Download Arlington Public Schools Social Studies Curriculum 2016 GRADE 8

Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
ACKNOWLEDGEMENTS
The Social Studies Office acknowledges the contributions made to the development of these materials by
all social studies staff and especially the following people:
Kindergarten: Our Community
Mary Cantwell, Anna Maria Lechleitner, Juanita Wade
Grade 1: Our State
Marijoy Cordero, Gina Samara, Jaclyn Scott
Grade 2: Our Country
Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove
Grade 3: Ancient World Cultures
Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel
Grade 4: Virginia Studies
Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla
Grade 5: Ancient World
Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel
Grade 6: U.S. History, Civics and Economics to 1865
Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter
Grade 7: U.S. History, Civics and Economics 1865 to Present
Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby
Grade 8: World Geography
Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart
Grade 9: World History II from 1500 A.D.
Jen Dean, Jeana Norton, Anne Stewart
Grade 10: World History I to 1500 A.D.
Julie Bell, Kathleen Claassen, Caitlin Dodds
Grade 11: U.S. and Virginia History
Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips
Grade 12: U.S. and Virginia Government
Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt
Diana Jordan
Barbara Ann Lavelle
Cathy Bonneville Hix
Social Studies Supervisor
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
COURSE DESCRIPTION: The course of study for grade eight is World Geography. The focus of this course is the study of the world’s peoples,
places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world’s
peoples and their cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial
concepts of geography will be used as a framework for studying interactions between humans and their environments. Using geographic
resources, students will employ inquiry, research, and technology skills to ask and answer geographic questions. Particular emphasis will be
placed on students understanding and applying geographic concepts and skills 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
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
II.
Physical Geography and Geographic Skills
In this unit, students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship
by:
 synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
 using geographic information to determine patterns and trends to understand world regions;
 creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
 evaluating sources for accuracy, credibility, bias, and propaganda;
 using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
 explaining indirect cause-and-effect relationships to understand geospatial connections;
 analyzing multiple connections across time and place; and investigating and researching to develop student-produced products
orally and in writing.
In this unit students will analyze how physical and ecological processes shape Earth’s surface by:
 explaining regional climatic patterns and weather phenomena and their effects on people and places;
 describing how humans influence the environment and are influenced by it; and
 explaining how technology affects one’s ability to modify the environment and adapt to it.
III.
Cultural Geography
In this unit students will apply the concept of a region by:
 explaining how characteristics of regions have led to regional labels;
 describing how regional landscapes reflect the physical environment and cultural characteristics of their inhabitants;
 analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
 explaining how different cultures use maps and place names to reflect their regional perspectives; and
 developing and refining mental maps of world regions.
In this unit students will apply social science skills to analyze past and present trends in human migration and cultural interaction diffusion by:
 determining how they are influenced by social, economic, political, and environmental
factors.; and
 determining how they influence the current human characteristics of places and regions.
In this unit students will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by:
 explaining and evaluating reasons for the creation of different political divisions; and
 describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
IV. Demographics, Economics & Political Geography
In this unit students will apply social science skills to evaluate the significance of natural, human, and capital resources by:
 comparing the distribution of major natural resources throughout world regions;
 showing their influence on patterns of economic activity and land use; and
 evaluating perspectives regarding the use of resources.
In this unit students will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by:
 examining demographic data to determine the relative level of development;
 distinguishing between developed and developing countries; and
 comparing and contrasting the level of economic development to the standard of living and quality of life.
In this unit students will apply social science skills to analyze the patterns of urban development by:
 applying the concepts of site and situation to major cities in each region;
 explaining how the functions of towns and cities have changed over time; and
 describing the unique influence of urban areas and challenges they face.
In this unit students will apply social science skills to analyze the impact of globalization by:
 identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
 describing ways that economic and social interactions change over time; and
 mapping, describing, and evaluating economic unions.
V. United States and Canada
In this unit students will analyze the characteristics of the United States and Canada by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
VI.
Latin America and the Caribbean
In this unit students will analyze the characteristics of the Latin America and the Caribbean region by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
VII.
Europe
In this unit students will analyze the characteristics of the European region by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
VIII.
Russia and Central Asia
In this unit students will analyze the characteristics of the Russian and Central Asian regions by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
IX.
Sub-Saharan Africa
In this unit students will analyze the characteristics of the Sub-Saharan Africa region by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
X.
North Africa and Southwest Asia
In this unit students will analyze the characteristics of the North African and Southwest Asian regions by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
XI.
South and Southeast Asia
In this unit students will analyze the characteristics of the South and Southeast Asian regions by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
XII. East Asia
In this unit students will analyze the characteristics of the East Asian region by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
XIII. Australia and the Pacific Islands
In this unit students will analyze the characteristics of the Australian and Pacific Island regions by:
 identifying and analyzing the location of major geographic regions and major cities on maps and globes;
 describing major physical and environmental features;
 explaining important economic characteristics; and
 recognizing cultural influences and landscapes.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT I: Introduction to Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
ENDURING UNDERSTANDING: The interaction of humans with their environment affects the development of a region.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): What is geography? What are the essential terms needed to study geography?
PREVIEW ACTIVITY: Students are asked to draw a map of the world using only their own mental map of the world. Students are encouraged to
start with what they know and work out from that point. Praise and encouragement are offered for placing items in the correct hemisphere or
region, not necessarily artistic skill.
These maps are stored until the end of the year. At that point, students will repeat the activity to visualize their progress.
Each student should get a blank sheet of paper and a copy of the student directions, which can be found in the Introduction to Geography folder
from this link: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
PACING GUIDE:
UNIT
TIME FRAME
DATES
I.
Introduction to Geography
4-5 days
September
II.
Physical Geography and Geographic Skills
20 days
September
III.
Cultural Geography
10-15 days
October
IV.
Demographics, Economics and Political Geography
25 days
November/December
V.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
VI.
Latin America and the Caribbean
15 days
depending on factors such as available
VII.
Europe
10 days
resources within your school, current events,
VIII.
Russia and Central Asia
4 days
and integration with core subjects.
IX.
Sub-Saharan Africa
15 days
X.
North Africa and Southwest Asia
10 days
XI.
South and Southeast Asia
15 days
XII.
East Asia
15 days
XIII.
Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
GIS
Immigration
Region
Equator
Africa
Maps
Inhabitants
Location
Prime Meridian
Antarctica
Globes
Migrations
Place
Hemisphere
Arctic Ocean
Satellite images
Diagrams
Diversity
Incentives
Primary Sources
Data bases
Field Work
Consequences
Perspective
Movement
Human Environment
Interaction
Human Geography
Physical Geography
Latitude
Longitude
Asia
Atlantic Ocean
Absolute Location
Australia
Relative Location
Europe
Pacific Ocean
Indian Ocean
Southern Ocean
South America
North America
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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 studies.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT II: Physical Geography and Geographic Skills
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
SOL WG.3
The student will apply the concept of a region by
a) explaining how characteristics of regions have to led to regional labels;
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; and
e) developing and refining mental maps of world regions.
ENDURING UNDERSTANDING: Visual representations of geographic information provide an organized way of seeing the many elements in a
place. “Relative to nature humans are not in control; nature still has the upper hand.” –National Geographic Video Nature’s Fury
CONCEPTUAL UNIT QUESTIONS (Essential Questions): “What makes geography the science of place?” “How does the physical environment
affect humans?”
PREVIEW ACTIVITY: Post the quote from Nature’s Fury on the board. Ask students to respond in writing whether they agree or disagree,
providing three examples supporting their stance and one example that challenges their stance. Open the class for a larger discussion by taking a
quick class survey (nature versus humans have more control) and having a couple of students share out from each perspective. Connect student
shares with what they will be studying in this unit on physical geography.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
XIV.
Introduction to Geography
4-5 days
September
XV.
Physical Geography and Geographic Skills
20 days
September
XVI.
Cultural Geography
10-15 days
October
XVII. Demographics, Economics and Political Geography
25 days
November/December
XVIII. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
XIX.
Latin America and the Caribbean
15 days
depending on factors such as available
XX.
Europe
10 days
resources within your school, current events,
XXI.
Russia and Central Asia
4 days
and integration with core subjects.
XXII. Sub-Saharan Africa
15 days
XXIII. North Africa and Southwest Asia
10 days
XXIV. South and Southeast Asia
15 days
XXV. East Asia
15 days
XXVI. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
Temperature
Monsoons
Agricultural terracing
Savanna
Semiarid
Precipitation
Typhoons
Orographic (Rainshadow)
Steppe
Arid
Effect
Seasons
Hurricanes
Deforestation
Taiga
Humid Continental
Latitude
Tornadoes
Desertification
Tundra
Highland
Elevation
Erosion
Acid rain
Subarctic
Tropical wet
Rain forest
Deposition
Reservoirs
Icecap
Tropical wet and dray
Middle latitude forest
Natural hazards
Irrigation
Orographic precipitation
Desert
Climate
Climate change
Pollution
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT III: Cultural Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.3
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants.
c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions, and
d) explaining how different cultural use maps and place names to reflect their regional perspectives.
ENDURING UNDERSTANDING: Shifting economic, political, environmental, and cultural elements contribute to change in beliefs, values and
behaviors.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How have people been forced to change their culture? In a globalized society how
do you retain a traditional culture? How and why do cultures change?
PREVIEW ACTIVITY: Students will respond to scenarios based on their own cultural views. Then, they will be need to look at the same
scenarios through the lens of another culture. See the handout in the Cultural Geography folder for details:
https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
PACING GUIDE:
UNIT
TIME FRAME
DATES
XXVII. Introduction to Geography
4-5 days
September
XXVIII. Physical Geography and Geographic Skills
20 days
September
XXIX. Cultural Geography
10-15 days
October
XXX. Demographics, Economics and Political Geography
25 days
November/December
XXXI. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
XXXII. Latin America and the Caribbean
15 days
depending on factors such as available
XXXIII. Europe
10 days
resources within your school, current events,
XXXIV. Russia and Central Asia
4 days
and integration with core subjects.
XXXV. Sub-Saharan Africa
15 days
XXXVI. North Africa and Southwest Asia
10 days
XXXVII. South and Southeast Asia
15 days
XXXVIII.
East Asia
15 days
XXXIX. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Cultural diffusion
Traditions
International
Ethnic Group
Polytheistic Religion
Globalization
Migrations
Material Culture
Ethnicity
United Nations (UN)
Multinationals
Culture
Monotheistic Religion
Fundamentalism
Acculturation
Cultural landscape
Custom
Cultural Trait
Cultural Diffusion
Nationalism
Peacekeepers
Innovation
Ethnic Group
Autonomy
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Experiences may include but are not limited to the following:
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying
 Use a variety of sources to collect information about a location. Describe how people
the important elements of geographic sources
have adapted to the earth’s features. Tools and sources to consider for data collection
in order to make inferences and
may include the following:
generalizations and draw conclusions.
o GIS (Geographic Information Systems)
o Field work
Knowledge of geography and application of
o Satellite images
geographic skills enable us to understand
o Photographs
relationships between people, their behavior,
o Maps, globes
places, and the environment for problem
o Charts and graphs
solving and historical understanding.
o Databases
o Primary sources
The physical geography of a location had a
o Diagrams
direct impact on the lives of people in world
 Analyze the relationship between physical and human geography.
regions and how they adapted to their
 Analyze geographic information related to the movement of people, products, resources,
environment.
ideas, and language to determine patterns and trends.
 Examine maps of a location before and after a major conflict to discuss how the conflict
Five Themes of Geography
influenced the social, political, and economic landscapes of the region.

Location: Defined according to its position on
 Use maps to explain how the location of resources influences the patterns, trends, and
the earth’s surface; where is it?
migration of the population.




Place: Locations having distinctive features that
give them meaning and character that differ
from other locations; what is it like?
Region: A unit on the earth's surface that has
unifying characteristics; how are places similar
or different?
Movement: The way people, products, and
information move from one place to another;
how do people, goods, and ideas move from
one location to another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to the
physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT III: Cultural Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.3
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants.
c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions, and
d) explaining how different cultural use maps and place names to reflect their regional perspectives.
ENDURING UNDERSTANDING: Shifting economic, political, environmental, and cultural elements contribute to change in beliefs, values and
behaviors.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How have people been forced to change their culture? In a globalized society how
do you retain a traditional culture? How and why do cultures change?
PREVIEW ACTIVITY: Students will respond to scenarios based on their own cultural views. Then, they will be need to look at the same
scenarios through the lens of another culture. See the handout in the Cultural Geography folder for details:
https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
PACING GUIDE:
UNIT
TIME FRAME
DATES
XL.
Introduction to Geography
4-5 days
September
XLI.
Physical Geography and Geographic Skills
20 days
September
XLII.
Cultural Geography
10-15 days
October
XLIII. Demographics, Economics and Political Geography
25 days
November/December
XLIV. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
XLV. Latin America and the Caribbean
15 days
depending on factors such as available
XLVI. Europe
10 days
resources within your school, current events,
XLVII. Russia and Central Asia
4 days
and integration with core subjects.
