
Large numbers of refugees
Knowledge of history through oral
tradition
Country names related to historical
empires—Mali, Ghana, Zimbabwe
Diversity of Africans reflected in
cultural heritage
•
Masks
•
Sculpture
•
Dance
•
Music
•
Colorful dress
•
Jewelry
Cities as centers of culture and trade
•
Lagos
•
Dakar
•
Johannesburg
Cultural landscape
•
Markets
•
Churches
•
Mosques, minarets
•
Villages
•
Modern city cores
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.8
The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of
life.
Essential Understandings
Essential Questions
Essential Knowledge
Levels of economic development vary
from country to country and from place
to place within countries.
How and why does economic
development vary from one part of the
world to another?
Many criteria are used to assess the
standard of living and quality of life.
What factors influence the standards of
living and quality of life?
Resources and technology influence
economic development and quality of
life.
How do resources and technology
influence economic development and
quality of life?
Differences between developing and
developed nations
•
Access to natural resources
•
Access to capital resources
(investment in technology and
infrastructure)
•
Numbers and skills of human
resources
•
Levels of economic development
•
Standards of living / quality of life
•
Relationships between economic
development and quality of life
Essential Skills
Explain charts comparing two or more
concepts.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Indicators of economic development
•
Urban/rural ratio
•
Labor force characteristics
(primary, secondary, tertiary
sectors)
•
GDP per capita
•
Educational achievement
Indicators of standards of living and
quality of life
•
Population growth rate (natural
increase)
•
Population age distribution
•
Literacy rate
•
Life expectancy
•
Infant mortality
•
Percentage of urban population
146
Interpret population pyramids.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9c
The student will analyze the global patterns and networks of economic interdependence by
c) describing ways that economic and social interactions have changed over time.
Essential Understandings
Economic, social, and therefore spatial
relationships change over time.
Essential Questions
Essential Knowledge
How have economic and social
interactions changed over time?
Changes over time
Industrial labor systems (e.g.,
cottage industry, factory, office,
telecommunications)
•
Migration from rural to urban areas
•
Industrialized countries export
labor-intensive work to developing
nations
•
Growth of trade alliances
•
Growth of service (tertiary)
industries
•
How do spatial patterns reflect
economic and social change over time?
Essential Skills
Compare maps and globes and make
inferences.
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
147
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Colonialism: Cause and Effect
UNIT IX: Africa
ENDURING UNDERSTANDING: Exploitation of human and natural resources increases dependence and decreases independence.
CONCEPTUAL UNIT QUESTION: Has Africa’s cultural history helped or hindered its economic development?
KEY CONCEPT(s): Interaction; historical geography; cultural geography
SOL OBJECTIVES: WG.4, WG.9a
LESSON DESCRIPTION: Students will differentiate between causes and effects of colonialism in Africa, and will analyze their effects on Africa.
Materials/Resources: cause and effect list (Appendices G1, G2), overhead transparencies of Africa (1800’s and 1960’s), definition of colonialism, and the 3Gs
(God, glory and gold), T-chart for causes and effects, Venn diagrams of effects
Strategies: History Alive! Preview activity, cause vs. effect comparison
Student Action:
• define and discuss colonialism
• read cause/effect list (Appendices G1, G2)
• sort and fill in t-chart
• compare effects (positive/negative)
• fill in Venn diagram.
Teacher Action:
• lead discussion of colonialism
• pass out cause/effect list (Appendices G1, G2)and t-chart
• monitor student progress with t-chart
• review Venn diagrams to check for student understanding
Assessment: T charts, Venn diagrams, discussion
Adaptation: GT: Correlate causes and effects, using color-coding. Special Education: As a class, highlight causes, then fill in T-chart. HILT: Skim text for
unknown vocabulary, and define in the margins.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
149
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
150
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT X: Southwest Asia and North Africa
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
SOL WG.9
The student will analyze the global patterns and networks of economic interdependence by
c) mapping, describing, and evaluating the formation of economic unions.
SOL WG.10
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
SOL WG.12
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
ENDURING UNDERSTANDING: A state of confusion or an identity crisis exists in a place when cultural characteristics conflict but physical characteristics
remain the same.
CONCEPTUAL UNIT QUESTION(s):
What are sources of conflict and unity in Southwest Asia (The Middle East)?
Can conflict be resolved peacefully?
Should resources be shared equally?
What roles do place characteristics play in the conflict and unity in the Middle East?
Teacher’s notes: Place characteristics include water, oil, and religion. How does access to fresh water and oil impact the economic and political development of
this region? How has it been a source of unity, like with OPEC, and how has it been a source of conflict, such as the war between Iraq and Kuwait? This
region is also the birthplace of Judaism, Christianity, and Islam. How has this impacted the people who lived historically and today and their interactions with
each other?
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
PREVIEW ACTIVITY:
Open the unit by asking students to reflect on why they think it is important to study this region. Record student responses on the board or overhead as they
students share their thoughts. Use student responses to elaborate on or introduce the unit question. For those teachers using Interactive Notebooks, have
students create a Middle East Unit page in their notebooks listing why they think it’s important to learn about the Middle East and what they’d like to learn
about the region. A sample assignment follows:
On page 35R of your Geography Notebook create a title page for our Unit on the Middle East.
• Title the page “The Middle East”
• In one paragraph explain why you think it is important to learn about the Middle East.
• List what you’d like to learn more about the Middle East.
• Add relevant drawings, designs, and pictures to decorate you page.
• Make sure your page is colorful, use at least four colors.
For those teachers who do not use Interactive Notebooks, this assignment could be modified into a brief essay response or a mini-pamphlet.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
arable
conflict
Intifada
Mosque/Masjid
sect
autonomy
deport
Islam
Muslim
secularism
bazaar
desalination
Judaism
OPEC
theocracy
bias
embargo
mandate
partition
Zionist
Christianity
guest workers
minaret
propaganda
Zoroastrianism
collaborate
Hamas
monotheism
Qu’ran (Koran)
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
152
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 Essential Knowledge
The student will locate and analyze physical, economic, and cultural characteristics of world regions: North Africa and Southwest Asia . . . ,
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
North Africa and Southwest Asia
(Middle East)
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
GDP
•
•
•
•
Kuwait
United Arab Emirates
Qatar
Israel
Land Size
• Algeria
• Saudi Arabia
• Libya
Population
• Iran
• Turkey
• Egypt
North Africa and Southwest Asia
North Africa and Southwest Asia
North Africa and Southwest Asia
(Middle East)
(Middle East)
(Middle East)
• Crossroads of Europe, Africa,
• Heavy reliance on primary
• Rapid urbanization
and Asia
economic activity (oil drilling,
• Modernization centered in
agriculture, pastoralism)
urban areas while traditional
• Desert and semiarid
climates— Sahara, sahel,
• Major producers of world’s oil
life continues in rural areas
steppes
• Oil revenues—Positive and
• Large percentage of
• Mountains
negative effects
population under age 15
•
Atlas
• Water—The region’s most
• Population unevenly
•
Taurus
precious resource
distributed
•
Zagros
• Great variation in standard of
• Arab countries and Arabic
• Water Features
living—Ranging from
language
•
Mediterranean Sea
relatively high to poverty• Non-Arab countries: Turkey,
•
Red Sea
stricken
Iran, Israel
•
Black Sea
• Regional conflicts, political
• Birthplace of three major
•
Arabian Sea
unrest that affects tourism
monotheistic religions—
•
Persian/Arabian Gulf
• Aswan High Dam—Positive
Judaism, Christianity, and
•
Strait of Hormuz
and negative effects
Islam
•
Bosporus Strait
• Suez Canal—Enhanced
• Conflict over Palestine
•
Dardanelles Strait
shipping routes in the region
• Nomadic lifestyles
•
Nile River
• Guest workers
• Art that reflects the diversity
•
Tigris River
• Trade important to region
of religions (stained glass,
•
Euphrates River
from earliest time
geometric tiles, calligraphy,
•
Jordan River
mosaics, prayer rugs)
• Wide range of per capita
• Seasonal flooding, alluvial
income and levels of
soils, delta regions, oases,
Cities as centers of culture and trade
development
wadis
• Baghdad
• Contemporary trade routes
(sea lanes)
• Cairo
• Organization of Petroleum
• Istanbul
Exporting Countries (OPEC)
• Jerusalem
• Mecca
• Tehran
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Cultural landscape
•
•
•
•
•
•
•
•
•
•
154
Mosques, minarets
Church of the Holy Sepulcher
Hagia Sophia
Bazaars, suqs
Western Wall
Dome of the Rock
Kaaba
Pyramids
Oil rigs
Walled cities
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9c
The student will analyze the global patterns and networks of economic interdependence by
c) mapping, describing and evaluating the formation of economic unions.
Essential Understandings
Essential Questions
Essential Knowledge
As a global society, the world is
increasingly interdependent.
What are some examples of economic Examples of economic unions
unions?
• EU—European Union
• NAFTA—North American
Economic interdependence fosters the What are the advantages and
Free Trade Agreement
formation of economic unions.
disadvantages of economic unions?
• ASEAN—Association of
Southeast Asian Nations
• OPEC—Organization of
Petroleum Exporting
Countries
Advantages of economic unions
• More efficient industries
• Access to larger markets
• Access to natural, human, and
capital resources without
restrictions
• Greater influence on world
market
Disadvantages of economic unions
• Closing of some industries
• Concentration of some
industries in certain countries,
leaving peripheral areas
behind
• Agribusiness replacing family
farms
• Difficulty in agreeing on
common economic policies
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Essential Skills
Compare maps and globes and make
inferences.
Identify regional patterns on maps
and globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect
relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Essential Questions
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and
political control.
What are some examples of spatial
divisions at the local and regional
levels?
Essential Knowledge
Essential Skills
Examples of political divisions
Political divisions may generate
conflict.
What are some reasons for political
divisions at the local and regional
levels?
Political divisions may generate
cooperation.
How do political divisions generate
conflict?
•
•
•
•
•
•
•
Why do political divisions cooperate?
Compare maps and make inferences.
Neighborhoods
Election districts
School districts
Regional districts (e.g., bus
lines, waste disposal,
conservation districts,
planning districts, area code
zones)
Cities
Counties
States
Reasons for political divisions
•
•
•
Desire for government closer
to home
Need to solve local problems
Need to administer resources
more efficiently
Reasons for conflict
•
•
•
•
•
156
Boundary disputes
Cultural differences
Economic differences
Competition for scarce
resources
Political advantages (e.g.,
gerrymandering)
Identify regional patterns.
Gather, classify, and interpret
information.
Explain cause and effect
relationships.
Participate in problem solving.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for cooperation
•
•
•
•
157
Natural disasters
Economic advantages (attract
new businesses)
Cultural similarities, ethnic
neighborhoods
Addressing regional issues
(e.g., waste management,
magnet schools,
transportation)
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and
political control.
What are some examples of spatial
divisions at the national and
international levels?
Examples of spatial divisions
Compare maps and make inferences.
Spatial divisions may generate
conflict.
Cooperation may eliminate the need
for the division and control of the
Earth’s surface.
•
•
•
What are some reasons for spatial
divisions at the local and regional
levels?
•
•
How do spatial divisions generate
conflict?
•
How do spatial divisions cooperate to
solve problems and settle disputes?
•
•
•
•
−
•
•
•
Countries
Alliances: economic and political
North Atlantic Treaty
Organization (NATO)
European Union (EU)
Organization of Petroleum
Exporting Countries (OPEC)
North American Free Trade
Agreement (NAFTA)
Commonwealth of Nations
United Nations
Red Cross/Red Crescent
Organization of American States
(OAS)
League of Arab States
Association of Southeast Asian
Nations (ASEAN)
African Union (AU)
Reasons for spatial divisions
•
•
•
•
158
Differences in culture, language,
religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and
differences
Identify regional patterns.
Gather, classify, and interpret
information.
Explain cause and effect
relationships.
Draw conclusions and make
generalizations about data.
Participate in problem solving.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for conflict
•
•
•
•
•
159
Boundary and territorial disputes
(Syria/Israel, Western
Sahara/Morocco, China/Taiwan,
India/Pakistan, Iraq/Kuwait)
Cultural differences (language,
religion)
• Indonesia
• Canada (Quebec)
• Ireland
• Sudan
Economic differences (fertile land,
access to fresh water, access to
coast, fishing rights, natural
resources, different economic
philosophies)
Ethnic differences
• Balkans
• Cyprus
• Rwanda and Burundi
• Kashmir
Nationalism
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Examples of cooperation
•
•
•
•
•
•
•
•
160
Humanitarian initiatives—e.g., Red
Cross/Red Crescent
Economic alliances—e.g., Law of Sea,
China and United States, multinational
corporations, North American Free Trade
Agreement (NAFTA), Organization of
Petroleum Exporting Countries (OPEC)
Cultural alliances—e.g., Francophone
world, Commonwealth of Nations
Military alliances—e.g., North Atlantic
Treaty Organization (NATO)
Problem-solving alliances—e.g.,
Antarctica Treaty, United Nations (UN)
peacekeepers
Programs to promote international
understanding—e.g., Peace Corps
Alliances for environmental preservation
Foreign aid
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.l2a
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
Essential Understandings
Essential Questions
An understanding of the practical
What are some practical applications
applications of geography enables
of geography?
students to be informed, active citizens
in their communities.
Essential Knowledge
Essential Skills
Geographic applications at local and Organize and interpret information.
regional levels
Use maps and other geographic
resources to obtain information and
• Air and water quality
monitoring and management draw conclusions.
• Recycling programs
Participate in problem solving and
• Land use and transportation
decision making.
planning
• Selection of locations for
residential and commercial
development
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Understanding Christianity, Islam, and Judaism (History Alive! WH-10-6, Activity 1.2)
UNIT X: Southwest Asia and North Africa
ENDURING UNDERSTANDING: A state of confusion or an identity crisis exists in a place when cultural characteristics conflict but physical characteristics
remain the same.
CONCEPTUAL UNIT QUESTION: What roles do place characteristics play in the conflict and unity in the Middle East?
