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St. Michael-Albertville Middle School East
Grade 8 Social Studies (Master)
Teacher: Brianne Messick
September 2014
Content
Skills
Learning Targets
Assessment
CEQ
A. Locate major parallels
and meridians
A1. I can use latitude and
longitude to locate
information on a map.
Compose a map of the
classroom.
HOW DO PEOPLE PRESERVE
A. Use latitude and
THEIR TRADITIONAL
longitude to determine
CULTURE WHILE
absolute location
ADAPTING TO MODERN
LIFE?
A.Measure distance using
HOW DO PEOPLE ADAPT TO scale
THEIR ENVIRONMENTS?
A. Idenitify the oceans
and continents in each
HOW DO PEOPLE CHANGE
hemisphere.
THEIR ENVIRONMENTS TO
FIT THEIR NEEDS?
A. Understand how Earthsun relations cause
WHAT FACTORS
seasons
CONTRIBUTE TO SUCCESS
OR FAILURE OF NATIONA. Understand the relative
STATES?
merits of five map
projections (Mercator,
HOW DO GEOGRAPHERS
Eckert IV,
SHOW AND
Robinson, Goode’s
INTERPRET INFORMATION
Homolosine, and Lambert
ON MAPS?
Equal-Area)
UEQ:
A. Design a map with
A. How do geographers show
basic map components
information on maps?
(title, legend, compass
Resources &
Technology
A. Planet Earth
Videos
Basic Skills Assessment
A2. I can use scale to
measure the distance on a
map.
A3. I can explain how the
Earth-sun relations cause
seasons.
GPS/GIS Project
Key geographic terms:
absolute location
distortion
map projection
relative location.
A4. I can idenitify the
oceans and continents in
each hemisphere.
A5. I can design a map
with basic map
components (title, legend,
compass rose, grid
system, scale).
A6. I can define key
vocabulary related to Unit
1.
B1. I can identify the 5
themes of geography
and show how they relate
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Grade 8 Social Studies (Master)
Messick
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Content
Skills
Learning Targets
B. How can the Five Themes of
Geography be used to organize
information?
rose, grid system, scale)
to their daily life.
St. Michael-Albertville Middle School
Assessment
Resources &
Technology
B. Identify the 5 themes
of geography and show
how they relate to their
daily life.
B. Apply the Five Themes
of Geography to a country
in Latin America. (or
Canada)
October 2014
Content
UEQ:
C. Why do geographers use a variety of
maps to represent the world?
------------------------------------------------A.What can we learn about North
America from thematic maps?
B. How does where you live influence
how you live?
C. How can people best use and
protect Earth's freshwater
ecosystems?
Skills
C. Define the terminology specific to six
types of thematic maps: physical
features, climate zones, vegetation
zones, population density, economic
activity, and regions
Learning Targets
C1. I can explain and analyze a variety
of thematic maps.
Assessment Resources &
Unit One
Key geograph
Assessment climate
economic acti
------------------------------------------------landform
A. I can use thematic maps to make
physical featu
inferences on the people and places of
population den
C. Analyze six thematic maps to gather North America. (80% accuracy on
region
information about the world
mapping lab).
thematic map
------------------------------------------------vegetation
A. Label physical and political maps of B. I can identify and explain how
----------------North America.
location and natural environment
key geographi
influence how people live in Canada.
ecosystem
A. Identify characteristics of the
food chain
region’s physical and human geography C. I can evaluate the health of the Great
food web
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Content
Grade 8 Social Studies (Master)
Skills
on a map
St. Michael-Albertville Middle School
Learning Targets
Lakes and global freshwater
ecosystems.
A. Develop skills for layering
geographic information, similar to
geographic information systems (GIS)
Assessment Resources &
freshwater
watershed
C. I use persuavise techniques to
determine the future of the Great Lakes.
A. Apply the steps in the geographic
inquiry process (GIP)
B. Analyze the characteristics of each of
the five regions of Canada.
B. Explain how location affects ways of
life in those five regions.
B. Evaluate the importance of location
on the ways of life around the world.
C. Evaluate the environmental health
and management of the Great Lakes
freshwater ecosystem.
C. Examine the environmental
challenges facing global freshwater
ecosystems and impending crisis in
freshwater supplies.
November 2014
Content
UEQ
Skills
D. Student will analyze the
causes of, consequences of
Learning Targets
D. I will analyze the causes,
consequences to urban
Assessment
Unit 2 Test
Resources & Technology
B. USA and Canada
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Content
D. How does Urban
Sprawl affect people and
the planet?
E. How do American
consumption patterns
affect people and the
planet?
Grade 8 Social Studies (Master)
Skills
and various solutions to
urban sprawl.
D. Analyze the implications
of global urban patterns and
international solutions to
sprawl.