XLVIII. Sub-Saharan Africa
15 days
XLIX. North Africa and Southwest Asia
10 days
L.
South and Southeast Asia
15 days
LI.
East Asia
15 days
LII.
Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Cultural diffusion
Traditions
International
Ethnic Group
Polytheistic Religion
Globalization
Migrations
Material Culture
Ethnicity
United Nations (UN)
Multinationals
Culture
Monotheistic Religion
Fundamentalism
Acculturation
Cultural landscape
Custom
Cultural Trait
Cultural Diffusion
Nationalism
Peacekeepers
Innovation
Ethnic Group
Autonomy
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Experiences may include but are not limited to the following:
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying
 Use a variety of sources to collect information about a location. Describe how people
the important elements of geographic sources
have adapted to the earth’s features. Tools and sources to consider for data collection
in order to make inferences and
may include the following:
generalizations and draw conclusions.
o GIS (Geographic Information Systems)
o Field work
Knowledge of geography and application of
o Satellite images
geographic skills enable us to understand
o Photographs
relationships between people, their behavior,
o Maps, globes
places, and the environment for problem
o Charts and graphs
solving and historical understanding.
o Databases
o Primary sources
The physical geography of a location had a
o Diagrams
direct impact on the lives of people in world
 Analyze the relationship between physical and human geography.
regions and how they adapted to their
 Analyze geographic information related to the movement of people, products, resources,
environment.
ideas, and language to determine patterns and trends.
 Examine maps of a location before and after a major conflict to discuss how the conflict
Five Themes of Geography
influenced the social, political, and economic landscapes of the region.

Location: Defined according to its position on
 Use maps to explain how the location of resources influences the patterns, trends, and
the earth’s surface; where is it?
migration of the population.




Place: Locations having distinctive features that
give them meaning and character that differ
from other locations; what is it like?
Region: A unit on the earth's surface that has
unifying characteristics; how are places similar
or different?
Movement: The way people, products, and
information move from one place to another;
how do people, goods, and ideas move from
one location to another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to the
physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT IV: Demographics, Economics, and Political Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
ENDURING UNDERSTANDING: How people manage the consumption, production, and distribution of goods and services will influence their
lifestyle.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
CONCEPTUAL UNIT QUESTIONS (Essential Questions): What economic, demographic, and political indicators describes a culture’s quality of
life? How do conflicts impact development?
PREVIEW ACTIVITY: Use the slideshow found in the link to gain interest in reading demographic data. There is a placeholder slide for the video,
Misleading Graphs. The video has to be downloaded from your Google account and linked to work properly. The show starts with a list of jobs the
teacher has held. This helps remind students that they won’t be starting at the top of the business. This also provides the opportunity to remind
students that anyone who is working to feed themselves and their family deserves respect regardless of occupation. The opening slides would
have to change per teacher experience.
The slides and video help students analyze economic and demographic information as a preview to the unit.
https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
LIII.
Introduction to Geography
4-5 days
September
LIV.
Physical Geography and Geographic Skills
20 days
September
LV.
Cultural Geography
10-15 days
October
LVI.
Demographics, Economics and Political Geography
25 days
November/December
LVII.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
LVIII. Latin America and the Caribbean
15 days
depending on factors such as available
LIX.
Europe
10 days
resources within your school, current events,
LX.
Russia and Central Asia
4 days
and integration with core subjects.
LXI.
Sub-Saharan Africa
15 days
LXII.
North Africa and Southwest Asia
10 days
LXIII. South and Southeast Asia
15 days
LXIV. East Asia
15 days
LXV. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVD
World in the Balance: The Population Paradox – This two part DVD examine worldwide population trends. In the first segment, The People
Paradox, NOVA profiles the population challenges of India, Kenya, and Japan. In China Revs Up, they explore the environmental implications of
countries undergoing industrialization.
WEBSITES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Natural resources
Primary Economic Activities
Globalization
Urbanization
GDP per capita
Developed
economies
Developing
economies
Standard of living
Human resources
Secondary Economic
Activities
Tertiary Economic Activities
Economic Development
Urban-rural ratio
Quality of life
Religious persecution
Nonrenewable
Infrastructure
Investment
Quaternary Economic
Activities
Interdependence
Imperialism
Colonialism
Population growth rate
Literacy rate
Life expectancy rate
Birth rate
Death rate
Migration
Deforestation
Commercial Agriculture
Infant mortality rate
Entrepreneurial abilities
Subsistence Farming
Urban/rural distribution
Male/Female
distribution
Industrialization
Political persecution
Natural hazards
Environmental
degradation
Arable land
Capital resources
Renewable
Government policy
Overpopulation
Refugees
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT V: United States and Canada
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.5
The student will analyze the characteristics of the regions of the United States and Canada by
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
a)
b)
c)
d)
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.16
The student will apply social science skills to 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; and
c) describing the unique influence of urban areas and challenges they face.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): Which has greater impact on America’s development, physical or cultural
characteristics?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
PREVIEW ACTIVITY: Draw a Venn Diagram on the board. In the overlapping space, have students share words that suggest ways in which
Canada and the United States are alike. In the other sections have students list the differences between the two. Encourage students to consider
physical and cultural features, including governments, language, and religion. This activity may also be completed in students’ interactive
notebooks.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
LXVI. Introduction to Geography
4-5 days
September
LXVII. Physical Geography and Geographic Skills
20 days
September
LXVIII. Cultural Geography
10-15 days
October
LXIX. Demographics, Economics and Political Geography
25 days
November/December
LXX. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
LXXI. Latin America and the Caribbean
15 days
depending on factors such as available
LXXII. Europe
10 days
resources within your school, current events,
LXXIII. Russia and Central Asia
4 days
and integration with core subjects.
LXXIV. Sub-Saharan Africa
15 days
LXXV. North Africa and Southwest Asia
10 days
LXXVI. South and Southeast Asia
15 days
LXXVII. East Asia
15 days
LXXVIII.
Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVD
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
Provinces
Global Marketplace
Sun Belt
Territories
Land forms
Diversified Economies
Forestry
Rust Belt
Wheat Belt
NAFTA
Infrastructure
Petroleum
NATO
Harbor site
Fall line site
Multinational
corporations
Literacy Rate
Standard of Living
Multicultural Societies
Confluence site
Urban
Rural
Suburban
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.5a
The student will analyze the characteristics of the regions of the United States and Canada by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
The United States and Canada
are located on the North
American continent.