Teacher’s notes: Place characteristics include water, oil, and religion. How does access to fresh water and oil impact the economic and political development
of this region? How has it been a source of unity, like with OPEC, and how has it been a source of conflict, such as the war between Iraq and Kuwait? This
region is also the birthplace of Judaism, Christianity, and Islam. How has this impacted the people who lived historically and today and their interactions with
each other?
KEY CONCEPT(s): Place Geography, Cultural Geography, Historical Geography
ESSENTIAL QUESTION(s):
•
What are some examples of political divisions at the local and regional levels?
•
How do political divisions generate conflict?
SOL OBJECTIVES: WG.4; WG.9d; WG.10a; WG.10b, c; WG.l2a
LESSON DESCRIPTION: This History Alive! Lesson is a skill builder activity that introduces students to the three major religions in the Middle East:
Christianity, Islam, and Judaism. Working in pairs, students read background information that introduces several topics -- God, key beliefs, holy book,
practices and rituals, worship services, and branches -- about one of the three religions. Then, pairs design spoke diagrams depicting aspects of the religion.
Students examine each others’ diagrams and record the information they discover about each religions – to create Venn diagrams showing the similarities
among and unique characteristics of the three religions.
Materials/Resources: History Alive! “Understanding Christianity, Islam, and Judaism.” (WH-10-6, Activity 1.2), “Comparing Religions” Venn diagram from
Teen Newsweek, October 1, 2001. This Venn Diagram includes18 statements at the bottom of the page, that apply to one, two, or all of the religions. This
resource is a useful adaptation for integrated and HILT classes, or to curb time from the overall lesson. See Appendix H.
Strategies: History Alive! skill builder activity, students work in mixed ability pairs and then later in larger groups of three to four. Students research and
record information. Venn diagrams and spoke diagrams used to collect and display information.
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Curriculum Guide Grade 8
Student Action:
• work in mixed ability pairs to read
• create a Spoke Diagram of the information on a single religion of Judaism, Christianity, or Islam.
• view these spoke diagrams in order to read and record information about all three religions on a chart.
• work in groups of at least three, in which there is a student “expert” from each religion.
• using their notes from all three religions and more detailed knowledge of a single religion, the group will work together to fill in a Venn Diagram
comparing the similarities and differences between the three religions.
Teacher Action:
• assign mixed ability pairs
• distribute readings to each pairs so that one-third of the class is reading about Judaism, one-third Christianity, and the other third Islam.
• create three stations, so students may rotate around the room and fill out a chart collecting data on all three religions.
• play music from each religion, for students to listen to and compare (History Alive! Provides an excellent recording).
• assigns groups of three students to work on completing Venn Diagram.
Assessment: observation
Adaptation: “Comparing Religions” Venn diagram from Teen Newsweek, October 1, 2001. This Venn Diagram includes 18statements at the bottom
of the page that apply to one, two, or all of the religions. This resource is a useful adaptation for integrated and HILT classes, or to curb time from the overall
lesson. See Appendix H.
HILT: As a preview activity, elaborate on student’s prior knowledge of religion with such prompts as: “Describe the importance of religion in your life.
Describe how you practice your religion. List religious events/holidays. What do you like the most about your religion?”
Provide students with a map of Asia to familiarize them with the area. Identify Israel and Saudi Arabia.
Prior to the spoke diagram, students use a t-chart to note key and new words.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
164
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT XI: Polar Regions
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.2
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
SOL WG.4:
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
ENDURING UNDERSTANDING: Human and environmental interaction will impact a place permanently.
CONCEPTUAL UNIT QUESTION: Should Antarctica remain a “continent for science and peace” or become a natural resource for economic development?
PREVIEW ACTIVITY:
"No person who has not spent a period of his life in those 'stark and sullen solitudes that sentinel the Pole' will understand fully what trees and flowers, sunflecked turf and running streams mean to the soul of a man." - Ernest Shackleton
"If Antarctica were music it would be Mozart. Art, and it would be Michelangelo. Literature, and it would be Shakespeare. And yet it is something even greater;
the only place on earth that is still as it should be. May we never tame it." - Andrew Denton
"The continent has become a symbol of our time. The test of man's willingness to pull back from the destruction of the Antarctic wilderness is the test also of his
willingness to avert destruction globally. If he cannot succeed in Antarctica he has little chance of success elsewhere." - Edwin Mickleburgh
Students will read and listen to each quote. Next, in their journal, they will record their impression of Antarctica as seen through the eyes of each writer. Finally,
they will share their ideas with the class.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
Antarctic Circle
Antarctic Treaty
Arctic Circle
Arctic Ocean
biodiversity
boreal forest
circumpolar
circumpolar current
climate
depletion
ecosystem
endangered
fossil fuel
geology
glacier
global climate change
habitats
high latitudes
ice cap
ice floe
icebreaker
indigenous
katabatic wind
krill
Madrid Protocol
magnetic pole
migratory
neutrality
ozone hole
polar
polar desert
preservation
refuge
sea ice
Southern Ocean
tundra
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Australia, Pacific Islands, and
Antarctica
•
Australia
•
New Zealand
•
Papua New Guinea
•
Hawaiian archipelago (U.S.)
Australia, Pacific Islands, and
Antarctica
•
Wide range of vegetation, from
tropical rain forests to desert scrub
•
Australia mostly desert
•
The Great Dividing Range
•
The Great Barrier Reef
•
Australia’s isolation, resulting in
unique animal life
•
Antarctica, the world’s coldest,
driest, windiest continent; icecap
•
Pacific islands—Volcanic, coral,
or continental
Australia, Pacific Islands, and
Antarctica
•
Air and water travel that bring
goods and services to remote areas
•
Dry areas of Australia well suited
to cattle and sheep ranching
•
Upset of environmental balance,
caused by the introduction of nonnative plants and animals
•
Ranching, mining (primary
activities)
•
Communication and financial
services (tertiary activities)
Australia, Pacific Islands, and
Antarctica
•
Pacific islands are sparsely
populated.
•
Most of Australia’s population
lives near the coast.
•
Traditional culture continues to
shape life in the Pacific islands.
•
Lifestyles range from subsistence
farming to modern city living.
•
Cultures reflect the mix of
European and indigenous cultures
(e.g., Maori and aborigines).
•
Antarctica has no permanent
residents.
Cities as centers of culture and trade
Canberra, A.C.T. (Australian
Capital Territory)
•
Sydney
•
Melbourne
•
Cultural landscape
Sydney Opera House
Cattle and sheep stations
(Australia)
•
Research stations (Antarctica)
•
Thatched roof dwelling (Pacific
islands)
•
•
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Essential Questions
Climate is defined by certain
characteristics.
What are the common characteristics
that define climate?
Climate patterns result from the
interplay of common elements.
What are the elements that influence
regional climate patterns?
Climate regions have distinctive
vegetation.
What vegetation is characteristic of key
climate zones?
Certain weather phenomena are unique
to specific regions.
Where do specific types of weather
phenomena occur?
Climate and weather phenomena affect
how people live in different regions.
What effects do climate and weather
phenomena have on people living in
different regions?
168
Essential Knowledge
Essential Skills
Climate characteristics
Temperature
Precipitation
Seasons (hot/cold; wet/dry)
Compare maps and make
inferences.
•
•
•
Climate elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents
•
•
•
•
•
World climate regions
Low latitudes—e.g., tropical wet, tropical
wet and dry, arid, semiarid, highland
•
Middle latitudes—e.g., semiarid, arid,
Mediterranean (dry summer subtropical)
humid continental, marine west coast,
highland
•
High latitudes—e.g., subarctic, tundra,
icecap
Vegetation regions
•
Rain forest
•
Savanna
•
Desert
•
Steppe
•
Middle latitude forests
•
Taiga
•
Tundra
•
Interpret the idea, concepts, or
events expressed by pictures, or
other graphic media.
Apply latitude to identify
climate zones.
Interpret charts, diagrams, and
climographs.
Select the appropriate
geographic resource to draw
conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Global Decisions about Antarctica - a Simulation and Debate
UNIT XI: Polar Regions
ENDURING UNDERSTANDING: Human and environmental interaction will impact a place permanently.
CONCEPTUAL UNIT QUESTION: Should Antarctica remain a “continent for science and peace” or become a natural resource for economic development?
KEY CONCEPT(s): Geographic Skills, Place Geography, Physical Geography, Political Geography, Environmental Geography
SOL OBJECTIVES: WG.2; WG.4
LESSON DESCRIPTION: This is a simulation to discuss and debate the future use of the natural resources of Antarctica. The students will predict the impact
of human-environment interaction on the global community. The students will participate in research to record and gather information concerning Antarctica, the
historic agreements, and geographic facts concerning the continent. They will use the internet to locate and access real world Web sites where scientists and
government officials provide accurate facts and detailed information. They will analyze their findings and develop a point of view about the future use of the
region. They will work in groups and debate the future use of Antarctica.
Materials/Resources: Polar projections, books, magazine articles and Web sites on Antarctica, a copies of the Madrid Protocol, and the Antarctic Treaty, VHS
video Eyewitness: Arctic and Antarctic, National Geographic photo pack Oceania and Antarctica, National Science Foundation materials US Antarctica, rubric,
peer checking form, and evaluation form and Helgren and Sager. World Geography Today. Holt, Rhinehart and Winston: Austin, 2003.
Student Action:
• select one of the cooperative learning groups.
• researchers read, record and analyze facts about Antarctica.
• keep a daily learning log.
• work in a group to share information and develop a position.
• students take on role of their group and present their findings.
• debate the future use of the continent.
• Present a proposal with visual reinforcement
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Curriculum Guide Grade 8
Teacher Action:
• divide the class into four cooperative learning groups: an ecotourism company, research scientists, representatives from global mining companies, and
global environmentalists.
• go over the simulation and explain the rubric.
• provide and review the research resources and materials.
• circulate around the room to monitor the groups and provide guidance.
• facilitate the simulation
Assessment: peer checking form, evaluation form, and self-assessment rubric
Adaptation: The Eyewitness: Arctic and Antarctica video is excellent for visual learners, HILTEX students and Special Education students. It provides detailed
information, historic geography, and beautiful images. GT students can write or email questions to the Antarctica scientists concerning their work and
experiences. They can write a science fiction story about their vision of Antarctica in future years.
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Curriculum Guide Grade 8
UNIT XII: Europe –This unit focuses on contemporary issues of trade and national identity. Students closely examine the cultures of selected countries.
Students also study the physical and cultural geography of the region. Students will learn the place geography of Western and Eastern Europe.
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environments;
b) apply the concepts of location, scale, map projection, or orientation;
c) develop and refine mental maps of world regions;
d) create and compare political, physical, and thematic maps.
SOL WG.3
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels;
b) explaining how regional landscapes reflect the physical environment and the characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
SOL WG.9
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade;
b) describing ways that economic and social interactions have changed over time;
c) mapping, describing and evaluating the formation of economic unions.
SOL WG.10
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions;
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
SOL WG.12
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions;
b) relating current events to the physical and human characteristics of places and regions.
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Curriculum Guide Grade 8
ENDURING UNDERSTANDING: Economic interdependence may encourage trust or promote domination.
CONCEPTUAL UNIT QUESTION: Is Europe a region of increasing unity or disunity?
PREVIEW ACTIVITY: Student groups examine regional maps from the textbook and teacher-created placards with pictures or headlines addressing European
topics (e.g. the EU, World Bank protests, immigration, the Balkans). Each student group examines this material for evidence of conflict or cooperation within
contemporary European culture. Students record their evidence on a T-chart with one column labeled Conflict, the other Cooperation. Students then enter a
whole class discussion focused on the unit question. Following the discussion, students should draw a spectrum labeled ‘European (dis)unity?’ The left side of
the spectrum will be marked disunity, the right side unity. The student will determine where to place key events or ideas from the T-chart. One item from each
half of the spectrum should be illustrated in color. As an option, students may turn the spectrum into a see-saw, thermometer, or a balance and indicate an initial
response to the unit question.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
alliance
annex
arable
autonomy, nationalism
balance of power
balance of trade
Benelux
chancellor
Chunnel
city state
communism
confederation
constitutional monarchy
dialect
dike, polder
economic association
Eurasia
euro
European Union
(EU, EC, EEC)
famine
fjord
geyser
Gulf Stream
Holocaust
imperialism
Industrial Revolution
iron curtain
loch
microstate
multilingual
navigable
neutral
Nordic
parliamentary democracy
Partnership for Peace (PFP)
passport
peat
peninsula
quota
red army
regional specialization
Renaissance
reunification
romance languages
socialism
tariff
nationalize
NATO
natural boundary
pope
primate city
prime minister
UN
United Kingdom (UK)
USSR
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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STANDARD WG.1a
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environments.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Geographic information may be
acquired from a variety of sources.
How does using a variety of sources
support the process of geographic
inquiry?
Variety of sources
Gather, classify, and interpret
information.
•
Geographic information supports the
process of inquiry into the nature of
countries, cities, and environments.
•
•
•
•
•
•
Using a variety of sources supports the
process of geographic inquiry.
173
GIS (Geographic Information
Select the appropriate geographic
Systems)
information sources to draw
Field work
conclusions.
Satellite images
Photographs
Maps, globes
Data bases
Primary sources
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1b
The student will use maps, globes, satellite images, photographs, or diagrams to
b) apply the concepts of location, scale, map projection or orientation.
Essential Understandings
Essential Questions
Latitude and longitude define absolute What are some uses of latitude and
location.
longitude?
Relative location describes the spatial
relationships between and among
places.
Areas can be represented using a
variety of scales.
The amount of detail shown on a map
is dependent on the scale used.
A directional indicator (e.g., compass
rose) identifies map orientation.
Essential Knowledge
Essential Skills
Concepts
Use compass rose to identify and use
cardinal directions.
•
•
How is relative location used to
describe places?
Why are different scales necessary for
developing map representations?
Why is a directional indicator (e.g.,
compass rose) necessary on a map?