E. Demonstrate and ability
to read and interpret
cartograms
E. Identify current
consumption patterns in the
US.
E. Compare US
consumption patterns with
those of other countries
around the world
E. Evaluate the effects and
predict the future impact of
growing levels of
consumerism
Learning Targets
sprawl.
St. Michael-Albertville Middle School
Assessment
D. Using settlement
patterns I will present
solutions to problems
surrounding urban sprawl.
Resources & Technology
Physical Features PPT.
key geographic terms:
metropolitan area
rural fringe
suburb
urban core
urban fringe
urban sprawl
consumption
developed country
developing country
gross domestic product
(GDP)
per capita
E. I can read and interpret
information using
cartograms.
E. I can explain the
difference between a
developed and developing
country.
E. I can analyze current
consumption patters in the
United States and predict
the future impact of
growing levels of
consumerism.
December 2014
Content
UEQ's
A.What can we learn
about Latin America
Skills
A. Label physical and
political maps of the region
Learning Targets
A. I can use thematic maps
to make inferences on the
people and places of Latin
Assessment
Spatial Inequality - Mexico
City and Minneapolis
Resources & Technology
key geographic terms:
rural decline
spatial inequality
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Content
from thematic maps?
B. Why does spatial
inequality exist in urban
areas?
C. How do indigenous
peoples preserve their
traditional culture while
adapting to modern life?
D. How should resources
of rain forests be used
and preserved?
Grade 8 Social Studies (Master)
Skills
A. Identify characteristics of
the region’s physical and
human geography on a map
A. Develop skills for
layering geographic
information, similar to
geographic information
systems (GIS)
A. Apply the steps in the
geographic inquiry process
(GIP)
B. Identify causes and
consequences of
urbanization.
B. Explain how spatial
inequality affects people
living in Mexico City.
B. Examine standards of
living around the world to
understand that spatial
inequality exists on a global
scale.
Learning Targets
Assessment
America. (80% accuracy on
mapping lab).
B. I can define spatial
inequality and explain its
impact on Mexico City.
St. Michael-Albertville Middle School
Resources & Technology
standard of living
urbanization
adaptation
indigenous peoples
traditional culture
subsistence farming
C. I can identify the
successes and challenges of
indigenous peoples around
the world in maintaining
their traditional cultures
while adapting to the
modern world.
D. I can identify and
explain conflicts over
resources and the use of the
Amazon Rainforest.
D. I will investigate ideas
from around the world
about how to address land
use conflict in the rain
forest and determine which
would be most applicable
to the Amazon region.
C. Create interactive
dramatizations that
demonstrate the ways in
which indigenous peoples in
the highlands of Guatemala
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Content
Grade 8 Social Studies (Master)
Skills
and Chiapas have preserved
their traditional Mayan
culture and have also
adapted to modern life.
Learning Targets
St. Michael-Albertville Middle School
Assessment
Resources & Technology
C. Identify the successes
and challenges of
indigenous peoples around
the world in maintaining
their traditions cultures in
the modern world.
D. Teach the rest of the
class about one of the
groups that has an interest in
the preservation or use of
the resources of the Amazon
rain forest.
D. Analyze and discuss a
series of questions to helped
them understand the
competing viewpoints of
these various groups.
D. Investigate ideas from
around the world about how
to address land use conflict
in the rain forest and
determine which would be
most applicable to the
Amazon region.
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Grade 8 Social Studies (Master)
Messick
East
Content
St. Michael-Albertville Middle School
Skills
Learning Targets
Assessment
Resources & Technology
Skills
D. Teach the rest of the
class about one of the
groups that has an interest in
the preservation or use of
the resources of the Amazon
rain forest.
Learning Targets
A. I can use thematic maps
to make inferences on the
people and places of
Europe (80% accuracy on
mapping lab).
Assessment
Ch. 12 Amazon Rainforest
Conflict Persuasive Essay
Resources & Technology
key geographic terms:
biodiversity
carbon-oxygen cycle
deforestation
sustainable development
tropical rainforest
January 2015
Content
UEQ's
D. How should resources
of rain forests be used
and preserved?
A.What can we learn
about Europe from
thematic maps?
Unit 3 Test
D. Analyze and discuss a
series of questions to helped
them understand the
competing viewpoints of
these various groups.
D. Investigate ideas from
around the world about how
to address land use conflict
in the rain forest and
determine which would be
most applicable to the
Amazon region.
A. Label physical and
political maps of the region
A. Identify characteristics of
the region’s physical and
human geography on a map
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Grade 8 Social Studies (Master)
Messick
East
Content
Skills
St. Michael-Albertville Middle School
Learning Targets
Assessment
Resources & Technology
Skills
B. Analyze a population
cartogram of selected
Europeans countries.
Learning Targets
B. I can explain the
centripetal and centrifugal
force in the EU.