Canada is located north of the
United
States of America.
North America includes a variety
of geographic regions.
Essential Knowledge
Major regions of the United States
 Northeastern United States
 Midwest
 South
 West
Major regions of Canada
 Atlantic Provinces
 Core Provinces
 Prairie Provinces
 Pacific Provinces and territories
Major cities of the United States
 Washington, D.C.
 Chicago
 New York City
 Los Angeles
 Houston
Major cities of Canada
 Toronto
 Montreal
 Ottawa
 Québec City
 Vancouver
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.5b
The student will analyze the characteristics of the regions of the United States and Canada by
b) describing major physical and environmental features;
Essential Understandings
The United States and Canada
contain
many of the major physical
features in North America.
The physical features of North
America
have influenced the development
of the
United States and Canada.
Essential Knowledge
Major physical and environmental features
 Rivers
o St. Lawrence
o Mackenzie
o Mississippi
o Colorado
o Rio Grande
 Other water features
o Gulf of Mexico
o Great Lakes
o Arctic Ocean
o Pacific Ocean
o Atlantic Ocean
o Hudson Bay
o Niagara Falls
 Land forms
o Appalachian Mountains
o Pacific Coastal Ranges
o Rocky Mountains
o Canadian Shield
o Great Plains
o Interior Lowlands
o Atlantic Coastal Plain
 Continental Divide
o Varied climatic regions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.5c
The student will analyze the characteristics of the regions of the United States and Canada by
c) explaining important economic characteristics;
Essential Understandings
The United States and Canada
have a wide variety of natural
resources.
The abundance of natural
resources helped the United
States and Canada develop
diversified economies.
Essential Knowledge
Economic characteristics
 Major exporters of technology, information systems, and foodstuff
 Highly developed infrastructures
 Highly diversified economies
 Rich supply of mineral, energy, and forest resources
 North American Free Trade Agreement (NAFTA)
 Multinational corporations
 A key center of world financial markets (New York Stock Exchange)
 Economic growth
 Disparity of income distribution
 Export of culture via the global marketplace (e.g., McDonald’s, Coca-Cola, entertainment, fashion)
 High literacy rate
 High standard of living
Major natural resources
 Forestry
 Petroleum
 Minerals
 Fertile soil
 Water
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.5d
The student will analyze the characteristics of the regions of the United States and Canada by
d) recognizing cultural influences and landscapes.
Essential Understandings
Europeans exerted the major
cultural influences on the United
States and Canada.
Canada was initially settled
primarily by the French and
British.
Western Europeans (from Britain,
France, Spain, and Germany)
settled in the United States.
Every country has cultural
landscapes that help define the
national identity.
Essential Knowledge
Cultural influences
 Colonized by the Europeans
 Multicultural societies
 Increasingly diverse populations through immigration
 Canada’s struggle to maintain a national identity
 World’s longest unfortified border divides the United States and Canada
 Democratic forms of government
 Arts that reflect the cultural heritage of multicultural societies
 North Atlantic Treaty Organization (NATO)
Cultural landscape
 Parliament Hill
 CN Tower
 U.S. Capitol
 Golden Gate Bridge
 Washington Monument
 Rural, suburban, and urban landscapes
 Diverse ethnic settlements (urban neighborhoods)
 Bilingual signs
 Influence of the automobile (e.g., gas stations, motels, interstate highways, drive-up services)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region;
Essential Understandings
Site and situation are important
geographic concepts when
studying the growth of cities.
Patterns of urban development
occur according to site and
situation.
Essential Knowledge
Terms to know
 site: The actual location of a city
 situation: Relative location (i.e., the location of a city with respect to other geographic features, regions,
resources, and transport routes)
Examples of site (local characteristics)
 Harbor sites: New York City; Istanbul, Turkey
 Island sites: Hong Kong; Singapore
 Fall line site: Richmond, Virginia
 Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
 Hilltop sites: Rome; Athens
 Oasis site: Damascus, Syria
 Sites where rivers narrow: London; Québec City
Examples of situation (regional/global connections)
 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
 Cape Town, South Africa; Hawaii, United States: Supply station for ships
 Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to 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 Knowledge
Functions of towns and cities
 Security, defense
 Religious centers
 Trade centers (local and long distance)
 Government administration
 Manufacturing centers
 Service centers
 Education centers
Examples of cities whose functions have changed over time
 Rio de Janeiro: Move of Brazil’s capital 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 the Great Lakes
via the Erie Canal, worldwide trade and finances
 Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by
c) describing the unique influence of urban areas and 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 Knowledge
Influences of urban areas on their regions and countries
 Nation-building (monuments, symbols)
 Transportation/communication hubs
 Magnets for migration
 Seedbeds 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.
 Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a
problem (e.g., for 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 connected more to regions outside the country than to regions
within the country.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT VI: Latin America and the Caribbean
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
SOL WG.6
The student will analyze the characteristics of the Latin American and Caribbean regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): How did the collision of three cultures contribute to Latin American society today?
PREVIEW ACTIVITY: Examine the mural below. What do you see that you think reflects Latin American culture? Share your thoughts to create a
brainstorm of class ideas. Post this list (with a copy of the mural) in the classroom for the unit. Refer back to it periodically, and revisit it at the end
of the unit. Can students add anything? Do they want to make changes to their original ideas?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Source: http://www.geograph.ie/photo/1767536
This mural is actually located in Belfast, Northern Ireland. It was commissioned by Northern Ireland’s Latin America Association to celebrate Latin
American culture.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
LXXIX. Introduction to Geography
4-5 days
September
LXXX. Physical Geography and Geographic Skills
20 days
September
LXXXI. Cultural Geography
10-15 days
October
LXXXII. Demographics, Economics and Political Geography
25 days
November/December
LXXXIII.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
LXXXIV.
Latin America and the Caribbean
15 days
depending on factors such as available
LXXXV. Europe
10 days
resources within your school, current events,
LXXXVI.
Russia and Central Asia
4 days
and integration with core subjects.
LXXXVII. Sub-Saharan Africa
15 days
LXXXVIII. North Africa and Southwest Asia
10 days
LXXXIX.
South and Southeast Asia
15 days
XC.
East Asia
15 days
XCI.
Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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.
The Tequila Worm by Viola Canales. The story of a young girl in a Mexican barrio and her family.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
I Lived On Butterfly Hill by Marjorie Agosin. The story of a girl who has to leave Chile during the military coup. She stays in Maine for several
years, then returns to Chile.