How do maps distort spatial
relationships when compared with the
globe?
Maps distort spatial relationships when
compared with the globe.
174
•
•
•
Scale
Absolute location
• Latitude
• Longitude
Relative location
Orientation
Map distortion
• Mercator
• Robinson
• Polar
Locate places using latitude/longitude
on maps and globes.
Compare maps of different scales.
Gather, classify, and interpret
information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1c
The student will use maps, globes, photographs, and pictures in order to
c) develop and refine mental maps of the world regions.
Essential Understandings
Essential Questions
Mental maps are based on objective
How do people use mental maps to
knowledge and subjective perceptions. organize information?
People develop and refine their mental How are perceptions reflected in
maps through both personal experience mental maps?
and learning.
How can mental maps be developed
Mental maps serve as indicators of
and refined?
how well people know the spatial
characteristics of certain places.
Essential Knowledge
Essential Skills
Uses of mental maps
Locate places on maps and globes.
•
•
•
Carry out daily activities (e.g.,
route to school, shopping)
Give directions to others
Understand world events
Interpret maps and globes.
Draw maps from memory.
Evaluate information.
Ways mental maps can be developed
and refined
•
•
•
•
175
Comparing sketch maps to maps
in atlases or other resources
Describing the location of places
in terms of reference points (e.g.,
the equator, prime meridian)
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)
Describing the location of places
in terms of the human
characteristics
of a place (e.g., languages, types
of housing, dress, recreation,
customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1d
The student will use maps, globes, photographs, and pictures in order to
d) create and compare political, physical, and thematic maps.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
A map is a visual representation of
geographic information.
What are the ways that maps show
information?
Standard ways that maps show
Information
Select the appropriate geographic
resource to draw conclusions.
•
•
•
•
•
What are the major types of thematic
maps?
Symbols
Color
Lines
Boundaries
Contours
Types of thematic maps
•
•
•
•
•
•
•
•
•
•
176
Population (e.g., distribution
and density)
Economic activity
Resource
Language
Ethnicity
Climate
Precipitation
Vegetation
Physical
Political
Compare and contrast information
found on different types of maps.
Compare maps and make inferences.
Draw conclusions and make inferences
about data.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
Regions are areas of Earth’s surface
which share unifying characteristics.
Why do geographers create and use
regions as organizing concepts?
Regions are used to simplify the world Locate areas (regions) on maps and
for study and understanding.
globes.
Regions may be defined by physical or What are some examples of physical
cultural characteristics.
and cultural regions?
Physical regions
•
•
•
•
•
Regional labels may reflect changes in What are some examples of regional
people’s perceptions.
labels that reflect changes in
perceptions?
Sahara
Taiga
Rainforest
Great Plains
Low Countries
Cultural regions
•
•
•
•
•
177
Language
• Latin America
• Francophone world
Ethnic
• Chinatowns
• Kurdistan
Religion
• Islam
• Buddhism
Economic
• Wheat Belts
• European Union (EU)
Political
• North Atlantic Treaty
Organization (NATO)
• African Union (AU)
Essential Skills
Interpret regional patterns on maps
and globes.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3a (continued)
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels.
Essential Understandings
Essential Questions
Essential Knowledge
Changes in perceptions
•
•
•
178
Middle East
Sun Belt
Rust Belt
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3b
The student will apply the concept of a region by
b) explaining how regional landscapes reflect the physical environment and the characteristics of their inhabitants.
Essential Understandings
Essential Questions
Essential Knowledge
Regional landscapes are influenced by How does the appearance of the
Physical characteristics
climate and underlying geology.
landscape reflect the physical
• Climate affects types of natural vegetation.
environment?
• Landforms affect transportation, population
Regional landscapes are influenced by
distribution, and the location of cities.
the cultural, economic, and political
How does the appearance of the
characteristics of their inhabitants.
landscape reflect the characteristics of Cultural characteristics
the inhabitants?
• Architectural structures
• Religious buildings (e.g., mosques,
churches, synagogues, temples, pagodas)
• Dwellings (e.g., tiled roofs in
Mediterranean, chalets in Switzerland,
thatched roofs in Pacific Islands, tents and
yurts in Central and Southwest Asia,
castles in Europe)
• Statues and monuments of local, national, or
global significance
• Taj Mahal (India)
• Kaaba (Mecca)
• Western Wall (Jerusalem)
• Dome of the Rock (Jerusalem)
• Church of the Holy Sepulcher (Jerusalem)
• Pyramids (Egypt)
• Kremlin (Moscow)
• Eiffel Tower (Paris)
• Virginia State Capitol Building
• Washington Monument
• White House
• Lincoln Memorial
• Statue of Liberty
179
Essential Skills
Gather, classify, and
interpret information.
Analyze photographs and
pictures and make inferences.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.3c
The student will apply the concept of a region by
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.
Essential Understandings
Essential Questions
Essential Knowledge
Cultural differences can link or divide How can cultural characteristics link or Language
regions.
divide regions?
• Arab world—Arabic
• Hispanic America—Spanish
• Brazil—Portuguese
• Canada—French/English
• Switzerland—Multiple
languages
• English—World language
Ethnic heritage
• Yugoslavia—Serbs, Croats,
Bosnians, Albanians
• Burundi and Rwanda—Hutus
and Tutsis
• United States, Switzerland—
Unity in multiple ethnic
countries
• Korea and Japan—
Predominantly single ethnicity
• Cyprus—Greeks and Turks
Religion as a unifying force
• Hinduism
• Buddhism
• Judaism
• Christianity
• Islam
Religion as a divisive force
• Sunni vs. Shi’a
180
Essential Skills
Identify and interpret regional
patterns on maps.
Explain cause and effect relationships.
Compare and contrast differing sets of
ideas, beliefs, and behaviors.
Draw conclusions and make
generalizations about information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
Essential Questions
The development of a region is
In what ways do physical, economic,
influenced by many factors, including and cultural characteristics influence
physical, economic and cultural
regional development?
characteristics.
What are some ways that human
The interaction of humans with their
interaction with the environment
environment affects the development affects the development of a region?
of a region.
What are some criteria that may be
Different criteria may be used to
used to determine a country’s relative
determine a country’s relative
importance?
importance.
What impact do elements of the
Elements of the physical environment, physical environment, such as major
such as major bodies of water and
bodies of water and mountains, have
mountains, influence the economic and on countries?
cultural characteristics of regions.
Essential Knowledge
Essential Skills
See attached charts for specific
information concerning physical,
economic, and cultural characteristics.
Explain charts comparing two or more
concepts.
Human interaction with environment
Criteria for determining relative
importance
• GDP (Gross Domestic Product)
• Land size
• Population size
• Resources
Impact of physical elements
Example: Water
Example: Mountains
181
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Identify and locate regions, continents,
oceans, and major features on maps and
globes.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Europe
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
GDP
•
•
•
Norway
Switzerland
Luxembourg
Land Size
• Ukraine
• France
• Spain
Population
• Germany
• United Kingdom
• Italy
• France
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Europe
Europe
• Part of large landmass Europe
called Eurasia
• Mountain regions—Tourism,
• Birthplace of Industrial
recreation, and mineral resources
Revolution
• Peninsulas
• Areas threatened by air and water
• Many ethnic groups—
• Iberian
pollution
Languages, religions, customs
• Italian
• Forests (Black Forest)
• Sporadic conflict among
• Scandinavian
groups (wars, revolutions)
• Cities (Venice)
• Jutland
• Birthplace of western
• Rivers (Rhine, Danube, Seine)
• Islands
culture— Greece and Rome
• Development of industrial and
• Great Britain
• Spread of European culture to
transportation centers near mineral
• Ireland
many other parts of the world
deposits, coal and iron ore
• Sicily
(exploration, colonization,
• Ruhr valley
• Fjords
imperialism)
• Po valley
• Mountains
• Highly urbanized
• Rivers and canals serving as major
• Alps
• One of the world’s most
transportation links
• Pyrenees
densely populated areas
• Oil reserves in the North Sea
• North European plain
• North Atlantic Treaty
• Well-educated workforce— Industrial
• Rivers
Organization (NATO)
and technological societies, banking in
• Danube
Switzerland
• Rhine
Cities as centers of culture and trade
• Advanced farming techniques, high
• Seine
• Berlin
crop yields, fertile soils, black earth
• Volga
• London
(chernozem)
• Seas
• Paris
• Well-developed infrastructure
• Adriatic
• Madrid
• The Chunnel
• Aegean
• Rome
• Differences in Western and Eastern
• Mediterranean
• Athens
European industrial development due to
• Baltic
differing economic systems in prior years
• Warsaw
• Black
• European Union
• North
182
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (Essential Knowledge continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
•
•
•
•
Economic Characteristics
Oceans
• Atlantic
• Arctic
Strait of Gibraltar
Varied climate regions—Tundra
to Mediterranean
Effects of the North Atlantic Drift
and prevailing westerlies on
Europe’s climates
183
•
•
•
•
•
Cultural Characteristics
Cultural landscape
Trade important, especially to
island nations; interdependence
•
Notre Dame, Arc de
Triomphe, Louvre, Eiffel
Large role of government in some
Tower
economies (Sweden and
Denmark).
•
Colosseum, Leaning Tower of
Pisa, St. Peter’s Basilica
Replacement of communism with
capitalism in Eastern Europe.
• Parthenon
Reclaimed land—Polders in
• Westminster Abbey, Big Ben
Netherlands
• Windmills
Demographics typical of
• Castles
developed economies
• High per capita GDP
• High life expectancy
• Low population growth rate
• Low infant mortality
• Low percentage of population
under age 15
• High literacy rate
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9a
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities and trade.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Resources are not equally distributed.
What are some factors that
influence economic activities and
trade?
Factors that influence economic
Activity
Compare maps and globes and make
inferences.
Economic activities are influenced by
availabiltiy of resources, cultural
values, economic philosophies, and
levels of supply and demand for goods
and services.
•
No country has all the resources it
needs to survive and grow.
•
•
184
Access to human, natural, and capital
resources
• Skills of the work force
• Natural resources
• Access to new technologies
• Transportaion and communication
networks
• Availability of investment capital
Location and ability to exchange goods
• Landlocked countries
• Coastal and island countries
• Proximity to shipping lanes
• Access to communication
networks
Membership in political and economic
alliances that provide access to
markets—e.g., European Union (EU),
North American Free Trade Agreement
(NAFTA)
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9b
The student will analyze the global patterns and networks of economic interdependence by
b) identifying factors, including comparative advantage, that influence economic activities and trade.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Resources are not distributed
equally.
What is comparative advantage?
Terms to know
• Comparative advantage: Countries will
export goods and services that they can
produce at lower relative costs than
other countries.
Compare maps and globes and make
inferences.
Effects of unequal distribution of
resources
• Specialization in goods and services
that a country can market for profit
• Exchange of goods and services
(exporting what a country can market
for profit; importing what a country
cannot produce profitably)
Identify primary ideas expressed in
graphic data.
No country has all the resources it
needs to survive and grow.
Nations participate in those
economic
activities compatible with their
human,
natural, and capital resources.
International trade fosters interdependence.
What are the effects of unequal
distribution of resources?
How do nations use their resources
to
engage in economic activities?
Why do countries engage in trade?
What is the relationship between
comparative advantage and
international trade?
Identify regional patterns on maps and
globes.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data
Some countries’ use of resources
• Japan—Highly industrial nation
despite limited natural resources
• Russia—Numerous resources, many of
which are not economically profitable
to develop
• United States—Diversified economy,
abundant natural resources, specialized
industries
• Côte d’Ivoire—Limited natural
resources, cash crops in exchange for
manufactured goods
• Switzerland—Limited natural
resources, production of services on a
global scale
185
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9b (continued)
The student will analyze the global patterns and networks of economic interdependence by
b) identifying factors, including comparative advantage, that influence economic activities and trade.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons why countries engage in
trade
• To import goods and services that
they need
• To export goods and services that
they can market for profit
Effects of comparative advantage on
international trade
• Enables nations to produce goods
and services that they can market
for profit
• Influences development of
industries (e.g., steel, aircraft,
automobile, clothing)
• Supports specialization and
efficient use of human resources
186
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.9c
The student will analyze the global patterns and networks of economic interdependence by
c) mapping, describing and evaluating the formation of economic unions.
Essential Understandings
Essential Questions
As a global society, the world is
increasingly interdependent.
What are some ways that global
patterns and networks of economic
interdependence can be depicted on
Economic interdependence fosters the maps?
formation of economic unions.
What are some examples of economic
unions?
Essential Knowledge
Essential Skills
Economic interdependence can be depicted
through trade, resource, or transportation
maps.
Compare maps and globes and make
inferences.
Examples of economic unions
•
•
What are the advantages and
disadvantages of economic unions?
•
•
EU—European Union
NAFTA—North American Free Trade
Agreement
ASEAN—Association of Southeast
Asian Nations
OPEC—Organization of Petroleum
Exporting Countries
Advantages of economic unions
•
•
•
•
More efficient industries
Access to larger markets
Access to natural, human, and capital
resources without restrictions
Greater influence on world market
Disadvantages of economic unions
•
•
•
•
187
Closing of some industries
Concentration of some industries in
certain countries, leaving peripheral
areas behind
Agribusiness replacing family farms
Difficulty in agreeing on common
economic policies
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and
political control.
What are some examples of political
divisions at the local and regional
levels?
Examples of political divisions
Compare maps and globes and make
inferences.
Political divisions may generate
conflict.
What are some reasons for political
divisions at the local and regional
levels?
Political divisions may generate
cooperation.
How do political divisions generate
conflict?
•
•
•
•
•
•
•
Why do political divisions cooperate?
Neighborhoods
Election districts
School districts
Regional districts (e.g., bus lines,
waste disposal, conservation
districts, planning districts, area
code zones)
Cities
Counties
States
Reasons for political divisions
•
•
•
Desire for government closer to
home
Need to solve local problems
Need to administer resources
more efficiently
Reasons for conflict
•
•
•
•
•
188
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources
Political advantages (e.g.,
gerrymandering)
Identify regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10a (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Essential Questions
Essential Knowledge
Reasons for cooperation
•
•
•
•
189
Natural disasters
Economic advantages (attract new
businesses)
Cultural similarities, ethnic
neighborhoods
Addressing regional issues (e.g.,
waste management, magnet schools,
transportation)
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and
political control.