Assessment
Unit 4 Test
B. Experience the forces
that unite and divide
members of the European
Union.
B. I can analyze the
positive and negatives of
global supranational
cooperation.
B. Examine other examples
of international
cooperation.
E. I can identify and
explain what factors
contribute to the success of
failure of new nation-states.
Resources & Technology
key geographic terms:
centrifugal force
centripetal force
common market
supranational cooperation
ethnic group
nation
nationalism
nation-state
state
A. Develop skills for
layering geographic
information, similar to
geographic information
systems (GIS)
A. Apply the steps in the
geographic inquiry process
(GIP)
February 2015
Content
UEQ:
B. What forces work for
and against supranational
cooperation among
nations?
E. What factors contribute
to the success or failure of
new nation-states?
E. Identify some major
factors that affect whether a
nation will succeed or
collapse.
E. Analyze some of the
factors that may determine
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Content
Grade 8 Social Studies (Master)
Skills
the success of the nationstates that have developed
out of the former Soviet
Union.
St. Michael-Albertville Middle School
Learning Targets
Assessment
Resources & Technology
Learning Targets
A. I can use thematic maps
to make inferences on the
people and places of Africa.
(80% accuracy on mapping
lab).
Assessment
Ch. 20 Life of Djibrilla
Narrative Essay
Resources & Technology
A Long Way Gone:
Ishmael Beah
Unit 5 Test
They Poured Fire On Us
From The Sky
E. Examine other regions in
the world where new
nations are forming.
March 2015
Content
UEQ:
A.What can we learn
about Africa from
thematic maps?
B. How do people adapt to
living in the desert region?
C. How can dividing a
diverse country into regions
make it easier to
understand?
D. How might ethnic group
differences affect who
controls resources and
power in a society?
Skills
A. Label physical and
political maps of Africa.
A. Identify characteristics
of the region’s physical and
human geography on a map
A. Develop skills for
layering geographic
information, similar to
geographic information
systems (GIS)
A. Apply the steps in the
geographic inquiry process
(GIP)
B. Describe the physical
characteristics of three
environments of the
Saharan region: the desert,
B. I can describe the
physical characteristics of
Northern Africa.
Africa: 50 Years of
Independence (Junior
Scholastic)
B. I can explain how people
in Northern Africa adapt to
their environment.
A Desert Journey: Djibrilla
Video (United Streaming)
C. I can identify various
ethnic and physical regions
in Nigeria.
C. I can analyze potential
problems of the possible
solutions to the great ethnic
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Content
Grade 8 Social Studies (Master)
Skills
the oases, and the Sahel.
Learning Targets
diversity that exists within
most African countries.
St. Michael-Albertville Middle School
Assessment
Resources & Technology
B. Identify ways in which
people have adapted to life D. I can evaluate South
in these three environments. Africa's progress toward
equality for all South
B. Analyze the impact of
Africans since the end of
desertification on people
apartheid.
living in desert regions
around the world.
D. I can explain how
different ethnic groups in
C. Describe the
South Africa control
characteristics of the
resources and power in
physical environment,
society.
ethnic groups, culture, and
economic activity unique to D. I can explain effects of
each region of Nigeria.
the worldwide HIV/AIDS
epidemic.
C. Analyze photographs of
Nigeria to determine in
which region each was
taken.
C. Analyze potential
problems of the possible
solutions to the great ethnic
diversity that exists within
most African countries.
D. Describe how apartheid
has affected South Africans
of various ethnicities.
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Content
Grade 8 Social Studies (Master)
Skills
D. Analyze the
redistribution of power and
resources in post-apartheid
South Africa.
St. Michael-Albertville Middle School
Learning Targets
Assessment
Resources & Technology
Learning Targets
A. I can use thematic maps
to make inferences on the
people and places of the
Middle East. (80% accuracy
on mapping lab).
Assessment
CA: Unit 5 Test
Resources & Technology
Three Cups of Tea by
David Mortenson
D. Evaluate South Africa's
progress toward equality for
all South Africans since the
end of apartheid.
D. Examine the effects of
the worldwide HIV/AIDS
epidemic.
April 2015
Content
UEQ:
A.What can we learn
about the Middle East
from thematic maps?
B. How might having a
valuable natural resource
affect a region?
C. How have Christianity,
Islam and Judaism
developed and contributed
to conflict in Southwest
Asia?
D. How has conflict in the
Middle East affected life
Skills
A. Label physical and
political maps of Middle
East.
A. Identify characteristics
of the region’s physical and
human geography on a map
A. Develop skills for
layering geographic
information, similar to
geographic information
systems (GIS)
A. Apply the steps in the
geographic inquiry process
(GIP)
B. I can explain how oil
distribution in the Middle
East affects life in the
region and globally.