Caminar by Skila Brown. Novel in verse about joining a guerrilla band to flee soldiers in 1981 Guatemala.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVD
Harvest of Empire – This documentary is about the political and social roots behind migration from Latin America to the United States. A
teacher’s guide with an annotated synopsis of the documentary and lessons plans are available on Blackboard: Social Studies Organization,
under Documents tab.
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
Isthmus
Altiplano
Pampas
Cash crops
Food Crops
Gauchos
Squatter settlements
maquiladora
Land redistribution
Subsistence farming
Plantation Agriculture
Slash-and-burn Agriculture
Llanos
Archipelagoes
Vertical Zonation
Deforestation
Pollution
Income disparity
Mestizos
Favela
Mulatos
Orographic (Rainshadow) Effect
Organization of American States (OAS)
Itaipu Dam
NAFTA
Indigenous
Megacities
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
identifying the important elements of
geographic sources in order to make
inferences and generalizations and draw
conclusions.
Knowledge of geography and application of
geographic skills enable us to understand
relationships between people, their
behavior, places, and the environment for
problem solving and historical
understanding.
The physical geography of a location had a
direct impact on the lives of people in world
regions and how they adapted to their
environment.
Five Themes of Geography

Location: Defined according to its
position on the earth’s surface; where is
it?

Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?

Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?

Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
 Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
 Use a variety of sources to collect information about a location. Describe how people have
adapted to the earth’s features. Tools and sources to consider for data collection may include the
following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Charts and graphs
o Databases
o Primary sources
o Diagrams
 Analyze the relationship between physical and human geography.
 Analyze geographic information related to the movement of people, products, resources, ideas,
and language to determine patterns and trends.
 Examine maps of a location before and after a major conflict to discuss how the conflict
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
of the population.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.6a
The student will analyze the characteristics of the Latin American and Caribbean regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
Mexico, the Caribbean region,
and Central America are located
on the North American continent
but are culturally tied to South
America.
Essential Knowledge
Major regions and countries
 North America
o Mexico
o Central America
– Guatemala
– Honduras
– Nicaragua
– Costa Rica
– Panama
o Caribbean
– Cuba
– Haiti
– Dominican Republic
– Jamaica
 South America
o Venezuela
o Colombia
o Brazil
o Peru
o Argentina
o Chile
Major cities
 Caracas
 Sao Paulo
 Rio de Janeiro
 Mexico City
 Lima
 Santiago
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.6b
The student will analyze the characteristics of the Latin American and Caribbean regions by
b) describing major physical and environmental features;
Essential Understandings
The physical features of Latin
America and the Caribbean have
influenced their settlement and
development.
Essential Knowledge
Major physical and environmental features
 Major mountain ranges: Andes, Sierra Madres
 Isthmus of Panama
 Rain forests
 Altiplano
 Coastal desert: Atacama
 Reversed seasons south of the equator
 Amazon River Basin
 Orinoco and Paraguay/Paraná rivers
 Grasslands: Pampas, llanos
 Tropical climates predominate
 Volcanoes and earthquakes
 Archipelagoes
 Vertical zonation (tierra caliente, tierra templada, tierra fría)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.6c
The student will analyze the characteristics of the Latin American and Caribbean regions by
c) explaining important economic characteristics;
Essential Understandings
The Latin American and
Caribbean regions have a wide
variety of natural resources.
The abundance of natural
resources
helped the Latin American and
Caribbean countries develop
diversified economies.
Essential Knowledge
Economic characteristics
 Diverse economies
 Subsistence farming
 Plantation agriculture
 Slash-and-burn agriculture
 Cash crops and food crops
 Cattle ranches, gauchos
 Deforestation, especially in rain forests
 Heavy smog, pollution: Mexico City
 Disparity of income distribution
 Panama Canal
 North American Free Trade Agreement (NAFTA): Mexico, Canada, United States
Major natural resources
 Forestry
 Minerals
 Fertile soil
 Water
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.6d
The student will analyze the characteristics of the Latin American and Caribbean regions by
d) recognizing cultural influences and landscapes.
Essential Understandings
The major cultural influences on
the Latin American and
Caribbean regions were from
indigenous (native) peoples’
influences.
Europeans exerted major cultural
influences on the Latin American
and Caribbean regions.
Mexico and most of Central and
South America were initially
settled primarily by the Spanish.
There was some settlement by
Britain and France. Brazil was
primarily settled by Portugal.
Africans who were brought to the
area had a strong cultural impact
on the regions.
Every country has cultural
landscapes that help define its
national identity.
Essential Knowledge
Cultural influences
 Indigenous civilizations
 African traditions
 Influence of European colonization
 Predominance of Roman Catholic religion
 Rigid social structure
 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
 Spanish, Portuguese languages
Cultural landscape
 Pyramids
 Cathedrals
 Machu Picchu
 Tikal
 Christ the Redeemer statue
 Itaipu Dam
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
UNIT VII: Europe
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.7
The student will analyze the characteristics of the European region by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.16
The student will apply social science skills to 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; and
c) describing the unique influence of urban areas and challenges they face.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): How has economic interdependence encouraged trust and/or led to disunity among
countries?
PREVIEW ACTIVITY: Students will make observations about the physical and cultural landscapes of various images from a Europe photo gallery.
These photos, along with questions the teacher poses, cause students to consider what type of landscapes they consider European and make
inferences about the location, people, and place in the images. Directions and the Europe photo gallery can be found in the Europe folder from
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
this link.
https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
XCII. Introduction to Geography
4-5 days
September
XCIII. Physical Geography and Geographic Skills
20 days
September
XCIV. Cultural Geography
10-15 days
October
XCV. Demographics, Economics and Political Geography
25 days
November/December
XCVI. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
XCVII. Latin America and the Caribbean
15 days
depending on factors such as available
XCVIII. Europe
10 days
resources within your school, current events,
XCIX. Russia and Central Asia
4 days
and integration with core subjects.
C.
Sub-Saharan Africa
15 days
CI.
North Africa and Southwest Asia
10 days
CII.
South and Southeast Asia
15 days
CIII.
East Asia
15 days
CIV.
Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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 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.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVD
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful
for all units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was
taken. Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Peninsulas
NATO
Chunnel
Nationalism
Prime Minister
Fjord
Hilltop site
European Union (EU)
Constitutional Monarchy
Alliance
North Atlantic Drift
Land bridge
Trade Interdependence
Dike, polder
Annex
Polders
Chernozem
Strait
Euro
Holocaust
Imperialism
Industrial Revolution
Arable
Autonomy
navigable
Infrastructure
Neutral
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.7a
The student will analyze the characteristics of the European region by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
Europe, considered the thirdsmallest continent, is the western
peninsula of Eurasia and is
located in the Northern
Hemisphere.