What are some examples of political
divisions at the national and
international levels?
Examples of political divisions
Compare maps and make inferences.
Political divisions may generate
conflict.
Cooperation may eliminate the need
for the division and control of the
Earth’s surface.
•
•
What are some reasons for political
divisions at the local and regional
levels?
How do political divisions generate
conflict?
How do political divisions cooperate
to solve problems and settle disputes?
−
Countries
Alliances: economic and political
• North Atlantic Treaty
Organization (NATO)
• European Union (EU)
• Organization of Petroleum
Exporting Countries (OPEC)
• North American Free Trade
Agreement (NAFTA)
• United Nations (UN)
• Organization of American
States (OAS)
• League of Arab States
• Association of Southeast Asian
Nations (ASEAN)
• African Union (AU)
Reasons for political divisions
•
•
•
•
190
Differences in culture, language,
religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and
differences
Identify regional patterns.
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Participate in problem solving.
Draw conclusions and make
generalizations about data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.10b (continued)
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Essential Questions
Essential Knowledge
−
Reasons for conflict
−
•
•
•
•
•
191
Boundary and territorial disputes
(Syria/Israel, Western
Sahara/Morocco, China/Taiwan,
India/Pakistan, Iraq/Kuwait)
Cultural differences (language,
religion)
• Indonesia
• Canada (Quebec)
• Sudan
Economic differences (fertile
land, access to fresh water, access
to coast, fishing rights, natural
resources, different economic
philosophies)
Ethnic differences
• Balkans
• Cyprus
• Kashmir
Nationalism
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12a
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
Essential Understandings
Essential Questions
Essential Knowledge
An understanding of the practical
What are some practical applications
applications of geography enables
of geography?
students to be informed, active citizens
in their communities.
Essential Skills
Geographic applications at local and Organize and interpret information.
regional levels
Use maps and other geographic
•
Air and water quality
resources to obtain information and
monitoring and management draw conclusions.
•
Recycling programs
•
Land use and transportation
Participate in problem solving and
planning
decision making.
•
Selection of locations for
residential and commercial
development
192
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12b
The student will apply geography to interpret the past, understand the present, and plan for the future by
b) relating current events to the physical and human characteristics of places and regions.
Essential Understandings
Current events are shaped by the
physical and human characteristics of
the places and regions where they
occur.
Essential Questions
Essential Knowledge
How are current events connected to the
geographical characteristics of places
and regions?
Geographic relationships
Compare maps and make inferences.
•
Identify and interpret regional patterns
on maps.
•
193
Essential Skills
How physical characteristics
influence current events
• Natural hazards (e.g,
flooding, earthquakes,
volcanoes, drought)
• Climate change
How human characteristics
influence current events
• Population distribution
• Geographic patterns of
ethnic diversity
• A sense of place
(emotional attachment to
specific locations)
• Geographic patterns of
trade and interdependence
(e.g., oil)
• Geographic patterns of
wealth and poverty
(developed and
developing nations)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Examine cause and effect
relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: The Case for a Divided Europe?
UNIT XII: Europe
ENDURING UNDERSTANDING: Economic interdependence may encourage trust or promote domination.
CONCEPTUAL UNIT QUESTION: Is Europe a region of increasing unity or disunity?
KEY CONCEPT(s): Geographic Skills, Cultural Geography, Economic Geography, Political Geography, Historical Geography
SOL OBJECTIVES: WG.1, WG.3, WG.4, WG.9, WG.10,WG.12
LESSON DESCRIPTION: Europe is on trial for disunity. A jury will decide its fate (increasing disunity = guilt, increasing unity = innocence) once the
prosecution (Europe is guilty) and defense (Europe is innocent) present their respective cases using witnesses (experts on various topics). A judge will preside.
All roles are played by students.
Materials/Resources: N/A
Strategies simulation, role-play
Student Action:
• receive their assigned roles.
• either research their position (witnesses) or organize their presentation (prosecution and defense). The judge and jury prepare the classroom props.
• role-play the trial.
• write their response to the unit question using evidence and argumentation gleaned from both the trial and prior learning.
Teacher Action:
• assigns roles.
• supervises research, preparation, and stage setup.
• facilitates the trial and assesses preparation and participation.
Assessment: preparation, participation, writing
Adaptation: Teacher may use this as a regular lesson judging NATO or EU expansion.
194
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT XIII: Russia & Central Asia
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.4:
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
SOL WG.7
The student will identify natural, human, and capital resources and explain their significance by
a) showing patterns of economic activity and land use.
ENDURING UNDERSTANDING: Changes to the earth’s ecological balance have positive and negative consequences for humans.
CONCEPTUAL UNIT QUESTION: Is the global community responsible for helping to clean up the environment in Russia, Central Asia and other parts of
the world? Provide support, facts and details for your point of view.
PREVIEW ACTIVITY: “Government cannot close its eyes to the pollution of waters, to the erosion of soil, to the slashing of forests any more than it can
close its eyes to the need for slum clearance and schools.” Franklin D. Roosevelt (1882-1945) Work with a partner to create a chart reflecting the following
different points of view of nations; e.g., economic conditions, needs of population, and environmental conditions. Provide examples of reasons why
governments would agree or disagree with the quote. Facilitate a discussion using the students’ written responses.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
Aral Sea
coup
heavy industry
nationalism
soviet
Bolshevik Revolution
czar
Kremlin
nuclear power
St. Petersburg
Catherine the Great
entrepreneur
Lake Baykal
perestroika
steppe
Chernobyl
ethnic minority
lethal
Peter the Great
Taiga
Chernozem
Eurasia
light industry
plutonium
toxic
command economy
fossil fuel
meltdown
privatization
Trans-Siberian Railroad
communism
free market economy
mineral
Red Square
tundra
contaminate
genocide
Moscow
Siberia
Ural Mountains
Cossacks
glasnost
capitalism
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
Essential Questions
Russia and Central Asia
Location of countries with particular
emphasis on countries listed
(determined by their per capita GDP,
land size, and population)
Russia and Central Asia
Russia and Central Asia
• Vast land area—Spans two
• Transition from communist to Russia and Central Asia
continents, Europe and Asia
free market economies
• Diverse ethnic groups,
(covers 11 time zones)
customs and traditions (many
• Farming and industry
of Turkic and Mongol
• Vast areas of tundra,
concentrated in the Fertile
heritage)
permafrost, taiga, and steppe
Triangle region, rich,
chernozem soils (wheat
• Varied climate regions
Cultural heritage
farming)
• Black earth belt (rich
• Ballet
• Infrastructure—Transchernozem soil)
Siberian Railroad, systems of
• Fabergé eggs
• Mountains
rivers and canals and railroads
• Music
• Caucasus
• Energy resources—
• Icons
• Ural Mountains (divide
Hydroelectric power, oil and
• Matrioshka dolls
Europe from Asia)
natural gas
• Oriental carpets
• Siberia (the sleeping land),
• Russian natural resources not
located east of the Urals
• Samovars
fully developed due to
• Major oil, natural gas, and
climate, limited transportation Cultural landscape
mineral resources
links, and vastness of the
• Russian Orthodox churches
• Water features
country
• St. Basil’s Church
• Volga River
• Foreign competition for
• Red Square
• Ob River
investment in the region (oil
• Kremlin
• Amur River
pipelines)
• Mosques, minarets
• Lake Baikal
• Widespread pollution
• Siberian villages
• Caspian Sea
• Shrinking of the Aral Sea
• Soviet-style apartment blocks
• Aral Sea
• Political and economic
• Bering Strait
difficulties after the breakup Cities as centers of culture and trade
• Pacific Ocean
of the Soviet Union
• Moscow
• Arctic Ocean
• Cotton production in Central
• St. Petersburg
• Some rivers flow northward to
Asia
• Novosibirsk
the Arctic Ocean
GDP
• Kazakhstan
• Russia
• Turkmenistan
Land Size
• Russia
• Kazakhstan
• Turkmenistan
Population
• Russia
• Kazakhstan
• Uzbekistan
Essential Knowledge
196
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing patterns of economic activity and land use.
Essential Understandings
Essential Questions
Essential Knowledge
Natural substances become resources
if and when they become useful to
humans.
How do human needs and availability Use of energy resources and
of technology affect the value of
technology (as it has changed over
natural resources?
time)
• Wood (deforestation)
The value of resources has changed
How has the value of resources
• Coal (pollution, mining problems,
over time.
changed over time?
competition with oil and gas)
• Petroleum (transportation,
Natural, human, and capital resources How do natural, human, and capital
environmental considerations)
influence human activity in regions.
resources determine economic activity
• Nuclear (contamination/waste)
in regions?
• Solar, wind (cost, aesthetics)
Economic activity can be classified as
primary, secondary, or tertiary.
Natural resources
•
•
Compare maps and globes and make
inferences.
Interpret regional patterns on maps
and globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Renewable—Soil, water, forests Draw conclusions and make
generalizations about information.
Nonrenewable—Fossil fuels (oil,
coal, natural gas) and metals
(gold, iron, copper, bauxite)
Human resources
• Level of education
• Skilled and unskilled laborers
• Entrepreneurial and managerial
abilities
Capital resources
• Availability of money for
investment
• Level of infrastructure
• Availability and use of tools,
machines, and technologies
197
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Environment Versus Economic Debate in Russia and Central Asia
UNIT XIII: Russia, & Central Asia
ENDURING UNDERSTANDING: Changes to the earth’s ecological balance have positive and negative consequences for humans.
CONCEPTUAL UNIT QUESTION: Is the global community responsible for helping to clean up the environment in Russia, Central Asia and other parts of
the world? Provide support, facts and details for your point of view.
KEY CONCEPT(S):
Geographic Skills, Place Geography, Physical Geography, Cultural Geography, Economic Geography, Political Geography, Historic Geography,
Environmental Geography
SOL OBJECTIVES: WG.4; WG.7a.
Lesson Description: The collapse of the Soviet Union brought into sharp focus the grim economic picture facing the countries that once made up this
superpower. Faced with shortages and environmental problems of all kinds, the current government has little or no economic resources to dispose safely of the
nuclear waste from superfluous weaponry. We will gather to discuss and debate two major issues facing Russia and the impact these issues have on the nations
of the world. Our agenda will include future plans and proposals for cleaning up the environment, and economic conditions that face Russia. A group visual
and speech will be part of the debate. Banners, posters, propaganda are acceptable. The teacher will divide students into four groups representing the United
States, Russia, European nations, and environmental organizations from Northern Eurasia.
• If you are representing a nation, form a staff which consists of some of the following members: economic specialist, Minister of Future Planning,
investors, political advisors, business advisors, top leader, workers, citizens and industrialists. Research the economic and environmental problems
facing the former Russia and the neighboring countries.
• If you are a member of an environmental organization, make sure to research and record information concerning the environmental damage that was
done during the Cold War. (e.g., Aral Sea)
After completing your research, you will debate the economic and ethical issues concerning the environment that face the world as a result of both the Cold
War and the break-up of the Soviet Union.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
Materials/Resources: Internet sites, encyclopedias, newspaper, magazine articles and other reference materials on Russia and nuclear energy, environmental
issues facing Northern Eurasia, Lake Baykal, the Aral Sea, Chernobyl, and cotton production in Central Asia, BBC videos; Chernobyl: Ten Days For Disaster
and Russia's Deep Secret.
Strategies: research, role-playing, visual reinforcement
Student Action:
• will research independently and develop a point of view.
• work in assigned groups to analyze, understand and discuss the economic, environmental and global issues facing nations.
• defend their views during a debate.
• prepare visual reinforcement for debate
Teacher Action:
• provide online resources and guidance during the research process.
• divide the class into small groups.
• facilitate the debate.
Assessment: independent research, group participation, team contributions, and ability to communicate, final product and speech.
Adaptation: The students read Z for Zachariah in 8th grade English and study nuclear energy in science. The core teachers are using an APS County
interdisciplinary unit called Interactions: Humans, Nuclear Energy and The Environment. In geography classes, the students will view part of two BBC videos
“Chernobyl: Ten Days For Disaster” and “Russia's Deep Secret”. They will also be reading and identifying current news concerning the use of nuclear energy
in the world.
199
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT XIV: Australia and Oceania—This unit focuses on the theme of Human-Environment Interaction (HEI) and examines the legacy of European culture.
Students also study the physical and cultural geography of the region. Students will learn the place geography, too.
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.1
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environment;
b) apply the concepts of location, scale, map projection, or orientation;
SOL WG.2
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places;
b) describing how humans influence the environment and are influenced by it;
c) explaining how technology affects one’s ability to modify the environment and adapt to it.
SOL WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
SOL WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
SOL WG.7
The student will identify types of natural, human, and capital resources and explain their significance by
b) showing their influence on patterns of economic activity and land use
c) evaluating perspectives and consequences regarding the use of resources.
SOL WG.12
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions;
b) relating current events to the physical and human characteristics of places and regions.
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Social Studies Curriculum 2009
Curriculum Guide Grade 8
ENDURING UNDERSTANDING: The changing interaction between human and physical factors shapes regional culture.
CONCEPTUAL UNIT QUESTION: What shapes life in Oceania more, nature or culture?
PREVIEW ACTIVITY: Student groups examine photographs of Oceania that include a map of the region and images of its physical and cultural geography.
For example, the Outback, a volcanic island, Maoris , Aborigines, Sydney, and kangaroos. Each student group develops a consensus response to the naturenurture unit question and marks their position on the blackboard. Class discussion illustrates views with supporting evidence. Students write a brief journal
response justifying their personal views. Students then create a human spectrum to demonstrate these views. The teacher designates one end of a wall as
‘nature’ and the opposite end of the same wall as ‘culture’. Students stand along the spectrum in accordance with the relative weight they have attached to that
factor. If a student believes nature and culture are balanced forces in our lives, the student would stand in the middle. Students return to their seats and reflect on
the relative position of their views.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content and pass the SOL exams.