B. I can explain various
types of alternative energy
resources.
Arab-Israeli Conflict
Essay: Informative Essay
Carpet Bagger Boy
Seal Target Geronimo by
Chuck Pfarrer
Birthplace of Religions
(Judaism, Christianity,
Islam)
History of Arab-Israeli
Conflict
C. I can identify important
characteristics of
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Grade 8 Social Studies (Master)
Messick
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Content
in the region?
Skills
B. Understand how oil is
formed.
B. Understand how oil is
distributed in Southwest
Asia.
B. Investigate the effects of
large oil reserves on
Southwest Asian countries.
Learning Targets
Christianity, Islam and
Judaism.
St. Michael-Albertville Middle School
Assessment
Resources & Technology
D. I can identify the roots of
conflict in the Middle East.
D. I can construct potential
peace plan for the on-going
conflict in the Middle East.
B. Explore alternative
energy resources.
C. Compare and constract
major world religions
founded in the Middle East.
D. Evaluate the current
political climate of Middle
East.
May 2015
Content
UEQ:
A.What can we learn
about East Asia from
thematic maps?
B. What factors give some
countries a comparative
advantage in the global IT
Skills
A. Label physical and
political maps of East Asia.
A. Identify characteristics
of the region’s physical and
human geography on a map.
A. Develop skills for
Learning Targets
Assessment
A. I can use thematic maps
CA: Unit 7 Test
to make inferences on the
people and places of the
Middle East. (80% accuracy
on mapping lab).
Resources & Technology
B. I can identify the factors
that give India a
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Content
revolution?
C. How does a country
meet the challenges
created by a large and
growing population?
D. How does population
density affect the way
people live?
E. What is globalization,
and how does it affect
people and places?
F. How has the
development and spread of
religions in East Asia
affected the political
climate of the region.
Grade 8 Social Studies (Master)
Skills
layering geographic
information, similar to
geographic information
systems (GIS).
A. Apply the steps in the
geographic inquiry process
(GIP).
B. Examine the factors that
give India a comparative
advantage in the global IT
revolution.
B. Investigate the impact of
global IT revolution
(outsourcing) on Bangalore,
India.
B. Discover factors that
cause foreign companies to
invest in the United States
and the effects of such
investment.
C. Examine challenges
created by a large and
growing population.
C. Analyze the steps taken
by China to meet its
Challenges as the world's
most populous country.
Learning Targets
comparative advantage in
the global IT revolution.
St. Michael-Albertville Middle School
Assessment
Resources & Technology
B. I can identify the factors
that give the United States a
comparative advantage in
the global market.
C. I can explain the
challenges China faces as
the world's most populous
country.
C. I analyze steps China has
taken to meet its population
challenges and formulate
solutions to countries with
popluation problems.
D. Explain the impact
population density has on
life in Japan and the world.
E. I can identify the
components and steps of
manufacturing a global
product.
E. I can explain the impact
of globalization on people
and places.
E. I can analyze the global
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Grade 8 Social Studies (Master)
Messick
East
Content
Skills
C. Investigate ways in
which rapidly growing
countries around the world
might address the
challenges created by their
expanding populations.
Learning Targets
efforts needed to design,
manufacture, and distribute
a particular product.
St. Michael-Albertville Middle School
Assessment
Resources & Technology
F. I can compare and
contrast important
contributions of Eastern
religions.
D. Describe how population
density affects various
aspects of life in Japan.
D. Analyze how population
density affects life in their
own community and around
the world.
E. Identify the components
and steps of manufacturing
a global product.
E. Explain the impact of
globalization on people and
places.
E. Analyze the global
efforts needed to design,
manufacture, and distribute
a particular product.
F. Compare and contrast
important contributions of
Eastern religions.
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Grade 8 Social Studies (Master)
Messick
East
Content
Skills
Learning Targets
St. Michael-Albertville Middle School
Assessment
Resources & Technology
June 2015
Content
UEQ:
A. How does a country's
location shape life within
its borders?
B. How do people adapt to
life in an island region?
Skills
A. Examine how absolute
location and relative
location affect place.
Learning Targets
A/B. I can explain how
Australia's location in the
planet affect life on the
continent.
Assessment
CA: Final Exam
Resources & Technology
A. Analyze how location
has played a role in shaping
aspects of life in Australia.
A. Investigate the impact of
location and other factors
on threatened species
worldwide.
B. Explain how the ocean
affects life on the islands in
the Pacific.
B. Create an illustrated map
depicting how physical and
human geography affect
life on three types of
islands: continental islands,
volcanic island and atolls.
B. Evaluate the over
utilization of the ocean
resources and explain what
is being done to protect
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Skills
oceans today.
Learning Targets
St. Michael-Albertville Middle School
Assessment
Resources & Technology
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