Essential Knowledge
Major regions and countries
 Northern Europe
o Ireland, United Kingdom, Norway, Sweden, Denmark, Baltic states
 Low Countries
o Belgium, Netherlands, Luxembourg
 Central Europe
o France, Germany, Switzerland, Austria
 Mediterranean Europe
o Portugal, Spain, Italy, Greece, Balkan states
 Eastern Europe
o Poland, Hungary, Czech Republic, Romania, Ukraine
Major cities
 London
 Paris
 Berlin
 Rome
 Athens
 Kiev
 Vienna
 Budapest
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.7b
The student will analyze the characteristics of the European region by
b) describing major physical and environmental features;
Essential Understandings
Europe is composed of many
peninsulas, islands, large plains,
and mountains.
Essential Knowledge
Major physical and environmental features
 Part of large landmass called Eurasia
 Peninsulas: Iberian, Italian, Scandinavian, Balkan
 Islands: Great Britain, Ireland, Sicily, Iceland
 Mountains: Alps, Pyrenees
 North European Plain
 Fjords
 Water features
o Rivers: Danube, Rhine, Seine
o Seas: Mediterranean, Baltic, Black, North
o Oceans: Atlantic, Arctic
o Strait of Gibraltar
 Varied climatic regions: middle to high latitudes
 Effects of the North Atlantic Drift and prevailing westerlies on Europe’s climates
 Reclaimed land: Polders in the Netherlands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.7c
The student will analyze the characteristics of the European region by
c) explaining important economic characteristics;
Essential Understandings
Europe’s abundance of natural
resources has helped to develop
and shape lifestyles and the
economy.
Essential Knowledge
Economic characteristics
 Mountain regions: Tourism, recreation, mineral resources
 Areas threatened by air and water pollution because of industry
o Rivers and canals serving as major transportation links
o Oil reserves in the North Sea
 Well-educated work force: Industrial and technological societies
 Advanced farming techniques, high crop yields, fertile soils, black earth (chernozem)
 Well-developed infrastructure (e.g., the Chunnel)
 Differences in Western and Eastern European industrial development due to differing economic
systems in prior years
 Replacement of communism with capitalism in Eastern Europe
 European Union; trade interdependence
 Large role of government in some economies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.7d
The student will analyze the characteristics of the European region by
d) recognizing cultural influences and landscapes.
Essential Understandings
Europe’s cultural landscape has
been and is currently being
changed by its settlers and by
global, religious, and ethnic
conflicts. As a result, diversity has
increased.
Essential Knowledge
Cultural influences
 Birthplace of western culture: Greece and Rome
 Spread of European culture to many other parts of the world (through exploration, colonization,
imperialism)
 Birthplace of the Industrial Revolution
 Highly urbanized
 Many ethnic groups with different languages, religions, and customs
 Sporadic conflict among groups (wars, revolutions)
 One of the world’s most densely populated areas
 North Atlantic Treaty Organization (NATO)
Cultural landscape
 Westminster Abbey, Big Ben, Tower of London
 Notre Dame, Arc de Triomphe, Louvre, Eiffel Tower
 Colosseum, Leaning Tower of Pisa, St. Peter’s Basilica
 Parthenon
 Windmills
 Neuschwanstein Castle
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region;
Essential Understandings
Site and situation are important
geographic concepts when
studying the growth of cities.
Patterns of urban development
occur according to site and
situation.
Essential Knowledge
Terms to know
 site: The actual location of a city
 situation: Relative location (i.e., the location of a city with respect to other geographic features, regions,
resources, and transport routes)
Examples of site (local characteristics)
 Harbor sites: New York City; Istanbul, Turkey
 Island sites: Hong Kong; Singapore
 Fall line site: Richmond, Virginia
 Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
 Hilltop sites: Rome; Athens
 Oasis site: Damascus, Syria
 Sites where rivers narrow: London; Québec City
Examples of situation (regional/global connections)
 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
 Cape Town, South Africa; Hawaii, United States: Supply station for ships
 Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to 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 Knowledge
Functions of towns and cities
 Security, defense
 Religious centers
 Trade centers (local and long distance)
 Government administration
 Manufacturing centers
 Service centers
 Education centers
Examples of cities whose functions have changed over time
 Rio de Janeiro: Move of Brazil’s capital 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 the Great Lakes
via the Erie Canal, worldwide trade and finances
 Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by
c) describing the unique influence of urban areas and 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 Knowledge
Influences of urban areas on their regions and countries
 Nation-building (monuments, symbols)
 Transportation/communication hubs
 Magnets for migration
 Seedbeds 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.
 Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a
problem (e.g., for 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 connected more to regions outside the country than to regions
within the country.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT VIII: Russia and Central Asia
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.8
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The student will analyze the characteristics of the Russian and Central Asian regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.16
The student will apply social science skills to 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; and
c) describing the unique influence of urban areas and challenges they face.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): How has past and present political unrest affected the former Soviet Republics?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
PREVIEW ACTIVITY: In this preview the teacher projects two political maps: one of the Soviet Union, 1991 and the former Soviet Union, 1992.
The teacher then asks a series of spiral questions that help students read the maps for meaning. The map and instructions can be found in the
folder titled, Unit VIII: Russia and Central Asia.
https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
CV.
Introduction to Geography
4-5 days
September
CVI.
Physical Geography and Geographic Skills
20 days
September
CVII. Cultural Geography
10-15 days
October
CVIII. Demographics, Economics and Political Geography
25 days
November/December
CIX.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
CX.
Latin America and the Caribbean
15 days
depending on factors such as available
CXI.
Europe
10 days
resources within your school, current events,
CXII. Russia and Central Asia
4 days
and integration with core subjects.
CXIII. Sub-Saharan Africa
15 days
CXIV. North Africa and Southwest Asia
10 days
CXV. South and Southeast Asia
15 days
CXVI. East Asia
15 days
CXVII. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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.
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.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVD
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
Tundra
Taiga
Steppe
Icons
Matryoshka dolls
Mosques
Eurasia
Siberia
Bolshevik Revolution
Heavy Industry
Kremlin
Lake Baykal
Peter the Great
Privatization
Red Square
Chernozem
Fertile Triangle
Permafrost
Tsar/Czar
Communism
Command economy
Minarets
Tran-Siberian Railroad
Chernobyl (pollution)
Aral Sea
Confluence site
Ural Mountains
Catherine the Great
Contaminate
Coup
Ethnic Minority
Free Market Economy
Glasnost
Light Industry
Meltdown
Capitalism
Nationalism
Nuclear Power
Perestroika
Soviet
Toxic
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.8a
The student will analyze the characteristics of the Russian and Central Asian regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
Asia is the largest continent,
covering one-third of Earth’s land
area.