Abel Tasman
Aboriginal
Aborigine
alien species
ANZUS
artesian well
atoll
biogeography
breadfruit
Captain Bligh
continental island
coral island
cyclone
Easter Island
EEZ
endemic species
geyser
James Cook
lagoon
Maori
marsupial
Melanesian
Micronesian
moai
mutiny
Oceania
orographic effect
penal colony
Polynesian
station
The Bounty
trust territory
volcanic island
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
201
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1a
The student will use maps, globes, satellite images, photographs, or diagrams to
a) obtain geographical information about the world’s countries, cities, and environment.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Geographic information may be
acquired from a variety of sources.
What are some uses of latitude and
longitude?
Variety of sources
Gather, classify, and interpret
information.
Geographic information supports the
process of inquiry into the nature of
countries, cities, and environments.
How is relative location used to
describe places?
•
•
•
•
•
Using a variety of sources supports the
process of geographic inquiry.
202
Field work
Satellite images
Photographs
Maps, globes
Diagrams
Select the appropriate geographic
information sources to draw
conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1b
The student will use maps, globes, photographs, and pictures in order to
b) apply the concepts of location, scale, map projection, or orientation.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Latitude and longitude define absolute
location.
What are some uses of latitude and
longitude?
Concepts
Use compass rose to identify and use
cardinal directions.
Relative location describes the spatial
relationships between and among
places.
Areas can be represented using a
variety of scales.
How is relative location used to
describe places?
The amount of detail shown on a map
is dependent on the scale used.
Why is a directional indicator (e.g.,)
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?
•
•
Why are different scales necessary for
developing map representations?
Maps distort spatial relationships when
compared with the globe.
.
203
•
•
•
•
Scale
Absolute Location
• Latitude
• Longitude
Relative Location
Orientation
Map Distortion
Map Projections
• Mercator
• Robinson
• Polar
Locate places using latitude/longitude
on maps and globes.
Compare maps of different scales.
Gather, classify, and interpret
information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1c
The student will use maps, globes, photographs, and pictures in order to
c) develop and refine mental maps of world regions;
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Mental maps are based on objective
knowledge and subjective perceptions.
How do people use mental maps to
organize information?
Uses of mental maps
Locate places on maps and globes.
•
Interpret maps and globes.
People develop and refine their mental
maps through both personal experience
and learning.
How are perceptions reflected in
mental maps?
Mental maps serve as indicators of how
well people know the spatial
characteristics of certain.
•
•
How can mental maps be developed
and refined?
Draw maps from memory.
Evaluate information.
Ways mental maps can be developed
and refined
•
•
•
•
204
Carry out daily activities (e.g.,
route to school, shopping)
Give directions to others
Understand world events
Comparing sketch maps to maps in
atlases or other resources
Describing the location of places in
terms of reference points (e.g., the
equator, prime meridian)
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)
Describing the location of places in
terms of the human characteristics
of a place (e.g., languages, types of
housing, dress, recreation, customs
and traditions)
Select the appropriate geographic
resource to draw conclusions.
Compare and contrast information
found on different types of maps.
Compare maps and make inferences.
Draw conclusions and make inferences
about data.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.1d
The student will use maps, globes, photographs, and pictures in order to
d) create and compare political, physical, and thematic maps.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
A map is a visual representation of
geographic information.
What are ways that maps show
information?
Standard ways that maps show
information
Select the appropriate geographic
resource to draw conclusions.
What are the major types of thematic
maps?
•
•
•
•
•
Compare and contrast information
found on different types of maps.
Symbols
Color
Lines
Contours
Boundries
Types of thematic maps
•
•
•
•
•
•
•
•
•
•
205
Population (e.g., distribution and
density)
Economic Activity
Resource
Language
Ethnicity
Climate
Precipitation
Vegetation
Physical
Political
Compare maps and make inferences.
Draw conclusions and make inferences
about data.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Climate is defined by certain
characteristics.
What are the common characteristics
that define climate?
Climate characteristics
Compare maps and make inferences.
Climate patterns result from the
interplay of common elements.
What are the elements that influence
regional climate patterns?
•
•
•
Interpret the idea, concepts, or events
expressed by pictures, or other graphic
media.
Climate regions have distinctive
vegetation.
What vegetation is characteristic of key
climate zones?
Certain weather phenomena are unique
to specific regions.
Where do specific types of weather
phenomena occur?
Climate and weather phenomena affect
how people live in different regions.
What effects do climate and weather
phenomena have on people living in
different regions?
Climate elements
•
•
•
•
•
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents
World climate regions
•
•
206
Temperature
Precipitation
Seasons (hot/cold; wet/dry)
Low latitudes—e.g., tropical wet,
tropical wet and dry, arid,
semiarid, highland
Middle latitudes—e.g., semiarid,
arid, Mediterranean (dry summer
subtropical) humid continental,
marine west coast, highland
Apply latitude to identify climate
zones.
Interpret charts, diagrams, and
climographs.
Select the appropriate geographic
resource to draw conclusions.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2a (continued)
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
a) identifying regional climatic patterns and weather phenomena and their effects on people and places.
Essential Understandings
Essential Questions
Essential Knowledge
Vegetation regions
•
•
•
•
•
•
•
Rain forest
Savanna
Desert
Steppe
Middle latitude forests
Taiga
Tundra
Weather phenomena
•
Typhoons—Pacific Oceans
Effects of climate
•
•
•
•
207
Crops
Clothing
Housing
Natural hazards
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2b
The student will analyze how selected physical and ecological processes shape the Earth’s surface by
b) describing how humans influence the environment and are influenced by it.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Physical and ecological
processes shape the Earth’s
surface.
How have physical and ecological
processes shaped the Earth’s
surface?
Physical and ecological processes
Gather, classify, and interpret
information.
Humans both influence and
are influenced by their
environment.
What are some ways humans
influence their environment?
How are humans influenced by
their environment?
•
•
•
•
•
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition
Human impact on environment
•
•
•
Water diversion/management
• Aral Sea
• Colorado River
• Aswan High Dam
• Canals
• Reservoirs
• Irrigation
Landscape changes
• Agricultural terracing (e.g., in China,
Southeast Asia)
• Polders (e.g., in The Netherlands)
• Deforestation (e.g., in Nepal, Brazil,
Malaysia)
• Desertification (e.g., in Africa, Asia)
Environmental changes
• Acid rain (e.g., forests in Germany,
Scandinavia, China, Eastern North
America)
• Pollution (e.g., in Mexico City,
Chernobyl; oil spills)
208
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.2c
The student will analyze how selected physical and ecological process shape the Earth’s surface by
c) explaining how technology affects one’s ability to modify the environment and adapt to it.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Technology has expanded people’s
capability to modify and adapt to their
physical environment.
How has the use of technology
expanded the capacity of people to
modify and adapt to their environment?
Influence of technology
Draw conclusions and make inferences
about data.
•
•
•
•
•
Agriculture (e.g., fertilizers,
mechanization)
Energy usage (e.g., fossil fuels,
nuclear)
Transportation (e.g., road building,
railways)
Automobiles (e.g., parking lots,
suburbs)
Airplanes (e.g., airport expansion,
noise)
Environmental impact on humans
•
•
•
•
•
209
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Identify and interpret regional patterns
on maps.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
The development of a region is
influenced by many factors, including
physical, economic and cultural
characteristics.
In what ways do physical, economic,
and cultural characteristics influence
regional development?
See attached charts for specific
information concerning physical,
economic, and cultural characteristics.
Explain charts comparing two or more
concepts.
What are some ways that human
interaction with the environment affects
the development of a region?
Human interaction with environment
Identify primary ideas expressed in
graphic data.
Criteria for determining relative
importance
Gather, classify, and interpret
information.
•
•
•
•
Draw conclusions and make
generalizations about data.
The interaction of humans with their
environment affects the development of
a region.
Different criteria may be used to
determine a country’s relative
importance.
Elements of the physical environment,
such as major bodies of water and
mountains, influence the economic and
cultural characteristics of regions.
What are some criteria that may be
used to determine a country’s relative
importance?
What impact do elements of the
physical environment, such as major
bodies of water and mountains, have on
countries?
GDP (Gross Domestic Product)
Land size
Population size
Resources
Impact of physical elements
Example: Water
Example: Mountains
210
Explain cause and effect relationships.
Identify and locate regions, continents,
oceans, and major features on maps and
globes.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.4 (continued)
The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States
and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific
Islands, and Antarctica.
Countries
Physical Characteristics
Economic Characteristics
Cultural Characteristics
Australia, Pacific Islands, and
Antarctica
• Australia
• New Zealand
• Papua New Guinea
Australia, Pacific Islands, and
Antarctica
Australia, Pacific Islands, and
Antarctica
Australia, Pacific Islands, and
Antarctica
•
•
•
•
•
•
•
•
•
Wide range of vegetation, from
tropical rain forests to desert scrub
Australia mostly desert
The Great Dividing Range
The Great Barrier Reef
Australia’s isolation, resulting in
unique animal life
Antarctica, the world’s coldest,
driest, windiest continent; icecap
Pacific islands—Volcanic, coral,
or continental
•
•
•
Air and water travel that bring
goods and services to remote areas
Dry areas of Australia well suited
to cattle and sheep ranching
Upset of environmental balance,
caused by the introduction of nonnative plants and animals
Ranching, mining (primary
activities)
•
•
•
•
•
Pacific islands are sparsely
populated.
Most of Australia’s population
lives near the coast.
Traditional culture continues to
shape life in the Pacific islands.
Lifestyles range from subsistence
farming to modern city living.
Cultures reflect the mix of
European and indigenous cultures
(e.g., Maori and aborigines).
Antarctica has no permanent
residents.
Cities as centers of culture and trade
• Canberra, A.C.T. (Australian
Capital Territory)
• Sydney
• Melbourne
Cultural landscape
• Sydney Opera House
• Cattle and sheep stations
(Australia)
• Research stations (Antarctica)
• Thatched roof dwelling (Pacific
islands)
211
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Migrations occur because of social,
political, and environmental factors.
How have social, economic, political,
and environmental factors influenced
migration?
Push factors
Identify and interpret regional patterns
on maps.
Migrations have influenced cultural
landscapes.
Modern transportation and
communication are encouraging higher
levels of cultural interaction
worldwide.
How has migration influenced cultural
landscapes?
How and why do improvements in
transportation and communication
technology lead to cultural interaction?
•
•
•
•
•
•
•
•
•
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards—Droughts,
floods, famines, volcanic eruptions
Limits on personal freedom
Environmental degradation
Pull factors
•
•
•
•
•
•
Religion
Economic opportunity
Land availability
Political freedom
Ethnic and family ties
Arable land
Impact of migrations on regions
•
•
•
•
212
Language
Religion and religious freedom
Customs/traditions
Cultural landscape
Identify primary ideas expressed in
graphic data.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.6 (continued)
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Essential Questions
Essential Knowledge
Evidence of cultural interaction
•
•
213
Diffusion of U.S. culture to other
regions
Popularization of other cultures’
traditions in the United States
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Natural substances become resources if
and when they become useful to
humans.
How do human needs and availability
of technology affect the value of
natural resources?
Use of energy resources and
technology (as it has changed over
time)
Compare maps and globes and make
inferences.
The value of resources has changed
over time.
How has the value of resources
changed over time?
•
•
Natural, human, and capital resources
influence human activity in regions.
How do natural, human, and capital
resources determine economic activity
in regions?
•
Economic activity can be classified as
primary, secondary, or tertiary.
•
•
Wood (deforestation)
Coal (pollution, mining problems,
competition with oil and gas)
Petroleum (transportation,
environmental considerations)
Nuclear (contamination/waste)
Solar, wind (cost, aesthetics)
Natural resources
•
•
Renewable—Soil, water, forests
Nonrenewable—Fossil fuels (oil,
coal, natural gas) and metals (gold,
iron, copper, bauxite)
Human resources
•
•
•
214
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial
abilities
Interpret regional patterns on maps and
globes.
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a (continued)
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Resources are not distributed equally.
What are some examples of primary,
secondary, and tertiary economic
activities?
Capital resources
Gather, classify and interpret
information.
The location of resources influences
economic activity and patterns of land
use.
•
•
•
Analyze and evaluate information.
Draw conclusions and make
generalizations from data.
Levels of economic activity
Explain cause and effect relationships.
•
Sequence information.
•
•
215
Availability of money for
investment
Level of infrastructure
Availability and use of tools,
machines, and technologies
Primary—Dealing directly with
resources (fishing, farming,
forestry, mining)
Secondary—Manufacturing and
processing (steel mills, automobile
assembly, sawmills)
Tertiary—Services (transportation,
retail trade, informational
technology services)
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a (continued)
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
Essential Understandings
Essential Questions
Essential Knowledge
Effects of unequal distribution of
resources
•
•
•
•
•
Interdependence of nations/trade in
goods, services, and capital
resources
Uneven economic development
Energy producers and consumers
Imperialism
Conflict over control of resources
Patterns of land use
•
•
216
Proximity of economic activity and
natural resources: coal, steel; grain,
cattle; fishing, ocean; hydroelectric power, aluminum smelting
Non-proximity of resources to
economic activity: Japan—Limited
natural resources, major
manufacturing region; United Arab
Emirates (UAE)—Oil, lack of
industry
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7b
The student will identify types of natural, human, and capital resources and explain their significance by
b) evaluating perspectives and consequences regarding the use of resources.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
The use of a resource depends on a
nation’s culture, values, access to
technology, and governmental priorities
as they change over time.
How and why do different cultures
develop different perspectives on the
use of resources?
Social and economic priorities that
influence a culture’s perspective on
resources
Gather, classify, and interpret
information.
What are some costs and benefits in the
use of resources?
•
•
•
Economic development priorities
Environmental conservation
priorities
Priorities of indigenous minorities
Examples of technologies that have
created demand for particular
resources
•
•
•
Steam engine—Demand for coal
Internal combustion engine (cars
and trucks)—Demand for gasoline
(petroleum)
Computer chips—Demand for
skilled labor
Costs
•
•
•
217
Resource depletion
Environmental degradation
Health problems
Draw conclusions and make
generalizations from data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12a
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
An understanding of the practical
applications of geography enables
students to be informed, active citizens
in their communities.
What are some practical applications of
geography?
Benefits
Organize and interpret information.
•
•
•
Use maps and other geographic
resources to obtain information and
draw conclusions.
Production of goods and services
Employment opportunities
Development of technologies
Geographic applications at local and
regional levels
•
•
•
•
•
•
•
218
Recycling programs
Conversion of land from
agricultural use
Water sources (e.g., dams,
reservoirs, wells, pipelines, ocean)
Air quality
Mass transit
City planning and zoning laws
Energy use
Participate in problem solving and
decision making.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12b
The student will apply geography to interpret the past, understand the present, and plan for the future by
b) relating current events to the physical and human characteristics of places and regions.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Current events are shaped by the
physical and human characteristics of
the places and regions where they
occur.
How are current events connected to
the geographical characteristics of
places and regions?
Geographic relationships
Compare maps and make inferences.
•
Identify and interpret regional patterns
on maps.
•
219
How physical characteristics
influence current events
• Natural hazards (e.g, flooding,
earthquakes, volcanoes,
drought)
• Climate change
How human characteristics
influence current events
• Population distribution
• Geographic patterns of ethnic
diversity
• A sense of place (emotional
attachment to specific
locations)
• Geographic patterns of trade
and interdependence (e.g., oil)
• Geographic patterns of wealth
and poverty (developed and
developing nations)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Examine cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Top Concepts for Oceania
UNIT XIV: Australia and Oceania
ENDURING UNDERSTANDING: The changing interaction between human and physical factors shapes regional culture.
CONCEPTUAL UNIT QUESTION: What shapes life in Oceania more, nature or culture?
KEY CONCEPT(s): Geographic Skills, Place Geography, Physical Geography, Cultural Geography, Economic Geography, Urban Geography, Environmental
Geography, Historical Geography
SOL OBJECTIVES: WG.1, WG.2, WG.4, WG.6, WG.7, WG.12
LESSON DESCRIPTION: Use a combination of direct instruction and student illustrations to introduce central concepts of Oceania
Materials/Resources: Journal Question, warmup on a transparency, class copies, Oceania Concepts (Appendices I1, I2), class copy, exemplary illustrations,
conceptual aids (direct instruction), craft sticks (for voting)
Strategies: respond to journal questions, discuss concepts and illustrate concepts; use globes, textbook, maps, models videos and demonstrations. Select favorite
illustration.
Student Action:
• respond to the following journal question: What does Oceania mean?
• receive Oceania Concepts.
• complete assignment for homework (read & illustrate)
• peruse illustrations by their peers and cast votes with craft sticks.
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
Teacher Action:
• lead a brief class discussion to answer this question, using a wall map and text maps as necessary.
• proceed to use direct instruction to introduce concepts 1-5:
• Concept 1 – Use a globe to emphasize region’s size and physical characteristics.
• Concept 2 – Use the textbook map and cultural images to illustrate the four regions and their boundaries.
• Concept 3 – Use actual models/video to illustrate the three island types. Review orographic effect.
• Concept 4 – Use pictures/video to demonstrate unique flora and fauna.
• Concept 5 – Use classroom demonstration (standing on chair/desk) and EEZ map
• explain the assignment – illustrate two of the remaining five concepts.
• demonstrate through use of exemplars
• answer any questions and lead a class discussion on favorite images and their relationship to the concepts.
Assessment: peer assessment of illustration using the following criteria: Accuracy of representation, clarity of caption restating the concept or symbol, quality of
effort
221
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
222
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
223
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT XV: Local Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
WG.7
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence on patterns of economic activity and land use.
WG.11
The student will analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region.
b) explaining how the functions of towns and cities have changed over time.
c) describing the unique influence of urban areas and some challenges they face.
WG.12
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
b) relating current events to the physical and human characteristics of places and regions.
224
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
ENDURING UNDERSTANDING: Geographic changes occur as a result of how human and natural resources are used.
CONCEPTUAL UNIT QUESTION: What does it mean to be a community?
PREVIEW ACTIVITY: List the characteristics of a community. Pair/Share: Review your list with your partner. Brainstorm what makes Arlington a
community. Create a mini-poster using words and symbols to demonstrate your understanding of Arlington as a community.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary students should know to successfully
understand course content and pass the SOL exams.
advocate
capital resources
census
community
corridor
demographics
development
distribution
economic activity
economics
employment
ethnicity
facility
forecast
human resources
income
influence
infrastructure
interaction
jurisdiction
labor
land use
local
metropolitan
migration
national
origin
pattern
per capita income
planning commission
politics
population
profile
projection
resident
residential
resource
retail
revenue
rural
service industry
site
site
situation
suburban
taxes
Transit Authority
unemployment
urban
zone
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
225
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.6
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Essential Questions
Essential Knowledge
Migrations occur because of social,
economic, political, and environmental
factors.
How have social, economic, political,
and environmental factors influenced
migration?
Migrations have influenced cultural
landscapes.
How has migration influenced cultural
landscapes?
Modern transportation and
communication are encouraging higher
levels of cultural interaction worldwide.
How and why do improvements in
transportation and communication
technology lead to cultural interaction?
Push factors
•
•
•
•
•
•
•
•
•
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards—Droughts, floods,
famines, volcanic eruptions
Limits on personal freedom
Environmental degradation
Pull factors
•
•
•
•
•
•
Religion
Economic opportunity
Land availability
Political freedom
Ethnic and family ties
Arable land
Impact of migrations on regions
•
•
•
•
226
Language
Religion and religious freedom
Customs/traditions
Cultural landscape
Essential Skills
Identify and interpret regional patterns
on maps.
Identify primary ideas expressed in
graphic data.
Draw conclusions and make
generalizations about data.
Explain cause and effect relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.6 (continued)
The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and
environmental factors.
Essential Understandings
Essential Questions
Essential Knowledge
Evidence of cultural interaction
•
•
227
Diffusion of U.S. culture to other
regions
Popularization of other cultures’
traditions in the United States
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a
The student will identify types of natural, human, and capital resources and explain their significance by
a) showing their influence patterns of economic activity and land use.
Essential Understandings
Natural substances become
resources if and when they become
useful to humans.
The value of resources has changed
over time.
Natural, human, and capital
resources influence human activity
in regions.
Economic activity can be classified
as primary, secondary, or tertiary.
Essential Questions
How do human needs and
availability of technology
affect the value of natural
resources?
How has the value of
resources changed over time?
How do natural, human, and
capital resources influence
patterns of economic activity
and land use in regions?
Essential Knowledge
Essential Skills
Use of energy resources and technology (as it has
changed over time)
Compare maps and globes and make
inferences.
•
•
Interpret regional patterns on maps
and globes.
•
•
•
Wood (deforestation)
Coal (pollution, mining problems, competition
with oil and gas)
Petroleum (transportation, environmental
considerations)
Nuclear (contamination/waste)
Solar, wind (cost, aesthetics)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Natural resources
•
•
Renewable—Soil, water, forests
Nonrenewable—Fossil fuels (oil, coal, natural
gas) and metals (gold, iron, copper, bauxite)
Human resources
•
•
•
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities
Capital resources
•
•
•
Availability of money for investment
Level of infrastructure
Availability and use of tools, machines, and
technologies
228
Draw conclusions and make
generalizations about information.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7a (continued)
The student will identify natural, human, and capital resources and explain their significance by
a) showing patterns of economic activity and land use.
Essential Understandings
Resources are not distributed
equally.
The location of resources
influences economic activity and
patterns of land use.
Essential Questions
What are some examples of
primary, secondary, and tertiary
economic activities?
Essential Knowledge
Levels of economic activity
•
•
•
Primary—Dealing directly with resources
(fishing, farming, forestry, mining)
Secondary—Manufacturing and processing
(steel mills, automobile assembly, sawmills)
Tertiary—Services (transportation, retail trade,
informational technology services)
Effects of unequal distribution of resources
•
•
•
•
•
Interdependence of nations/trade in goods,
services, and capital resources
Uneven economic development
Energy producers and consumers
Imperialism
Conflict over control of resources
Patterns of 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 space and residential) vs. land uses that
are not compatible (e.g., landfills and
residential)
229
Essential Skills
Gather, classify and interpret
information.
Analyze and evaluate information.
Explain cause and effect relationships.
Sequence information.
Draw conclusions and make
generalizations from data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.7b
The student will identify types of natural, human, and capital resources and explain their significance by
b) evaluating perspectives and consequences regarding the use of resources.
Essential Understandings
The use of a resource depends on a
nation’s culture, values, access to
technology, and governmental priorities
as they change over time.
Essential Questions
How and why do different
cultures develop different
perspectives on the use of
resources?
What are some costs and benefits
in the use of resources?
Essential Knowledge
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 - and for coal
Internal combustion engine (cars and
trucks) - and for gasoline (petroleum)
Computer chips - and for skilled labor
Costs
•
•
•
Resource depletion
Environmental degradation
Health problems
Benefits
•
•
•
230
Production of goods and services
Employment opportunities
Development of technologies
Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations from data.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.11a
The student will analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region.
Essential Understandings
Essential Questions
Essential Knowledge
Site and situation are important
geographic concepts when studying the
growth of cities.
What is meant by site?
Site is the actual location of a city.
What is meant by situation?
Examples of site (local characteristics)
Patterns of urban development occur
according to site and situation.
In what ways may site and/or situation
affect urban development?
•
•
•
•
•
•
•
Harbor sites: New York City;
Alexandria, Egypt; Istanbul, Turkey
Island sites: Paris (originally located
on an island in the Seine River),
Hong Kong, Singapore
Fall line sites: Richmond, Virginia
Confluence sites: Khartoum, Sudan;
Pittsburgh, Pennsylvania
Hilltop sites: Rome, Athens,
Jerusalem
Oasis sites: Damascus, Syria; Siwa,
Egypt
Sites where rivers narrow: London,
Québec City
Situation is another name for relative
location—the location of a city with
respect to other geographic features,
regions, resources, and transport routes.
231
Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about information.
Explain cause and effect
relationships.
Identify and interpret regional
patterns on maps.
Locate area on maps and globes.
Sequence events.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.11a (continued)
The student will analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region.
Essential Understandings
Essential Questions
Essential Knowledge
Examples of situation (regional/
global connections)
•
•
•
•
•
•
•
232
Baghdad—Command of land
between the Tigris and Euphrates
Rivers
Istanbul—Command of straits and
land bridge to Europe
Mecca, Saudi Arabia; Varanasi
(Benares), India—Focal point of
pilgrimage
Samarkand, Uzbekistan; Xi’an,
China; Timbuktu, Mali;
Singapore—Cities that grew up
around trade routes (the Silk Road;
Trans-Sahara trade; maritime trade)
Cape Town, South Africa—Supply
station for ships
Omaha, Nebraska; Sacramento,
California—Cities that grew up
along the U.S. Transcontinental
Railroad
Novosibirsk, Vladivostok—Cities
that grew up along the TransSiberian Railroad
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.11b
The student will analyze the patterns of urban development by
b) explaining how the functions of towns and cities have changed over time.
Essential Understandings
The functions of towns and cities
change over time.
Essential Questions
Essential Knowledge
What are the functions of towns and
cities?
How have functions of towns and cities
changed over time?
Functions of towns and cities
•
•
•
•
•
•
Security, defense
Religious centers
Trade centers (local and long
distance)
Government administration
Manufacturing centers
Service centers
Examples of changes in cities’
functions over time
•
•
•
•
233
Rio de Janeiro—Move of Brazil’s
capital city from Rio de Janeiro to
Brasilia
Pittsburgh, Pennsylvania—Early
function connected to defense, then
became steel manufacturing center,
later shifted to diverse services
(financial, light manufacturing)
New York City—Changes in trade
patterns, coastal and transatlantic
trade, trade from Great Lakes via
Erie Canal, worldwide trade and
finances
Mining towns, “ghost” towns—
Resource depletion, changes in the
environment
Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about information.
Explain cause and effect relationships.
Identify and interpret regional patterns
on maps.
Locate places on maps and globes.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.11c
The student will analyze the patterns of urban development by
c) describing the unique influence of urban areas and some challenges they face.
Essential Understandings
Urban populations exercise a powerful
influence in shaping the world’s
cultural, political, and economic ideas
and systems.
Urban development may lead to
problems related to human mobility,
social structure, and the environment.
Essential Questions
Essential Knowledge
How do urban areas influence the
world’s cultural, political, and
economic ideas and systems?
What are some urban problems that
may occur as a result of development?
Influences of urban areas on their
regions and countries
Gather, classify, and interpret
information.
•
Draw conclusions and make
generalizations about data.
•
•
•
•
•
•
•
Nation-building (monuments,
symbols)
Transportation/communication
hubs
Magnets for migration
Seed beds of new ideas and
technologies
Diversity, leading to creativity in
the arts
Universities, educational
opportunities
Corporate headquarters/regional
offices
Media centers (news,
entertainment)
Problems associated with growth of
urban areas
•
•
234
Essential Skills
Transportation problems emerge,
especially as automobile travel
increases.
Rich and poor neighborhoods exist
in different areas isolated from one
another.
Explain cause and effect relationships.
Identify and interpret regional patterns
on maps.
Locate places on maps and globes.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.11c (continued)
The student will analyze the patterns of urban development by
c) describing the unique influence of urban areas and some challenges they face.
Essential Understandings
Essential Questions
Essential Knowledge
•
•
•
•
235
Providing essential services (fresh
water, sewage, disposal, electricity,
schools, clinics) becomes a
problem with rapid immigration to
cities in Latin America, Africa and
Asia.