Russia and Central Asia occupy
flat plains that stretch across the
western and central areas, while
the southern and eastern areas
are mountainous.
Essential Knowledge
Major countries
 Russia
 Kazakhstan
 Uzbekistan
 Turkmenistan
Major cities
 Moscow
 St. Petersburg
 Novosibirsk
 Vladivostok
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.8b
The student will analyze the characteristics of the Russian and Central Asian regions by
b) describing major physical and environmental features;
Essential Understandings
Asia makes up the eastern
portion of Eurasia.
Varied physical and
environmental features greatly
influence the abundance and use
of Asia’s natural resources.
Essential Knowledge
Major physical and environmental features
 Vast land area: Spans two continents (Europe and Asia)
 Vast areas of tundra, taiga, and steppe
 Varied climatic regions
 Permafrost found in high latitudes
 Black earth belt (rich chernozem soil)
 Mountains (e.g., Ural Mountains, which divide Europe from Asia, Caucasus)
 Siberia (“the sleeping land”), located east of the Urals
 Water features
o Volga River
o Ob River
o Amur River
o Lake Baikal
o Caspian Sea
o Aral Sea
o Pacific Ocean
o Arctic Ocean
 Some rivers flow northward to the Arctic Ocean
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.8c
The student will analyze the characteristics of the Russian and Central Asian regions by
c) explaining important economic characteristics;
Essential Understandings
Essential Knowledge
Within the past 100 years, Russia
and Central Asia have
experienced long periods of
economic and political change.
Economic characteristics
 Transition from command economy to a limited market economy
 Farming and industry concentrated in the Fertile Triangle region, rich chernozem soils (wheat farming)
 Infrastructure: Trans-Siberian Railway, systems of rivers, canals, and railroads
 Energy resources: Hydroelectric power, oil, natural gas
 Exporters of oil, natural gas, and mineral resources
 Russian natural resources not fully developed due to climate, limited transportation links, and vastness
of the country
 Foreign competition for investment in the region (oil pipelines)
 Widespread pollution due to growth in industry
 Shrinking of the Aral Sea, declining cotton production in Central Asia
 Political and economic difficulties after the breakup of the Soviet Union
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.8d
The student will analyze the characteristics of the Russian and Central Asian regions by
d) recognizing cultural influences and landscapes.
Essential Understandings
A massive area, extremes in
climate, and historic events have
created a diverse cultural
landscape that combines the
customs and traditions of various
ethnic groups.
Essential Knowledge
Cultural influences
 Diverse ethnic groups, customs, and traditions (many people of Turkic and Mongol heritage)
Cultural heritage
 Ballet
 Fabergé eggs
 Music
 Icons
 Matryoshka dolls
Cultural landscape
 Russian Orthodox churches (e.g., St. Basil’s Cathedral, Moscow)
 Red Square
 The Kremlin
 Mosques, minarets
 Siberian villages
 Soviet-style apartment blocks
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region;
Essential Understandings
Site and situation are important
geographic concepts when
studying the growth of cities.
Patterns of urban development
occur according to site and
situation.
Essential Knowledge
Terms to know
 site: The actual location of a city
 situation: Relative location (i.e., the location of a city with respect to other geographic features, regions,
resources, and transport routes)
Examples of site (local characteristics)
 Harbor sites: New York City; Istanbul, Turkey
 Island sites: Hong Kong; Singapore
 Fall line site: Richmond, Virginia
 Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
 Hilltop sites: Rome; Athens
 Oasis site: Damascus, Syria
 Sites where rivers narrow: London; Québec City
Examples of situation (regional/global connections)
 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
 Cape Town, South Africa; Hawaii, United States: Supply station for ships
 Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to 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 Knowledge
Functions of towns and cities
 Security, defense
 Religious centers
 Trade centers (local and long distance)
 Government administration
 Manufacturing centers
 Service centers
 Education centers
Examples of cities whose functions have changed over time
 Rio de Janeiro: Move of Brazil’s capital 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 the Great Lakes
via the Erie Canal, worldwide trade and finances
 Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by
c) describing the unique influence of urban areas and 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 Knowledge
Influences of urban areas on their regions and countries
 Nation-building (monuments, symbols)
 Transportation/communication hubs
 Magnets for migration
 Seedbeds 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.
 Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a
problem (e.g., for 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 connected more to regions outside the country than to regions
within the country.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT IX: Sub-Saharan Africa
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.9
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The student will analyze the characteristics of the Sub-Saharan African region by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): How does Africa’s physical and human geography impact Africa today?
PREVIEW ACTIVITY: Students will take a true or false “quiz” on Sub-Saharan Africa. This “quiz” serves an anticipation guide of the content
covered in the unit. Students will take notes at they review the answers. See the quiz and answer sheet for details:
https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
CXVIII. Introduction to Geography
TIME FRAME
4-5 days
DATES
September
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
CXIX. Physical Geography and Geographic Skills
20 days
September
CXX. Cultural Geography
10-15 days
October
CXXI. Demographics, Economics and Political Geography
25 days
November/December
CXXII. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
CXXIII. Latin America and the Caribbean
15 days
depending on factors such as available
CXXIV. Europe
10 days
resources within your school, current events,
CXXV. Russia and Central Asia
4 days
and integration with core subjects.
CXXVI. Sub-Saharan Africa
15 days
CXXVII. North Africa and Southwest Asia
10 days
CXXVIII.
South and Southeast Asia
15 days
CXXIX. East Asia
15 days
CXXX. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
Things Fall Apart by Chinua Achebe. The simple story of a man living in a Nigerian village during European occupation.
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 Long Walk to Water by Linda Sue Park Details the conflict in Sudan between tribes, the refugee conflict, and the lengths women must go to to
fetch fresh water on a daily basis. Highlights the story of a native son who travels from his country only to return to build wells to help his people.
Accessible for all reading levels.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVDS
Danger of a Single Story - In this Ted Talk, Chimamanda Ngozi Adichie describes her experience growing up in Nigeria. She discusses
stereotypes and cautions the audience about using one person to represent a region. It can be accessed using the following link:
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
God Grew Tired of Us - DVD - This is the story of the Lost Boys (from Sudan). It shows their migration, life as refugees, and struggles with
acculturating to life in the United States.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The Good Lie - DVD - Sudanese refugees make their way to Kansas City and experience the ups and downs of life here in America while
searching for family back in Sudan and Kenya.