Air, water, and noise pollution
increase.
Sprawl results in conversion of
agricultural land to urban uses,
especially in North America.
In developing countries, major
cities are more connected to
regions outside the country than to
regions within the country.
Essential Skills
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.l2a
The student will apply geography to interpret the past, understand the present, and plan for the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.
Essential Understandings
An understanding of the practical
applications of geography enables
students to be informed, active citizens
in their communities.
Essential Questions
Essential Knowledge
What are some practical applications of
geography?
Geographic applications at local and
regional levels
•
•
•
•
236
Air and water quality monitoring
and management
Recycling programs
Land use and transportation
planning
Selection of locations for
residential and commercial
development
Essential Skills
Organize and interpret information.
Use maps and other geographic
resources to obtain information and
draw conclusions.
Participate in problem solving and
decision making.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
STANDARD WG.12b
The student will apply geography to interpret the past, understand the present, and plan for the future by
b) relating current events to the physical and human characteristics of places and regions.
Essential Understandings
Current events are shaped by the
physical and human characteristics of
the places and regions where they
occur.
Essential Questions
Essential Knowledge
How are current events connected to the
geographical characteristics of places
and regions?
Geographic relationships
Compare maps and make inferences.
•
Identify and interpret regional patterns
on maps.
•
237
Essential Skills
How physical characteristics
influence current events
•
Natural hazards (e.g, flooding,
earthquakes, volcanoes,
drought)
•
Climate change
How human characteristics
influence current events
•
Population distribution
•
Geographic patterns of ethnic
diversity
•
A sense of place (emotional
attachment to specific
locations)
•
Geographic patterns of trade
and interdependence (e.g., oil)
•
Geographic patterns of wealth
and poverty (developed and
developing nations)
Identify primary ideas expressed in
graphic data.
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about data.
Examine cause and effect
relationships.
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
SAMPLE LESSON TITLE: Geography of Arlington
UNIT XV: Local Geography
KEY CONCEPT(s): Geography Skills, Place Geography, Economic Geography, Political Geography, Urban geography
ENDURING UNDERSTANDING: Geographic changes occur as a result of how human and natural resources are used.
CONCEPTUAL UNIT QUESTION: What does it mean to be a community?
SOL OBJECTIVES: WG.6; WG.7a, 7b; WG.11a, 11b, 11c; WG.12a, 12b.
LESSON DESCRIPTION: Students will use the most current Arlington County, Virginia PROFILE prepared by the Department of community Planning,
Housing and Development to research the Arlington Community. They will work in small groups to create a poster that demonstrates their understanding of the
development of the County.
Materials/Resources: The most current Arlington County, Virginia PROFILE (Appendices J1-J6), Arlington County Web site: http://www.co.arlington.va.us,
PROFILE worksheet (Appendices J7, J8), journals, large paper, markers, rulers, colored pencils
Strategies: Research, discussion, visual synthesis
Student Action:
•
review reading strategies.
•
complete the Arlington PROFILE (Appendices J7, J8) worksheet.
•
analyze the data and information and write their ideas down in the journals.
•
work in cooperative groups to discuss and create an advertisement to promote Arlington County to citizens, businesses,
tourists and investors.
•
present advertisements.
Teacher Action:
•
obtain the most current PROFILE (Appendices J1-J6),.
•
develop an updated worksheet that directs student research. (Appendices J7, J8),
•
demonstrate the reading strategies that are needed to complete the activity.
•
provide guidance to students while they are researching.
•
divide students into cooperative groups
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Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
Assessment: Worksheet, journal, informal observation, formal rubrics need to be developed for group presentations and advertisements, self-assessments may be
used to evaluate group activity.
Adaptation: Speak with the reading and English teachers, HILTEX specialists and resource specialists to discuss the reading strategies that the students use in
the other subject areas. Make overheads of the graphs and charts to use with all students prior to the completion of the research.
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UNIT XVI: Geographic Literacy
STANDARDS OF LEARNING: This unit will address the following objectives:
SOL WG.10
The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
SOL WG.11
The student will analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region.
SOL WG.11
The student will analyze the patterns of urban development by
c) describing the unique influence of urban areas and some challenges they face.
ENDURING UNDERSTANDING: Divisions are regions of the Earth’s surface over which groups of people establish social, economic, and political control.
CONCEPTUAL UNIT QUESTION: How does geography apply to our lives?
PREVIEW ACTIVITY: List the features in your ideal city. Why would you include these features?
SUMMARY OF KEY TERMS/PEOPLE: The following list reflects some of the important vocabulary terms students should know to successfully understand
course content and pass the SOL exams. Many of the vocabulary words for this unit were taught under other units, and can be used for review here.
business district
civic
commercial
community
concentric design
development
grid design
industrial
institutional
land use map
mixed use
public works
residential
restrictions
site
situation
spoke design
zone
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
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STANDARD WG.10a
The student will analyze how the forces of conflict and cooperation affect the division & control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions.
Essential Understandings
Divisions are regions of the Earth’s
surface over which groups of people
establish social, economic, and political
control.
Political divisions may generate
conflict.
Political divisions may generate
cooperation.
.
Essential Questions
Essential Knowledge
What are some examples of political
divisions at the local and regional
levels?
What are some reasons for political
divisions at the local and regional
levels?
How do political divisions generate
conflict?
Why do political divisions cooperate?
Examples of political divisions
Compare maps and make inferences.
•
•
•
•
Identify regional patterns.
•
•
•
Neighborhoods
Election districts
School districts
Regional districts (e.g., bus lines,
waste disposal, conservation
districts, planning districts, area
code zones)
Cities
Counties
States
Reasons for political divisions
•
•
•
Desire for government closer to
home
Need to solve local problems
Need to administer resources more
efficiently
Reasons for conflict
•
•
•
•
•
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Essential Skills
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources
Political advantages (e.g.,
gerrymandering)
Gather, classify, and interpret
information.
Explain cause and effect relationships.
Participate in problem solving.
Draw conclusions and make
generalizations about data.
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STANDARD WG.11a
The student will analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region.
Essential Understandings
Essential Questions
Essential Knowledge
Site and situation are important
geographic concepts when studying the
growth of cities.
What is meant by site?
Site is the actual location of a city.
What is meant by situation?
Examples of site (local characteristics)
Patterns of urban development occur
according to site and situation.
In what ways may site and/or situation
affect urban development?
•
•
•
•
•
•
•
Harbor sites: New York City;
Alexandria, Egypt; Istanbul, Turkey
Island sites: Paris (originally located
on an island in the Seine River), Hong
Kong, Singapore
Fall line sites: Richmond, Virginia
Confluence sites: Khartoum, Sudan;
Pittsburgh, Pennsylvania
Hilltop sites: Rome, Athens, Jerusalem
Oasis sites: Damascus, Syria; Siwa,
Egypt
Sites where rivers narrow: London,
Québec City
Situation is another name for relative
location—the location of a city with respect
to other geographic features, regions,
resources, and transport routes.
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Essential Skills
Gather, classify, and interpret
information.
Draw conclusions and make
generalizations about information.
Explain cause and effect
relationships.
Identify and interpret regional
patterns on maps.
Locate area on maps and globes.
Sequence events.
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STANDARD WG.11a (continued)
The student will analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region.
Essential Understandings
Essential Questions
Essential Knowledge
Examples of situation (regional/
global connections)
•
•
•
•
•
•
•
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Baghdad – Command of land
between the Tifris and Euphrates
Rivers
Istanbul – Command of straits and
land bridge to Europe
Mecca, Saudi Arabia; Varanasi
(Benares), India – Focal point of
pilgrimage
Samarkand, Uzbekistan; Xi’an,
China; Timbuktu, Mali; Singapore –
Cities that grew up around trade
routes (the Silk Road; Trans-Sahara
trade; maritime trade)
Cape Town, South Africa – Supply
station for ships
Omaha, Nebraska; Sacramento,
California – Cities that grew up
along the U.S. Transcontinental
Railroad
Novosibirsk, Vladisvostok – Cities
that grew up along the TransSiberian Railroad
Essential Skills
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Curriculum Guide Grade 8
STANDARD WG.11c
The student will analyze the patterns of urban development by
c) describing the unique influence of urban areas and some challenges they face.
Essential Understandings
Urban populations exercise a powerful
influence in shaping the world’s
cultural, political, and economic ideas
and systems.
Urban development may lead to
problems related to human mobility,
social structure, and the environment.
Essential Questions
Essential Knowledge
How do urban areas influence the
world’s cultural, political, and
economic ideas and systems?
What are some urban problems that
may occur as a result of development?
Influence of urban areas on their
regions and countries
Gather, classify, and interpret
information.
•
Draw conclusions and make
generalizations about data.
•
•
•
•
•
•
•
Nation-building (monuments,
symbols)
Transportation/communication
hubs
Magnets for migration
Seed beds of new ideas and
technologies
Diversity, leading to creativity in
the arts
Universities, educational
opportunities
Corporate headquarters/regional
offices
Media centers (news,
entertainment)
Problems associated with growth of
urban areas
•
Transportation problems emerge,
especially as automobile travel
increases.
•
Rich and poor neighborhoods exist
in different areas isolated from one
another.
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Essential Skills
Explain cause and effect relationships.
Identify and interpret regional patterns
on maps.
Locate places on maps and globes.
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STANDARD WG.11c (continued)
The student will analyze the patterns of urban development by
c) describing the unique influence of urban areas and some challenges they face.
Essential Understandings
Essential Questions
Essential Knowledge
•
•
•
•
Providing essential services (fresh
water, sewage, disposal, electricity,
schools, clinics) becomes a problem
with rapid immigration to cities in
Latin America, Africa and Asia.
Air, water, and noise pollution
increase.
Sprawl results in conversion of
agricultural land to urban uses,
especially in North America.
In developing countries, major cities
are more connected to regions
outside the country than to regions
within the country.
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SAMPLE LESSON TITLE: Design your own city
UNIT XVI: Geographic Literacy
ENDURING UNDERSTANDING(s): Divisions are regions of the Earth’s surface over which groups of people establish social, economic, and
political control.
CONCEPTUAL UNIT QUESTION: How does geography apply to our lives?
KEY CONCEPT(s): Interaction, Physical Geography, Cultural Geography, Urban Geography
SOL OBJECTIVES: WG.10a, WG.11a
LESSON DESCRIPTION: Students use their knowledge of local, physical and cultural geography to design their own city, using zoning, planning
concerns, and vocabulary correctly. This lesson is adapted from the National Building Museum’s City by Design project. This project is also easily
adapted to include other disciplines.
Materials/Resources: Student packets (Appendices K1-K16), notes on city layouts (concentric, grid, or spoke), walking field trip permission slips
(usually obtained at the beginning of the year), graph paper, coloring materials
Strategies: small group work for planning tasks; individual work for background; reinforcement of new vocabulary; student-centered application of
information
Student Action:
• read packet information (Appendices K1-K16)
• complete work on time and participate in the class discussion and walking field trip
• analyze an existing building
• share responsibilities of group
• compare ideal city to Arlington
Teacher Action:
• prepare packets (Appendices K1-K16)
• lead discussions, answer student questions, and correct misinformation
• assist in analysis of building, monitor group activity and assess student progress
Assessment: class discussions; paragraphs; city designs
Adaptation: HILT: Focus more on vocabulary. Ask students to zone the area, rather than creating buildings.
GT: Zones and buildings. Give percentages of each zone and the reason for allotting the land that way.
Special Ed: Give more parameters to the class; for example, list buildings to be included with their sizes.
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SUGGESTED LITERATURE AND OTHER SOURCES
UNITS I-V: There are no literature selections for these introductory units. The remaining units follow a regional approach and have several literature
selections.
UNIT VI: North America
Esperanza Rising by Pam Munoz Ryan. A young girl in the 1930’s flees to depression-era California from her family’s wealthy ranch in Mexico.
Whirligig by Paul Fleischman. A young man traverses the United States in a quest for redemption following a terrible accident.
Warriors Don’t Cry by Melba Patillo Beals. A young girl’s memoir of the battle to integrate Little Rock’s Central High in the 1950s. As a member of
the “Little Rock Nine,” Beals provides a first hand account of the racism and violence that she and her fellow classmates faced.
UNIT VII: Central and Latin America
Where Angels Glide at Dawn: New Stories from Latin America by J.B. Lippincott, publisher. A collection of short stories by a variety of Latin
American authors, including Ariel Dorfman, Julio Cortazar, and Maria Rosa Fort.
The Jacob Ladder by Gerald Hausman and Uton Hinds. When his father leaves home, 12-year old Tall T struggles to hold his family together. A
Jamaican coming-of-age story, rich in island culture.
Red Midnight by Ben Michaelson. When soldiers burn his village and kill his family, Santiago escapes with his little sister to Florida, surviving
horrendous odds.
UNIT VIII: Asia
Homeless Bird by Gloria Whelan. 13-year old Koly journeys from poverty in rural India to an arranged marriage to widowhood and independence in
the holy city of Vrindavan.
Year of Impossible Goodbyes by Sook Nyul Choi. A North Korean family barely survives the Japanese occupation during WWII, only to find that after
the war, they must flee Russian Communists.
Rice without Rain by Minfong Ho. After social rebels convince the headman of a small village in northern Thailand to resist the land rent, his 17-yearold daughter Jinda finds herself caught up in the student uprising in Bangkok.
Traveling Man: The Journey of Ibn Battuta by James Rumford. Readers join the Marco Polo of the Islamic world on his epic 14th century journey from
Morocco to China.
Chinese Cinderella by Adeline Yen Mah. The author returns to her roots to paint an authentic portrait of twentieth century China as well as to tell the
story of her painful childhood and her courage and triumph over despair.
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Red Scarf Girl by Ji-li Jiang. Memoir from China’s Cultural Revolution through the eyes of the 12-year old author.
UNIT IX: Africa
Waiting for the Rain by Sheila Gordon. A collection of 10 short stories about South Africa, 5 by black, 5 by white South Africans.
The Return by Sonia Levitin. Desta and other members of her Beta Yisorel family (black Jews suffering discrimination in Ethiopia) finally flee the
country and reach Israel through Operation Moses.
Journey to Jo’burg by Beverley Naidoo. During South Africa’s apartheid era, two youngsters trek to Johannesburg to find their mother and save their
little sister.
A Long Way Gone by Ishmael Beah. Chilling memoir of a child soldier in Sierra Leone that tells the personal story of Ishmael’s life in the army, his
escape, and finally his rehabilitation following years of abuse, murder, and war.
A Girl Named Disaster by Nancy Farmer. When 12-year-old Nhamo learns that she must marry a cruel man with 3 wives, she runs away and ends up in
the uncharted heart of a great lake. There she battles drowning, starvation, and wild animals.
Things Fall Apart by Chinua Achebe. The simple story of a man living in a Nigerian village during European occupation
UNIT X: Middle East and Southwest Asia
Habibi by Naomi Shihab Nye. 14 -year old Palestinian American Liyana Abboud must learn to fit into a new world and understand the political
conflicts when her family moves from St. Louis to Jerusalem.
Children of Israel, Children of Palestine: Our Own True Stories by Laurel Holliday. What is it like to grow up in the war zone of the Middle East?
That is the subject of this collection, which begins with memories about childhood before the 1948 war and ends with accounts of young Palestinians
and Israelis growing up now.
Santa Claus in Baghdad by Elsa Marston. Collection of 8 tales based in the Middle East that dispel stereotypes and provide a glimpse of what it’s like to
be a young person in the Arab world today.
UNIT XI: Polar Regions
The Iceberg Hermit by Arthur Roth. Shipwrecked in 1757 on an iceberg in the Arctic Seas with only an orphaned bear cub for companionship, 17 year
old Alan begins a seemingly hopeless struggle for survival.
Frozen Fire by James A. Houston. Determined to find his father who has been lost in a storm, a young boy and his Eskimo friend brave wind, storms,
starvation, wild animals, and wild men during their search in the Canadian Arctic.
Antarctica: Escape from Disaster by Peter Lerangis. In the darkest hours of 1910, mutiny, doubt and disaster threatened to destroy Jack Winslow’s
secret American expedition to discover the South Pole.
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UNITS XII and XIII: Europe
Girl of Kosovo by Alice Mead. Based on a true story, a testimony to the horrors of war, and a powerful account of human resilience and the process of
overcoming bitterness.
For the Love of Venice by Donna Jo Napoli. Percy is a teenage boy spending the summer in Venice while his father is designing a seawall to help
alleviate the city’s flooding problem. Many social and political issues.
The Endless Steppe: Growing up in Siberia by Esther Hautzig. Set in WWII, this is a true story of a young Jewish girl and her family, struggling to
survive in Siberia after they are removed from their wealthy home in Poland for capitalist crimes.
The Other Side of Truth by Beverley Naidoo. After their mother’s murder, Sade and her brother are smuggled to London to live with an uncle. Their
plans fall apart, however, and the two are sent to foster homes.
Teenage Refugees from Eastern Europe Speak Out by Carl Rollyson. Teenagers from Eastern European countries tell their own stories of life after the
fall of communism.
UNIT XIV: Australia and Oceania
Mutant Message Down Under by Marlo Morgan. A fictional account of an American woman’s spiritual odyssey through the Australian Outback. The
woman makes a four month long journey and learns how the Aborigines thrive in natural harmony with plants and animals that exist in the Australia’s
rugged lands.
Mutiny on the Bounty by Charles Bernard Nordhoff. The famous 1787 mutiny of the crew of the Bounty, a British war vessel, against their infamous
captain, William Bligh.
Kon Tiki: Across the Pacific by Raft by Thor Heyerdahl. To prove that Polynesia could have been settled by pre-Incas from South America, the author
and five men sailed across the Pacific on a replica of an ancient balsa-log raft.
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SUGGESTED PACING
The following is a suggested pacing guide. Its use is dependent upon schools’ schedules, teachers’ thematic sequential or issue-based approach to content, students’
leaning needs, and the availability of resources. The high end of each time frame range will total 180 school days.
UNIT
I. Introduction to Geography
TIMEFRAME
4-5 days
DATES
September
II. Geography Skills
10 days
September
III. Physical Geography
10 days
September/October
IV. Cultural Geography
10-15 days
October
V. Economic/Political Geography (end of 1st marking period)
10 days
October/November
VI. North America
10 days
VII. Latin America
15 days
VIII. South, Southeast and East Asia
20 days
IX. Africa
15 days
X. Southwest Asia and North Africa
12 days
X. Polar Regions
4 days
XII. Europe
12 days
XIII. Russia and CentralAsia
10 days
XIV. Australia/Oceania
XV. Local Geography
XVI. Geographic Literacy (can be completed during SOLs)
10 days
5 days
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At this point the remaining units follow a regional
approach. The sequence of regions varies
depending on factors such as available resources
within your school, current events, and integration
with core subjects. All mapping must be finished
before SOLs begin.
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Social Studies Curriculum 2009
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TEXTBOOK ALIGNMENT CHART: EXPLORING OUR WORLD: PEOPLE, PLACES, AND CULTURES
TEXBOOK VENDOR: Glencoe/McGraw-Hill
UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
I
Intro to Geo
WG.3a
15, 18, 19, 20, 39, 88
I
Intro to Geo
WG.12b
123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735,
814
II
Geography Skills
WG.1a
32, 238, 239, 275, 311, 333, 339, 351, 354
II
Geography Skills
WG.1b
15, 23, 24, 27, 333, 713, 796
II
Geography Skills
WG.1c
2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531,
554, 598, 600, 601, 674, 676, 677, 764, 766, 767
II
Geography Skills
WG.1d
28, 29, 31, 180-181, 260-261, 364-365, 379, 430-431, 516-517, 555, 600-601, 618, 676-677, 766-767,
III
Physical Geography
WG.2a
56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829
III
Physical Geography
WG.2b
64, 65, 382, 542, 777
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UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
III
Physical Geography
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
IV
Cultural Geography
WG.1a
32, 238, 239, 275, 311, 333, 339, 351, 354
IV
Cultural Geography
WG.1b
15, 23, 24, 27, 333, 713, 796
IV
Cultural Geography
WG.1c
2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531,
554, 598, 600, 601, 674, 676, 677, 764, 766, 767
IV
Cultural Geography
WG.3a
15, 18, 19, 20, 39, 88
IV
Cultural Geography
WG.3b
118, 126, 145, 160, 161, 373, 531, 611
IV
Cultural Geography
WG.3c
83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801
IV
Cultural Geography
WG.6
78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630,
653, 705, 709, 716, 793
IV
Cultural Geography
WG.9a
95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814
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UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
IV
Cultural Geography
WG.9b
414, 711, 748
IV
Cultural Geography
WG.9c
94, 169, 235, 302, 347, 409, 550
IV
Cultural Geography
WG.10a
137, 140, 463, 464, 491, 493, 496, 589, 661, 828
IV
Cultural Geography
WG.10b
302, 303, 507, 631
IV
Cultural Geography
WG.12a
233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819
IV
Cultural Geography
WG.12b
123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735,
814
V
Economic/Political
WG.5
73, 75, 76, 108, 178, 182, 219, 258, 262, 307, 332, 344-345, 362, 366, 410, 428, 469, 514, 518, 558, 560, 598, 602, 639,
674, 678, 715, 764, 768, 798, 800, 823
V
Economic/Political
WG.7a
109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815
V
Economic/Political
WG.8
94, 169, 213, 409, 411, 474, 485, 559, 573, 634, 711, 737, 814
V
Economic/Political
WG.9a
95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814
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UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
V
Economic/Political
WG.9b
414, 711, 748
V
Economic/Political
WG.9c
94, 169, 235, 302, 347, 409, 550
V
Economic/Political
WG.10a
463, 464, 491, 493, 496, 589, 661, 828
V
Economic/Political
WG.10b
302, 303, 507, 631
VI
North America
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737,
VI
North America
WG.9a
95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814,
VI
North America
WG.9b
414, 711, 748
VI
North America
WG.10b
302, 303, 507, 631
VII
Latin America
WG.1c
2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531,
554, 598, 600, 601, 674, 676, 677, 764, 766, 767
VII
Latin America
WG.3a
15, 18, 19, 20, 39, 88
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UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
VII
Latin America
WG.3c
83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801
VII
Latin America
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737,
VII
Latin America
WG.6
78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630,
653, 705, 709, 716, 793
VIII
Asia
WG.1a
32, 238, 239, 275, 311, 333, 339, 351, 354
VIII
Asia
WG.2a
56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829
VIII
Asia
WG.2b
64, 65, 382, 542, 777
VIII
Asia
WG.2c
65, 66, 93, 277, 281, 395, 400, 691
VIII
Asia
WG.3a
15, 18, 19, 20, 39, 88
VIII
Asia
WG.3b
118, 126, 145, 160, 161, 373, 531, 611
VIII
Asia
WG.3c
83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801
280
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
VIII
Asia
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
IX
Africa
WG.1c
2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531,
554, 598, 600, 601, 674, 676, 677, 764, 766, 767
IX
Africa
WG.1d
28, 29, 31, 180-181, 260-261, 364-365, 379, 430-431, 516-517, 555, 600-601, 618, 676-677, 766-767
IX
Africa
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
IX
Africa
WG.8
94, 169, 213, 409, 411, 474, 485, 559, 573, 634, 711, 737, 814
IX
Africa
WG.9a
95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814
X
Middle East
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
X
Middle East
WG.9c
94, 169, 235, 302, 347, 409, 550
X
Middle East
WG.10a
463, 464, 491, 493, 496, 589, 661, 828
X
Middle East
WG.10b
302, 303, 507, 631
X
Middle East
WG.12a
233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819
281
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
XI
Polar Regions
WG.2a
56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829
XI
Polar Regions
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737,
XII
Europe
WG.1a
32, 238, 239, 275, 311, 333, 339, 351, 354
XII
Europe
WG.1b
15, 23, 24, 27, 333, 713, 796
XII
Europe
WG.1c
2-3, 104, 106, 107, 125, 160, 178, 180, 181, 199, 258, 260, 261, 284, 302, 351, 362, 379, 428, 430, 431, 514, 515, 517, 531,
554, 598, 600, 601, 674, 676, 677, 764, 766, 767
XII
Europe
WG.1d
28, 29, 31, 180-181, 260-261, 364-365, 379, 430-431, 516-517, 555, 600-601, 618, 676-677, 766-767
XII
Europe
WG.3a
15, 18, 19, 20, 39, 88
XII
Europe
WG.3b
118, 126, 145, 160, 161, 373, 531, 611
XII
Europe
WG.3c
83, 84, 85, 140, 149, 155, 220, 223, 229, 305, 310, 317, 321, 405, 459, 471, 561, 636, 641, 653, 801
XII
Europe
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
282
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
XII
Europe
WG.9a
95, 96, 234, 247, 251, 422, 656, 730, 738, 747, 814
XII
Europe
WG.9b
414, 711, 748
XII
Europe
WG.9c
94, 169, 235, 302, 347, 409, 550
XII
Europe
WG.10a
463, 464, 491, 493, 496, 589, 661, 828
XII
Europe
WG.10b
302, 303, 507, 631
XII
Europe
WG.12a
233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819
XII
Europe
WG.12b
123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735,
814
XIII
Russia/Central Asia
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
XIII
Russia/Central Asia
WG.7a
109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815
XIV
Australia & Oceania
WG.1a
32, 238, 239, 275, 311, 333, 339, 351, 354
283
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
XIV
Australia & Oceania
WG.1b
15, 23, 24, 27, 333, 713, 796
XIV
Australia & Oceania
WG.2a
56, 57, 59, 125, 127, 193, 199, 201, 282, 284, 379, 447-449, 539, 540, 617, 619-620, 695, 696-698, 756, 783, 785, 786, 829
XIV
Australia & Oceania
WG.4
105, 117, 193, 275, 321, 325, 330, 334, 339, 349, 462, 505, 573, 580, 737
XIV
Australia & Oceania
WG.6
78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630,
653, 705, 709, 716, 793
XIV
Australia & Oceania
WG.7a
109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815
XIV
Australia & Oceania
WG.7b
195, 341, 350, 485, 494, 576, 658-659, 663, 746, 753, 779
XIV
Australia & Oceania
WG.12a
233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819
XIV
Australia & Oceania
WG.12b
123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735,
814
XV
Local Geography
WG.6
78, 86, 90, 135, 138, 197, 209, 212, 295, 297, 298, 321, 330, 343, 349, 388, 391, 395, 457, 489, 549, 551-555, 627, 630,
653, 705, 709, 716, 793
XV
Local Geography
WG.7a
109, 159, 183, 263, 278, 309, 335, 353, 366, 375, 411, 420, 444, 486, 519, 534, 603, 613, 679, 692, 744, 769, 815
284
Arlington Public Schools
Social Studies Curriculum 2009
Curriculum Guide Grade 8
UNIT
NUMBER &
TITLE:
SOL
OBJECTIVE
NUMBER
CORRELATION TO STUDENT EDITION
XV
Local Geography
WG.11a
75, 220, 308, 563, 559
XV
Local Geography
WG.11b
147, 341, 715
XV
Local Geography
WG.11c
220, 247, 309, 474, 558, 634, 639, 739, 801
XV
Local Geography
WG.12a
233, 301, 327, 377, 409, 419, 450, 502, 536-537, 559, 584-585, 633, 729, 750, 780-781, 818-819
XV
Local Geography
WG.12b
123, 164, 169,172, 241, 242-244, 248, 279, 281, 288, 344-346, 355, 416, 445, 489, 499, 500-501, 583, 586, 614, 734-735,
814
XIV
Geographic Literacy
WG.10a
463, 464, 491, 493, 496, 589, 661, 828
XIV
Geographic Literacy
WG.11a
75, 220, 308, 563, 559
XIV
Geographic Literacy
WG.11c
220, 247, 309, 474, 558, 634, 639, 739, 801
285