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Invictus - DVD - Nelson Mandela and the South African Rugby. Tells the story of how Mandela managed to bring unity to South Africa after
apartheid by rallying behind the South African team as they struggle to win the World Cup.
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Plateau
Cash crops
African Union (AU)
Food Crops
Nomadic herding
Escarpments
Food crops
Islam
Raw Materials
Slash-and-burn
agriculture
Cataracts
Infrastructure
Nomadic
Sahel
Genocide
Landlocked
Desertification
Subsistence agriculture
Sanction
Per capita income
Refugees
Griots
Plantation agriculture
Pastoralism
Rift Valley
Deforestation
Escarpments
Despot
Dictator
Apartheid
World Bank
Colonization
Mosques
Minarets
Cash Crops
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.9a
The student will analyze the characteristics of the Sub-Saharan African region by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
Africa is the second-largest
continent and is situated over
both sides of the equator, which
provides for the variation in its
vegetation, climate, and
population structures.
Sub-Saharan Africa’s economic
and political development has
been influenced by colonialism,
local African cultures, and
changes in the gold-trading
empires.
Essential Knowledge
Major regions and countries
 West Africa: Senegal, Mali, Niger, Nigeria, Côte d’Ivoire
 Horn of Africa: Ethiopia, Somalia, Kenya
 Central Africa: Tanzania, Rwanda, Democratic Republic of Congo, Gabon
 Southern Africa: Botswana, South Africa, Mozambique, Madagascar, Namibia
Major cities
 Lagos
 Dakar
 Johannesburg
 Nairobi
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.9b
The student will analyze the characteristics of the Sub-Saharan African region by
b) describing major physical and environmental features;
Essential Understandings
Although the continent of Africa is
covered by an enormous plateau,
the Sub-Saharan African region
contains very distinctive
landforms, water features, and
landlocked countries.
Essential Knowledge
Major physical and environmental features
 Continent composed of a huge plateau, escarpments
 River transportation impeded by waterfalls, rapids, and cataracts
 Location of equator through middle of region; similar climatic patterns north and south of the equator
 Smooth coastline; few harbors
 Large number of landlocked countries
 Limited fertility of rain-forest soils
 Limited water resources
 Kalahari, Namib, and Sahara Deserts
 Sahel
 Desertification
 Bodies of water
o Nile River
o Zambezi River
o Niger River
o Congo River
o Atlantic Ocean
o Indian Ocean
o Red Sea
o Lake Victoria
 Nature preserves and national parks
 Great Rift valley
o Mt. Kilimanjaro
o Victoria Falls
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.9c
The student will analyze the characteristics of the Sub-Saharan African region by
c) explaining important economic characteristics;
Essential Understandings
The limited economic
development of the Sub-Saharan
economy can be traced to many
historical factors. Colonial
governments, for example,
structured many national
economies to become mineral or
commodity exporters.
These economies are dependent
on imports for equipment, capital
goods, consumer goods, and
technology.
Essential Knowledge
Economic characteristics
 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
 Substantial mineral wealth (diamonds, gold, and other metals)
 Major exporters of raw materials
 Wide range of per capita incomes
 Productivity that lags behind population growth
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.9d
The student will analyze the characteristics of the Sub-Saharan African region by
d) recognizing cultural influences and landscapes.
Essential Understandings
A variety of cultural traditions
exist as a result of the diversity of
ethnicities and populations
throughout the region. This range
of ethnicity can be found both
from state to state and within
states.
Essential Knowledge
Cultural characteristics
 Uneven population distribution
 Many ethnic groups, languages, and customs
 Large numbers of refugees as a result of political, ethnic, and environmental crises
 Knowledge of history through oral tradition (i.e., through griots)
Cultural heritage
 Masks
 Sculpture
 Dance
 Music, drumming
 Colorful traditional dress
 Jewelry
 Griots
Cultural influences
 European influences from colonization and decolonization have greatly influenced the region.
Cultural landscape
 Markets
 Churches
 Mosques, minarets
 Villages
 Modern city cores and schools
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
UNIT X: North Africa and Southwest Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.10
The student will analyze the characteristics of the North African and Southwest Asian regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.16
The student will apply social science skills to 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; and
c) describing the unique influence of urban areas and challenges they face.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): Is the Middle East destined to be a region of conflict?
PREVIEW ACTIVITY: Students will take a true or false “quiz” on North Africa and Southwest Asia. This “quiz” serves an anticipation guide of the
content covered in the unit. Students will take notes at they review the answers. See the quiz and answer sheet for details:
https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT
TIME FRAME
DATES
CXXXI. Introduction to Geography
4-5 days
September
CXXXII. Physical Geography and Geographic Skills
20 days
September
CXXXIII.
Cultural Geography
10-15 days
October
CXXXIV. Demographics, Economics and Political Geography 25 days
November/December
CXXXV.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
CXXXVI. Latin America and the Caribbean
15 days
depending on factors such as available
CXXXVII. Europe
10 days
resources within your school, current events,
CXXXVIII. Russia and Central Asia
4 days
and integration with core subjects.
CXXXIX. Sub-Saharan Africa
15 days
CXL. North Africa and Southwest Asia
10 days
CXLI. South and Southeast Asia
15 days
CXLII. East Asia
15 days
CXLIII. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVDS
To Die in Jerusalem – DVD – This HBO documentary explores the Palestinian-Israeli conflict through the personal loss of two families.
Children of Heaven - DVD - This is an Iranian foreign film that shows life in a developing country.
Conflict Zone- YouTube - National Geographic documentary examining the Arab-Israeli conflict. 4 parts
Maps of War - In less than two minutes, this website has a great visual of the major world religions, as well as the imperial history of the Middle
East. It can be accessed using the following link: http://mapsofwar.com/
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Steppes
Canal
Bazaars
League of Arab States
Theocracy
Strait
Guest workers
Suq/Souk
Aswan High Dam
Secularism
Peninsula
Sea lanes
Middle East
Desalinization
Embargo
Alluvial soils
Urbanization
Land bridge
Minarets
Islam
Delta regions
Modernization
Strait
OPEC
Christianity
Oases
Monotheistic
Oasis site
Qu’ran (Koran)
Judaism
Wadis
Nomadic
Imam
Partition
Pastoralism
Mosques
Sect
Autonomy
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.10a
The student will analyze the characteristics of the North African and Southwest Asian regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
Known also as the Middle East,
the North African and Southwest
Asian regions are comprised of
various countries on two
continents.
Essential Knowledge
Major regions and countries
 North Africa
o Morocco, Libya, Egypt, Sudan
 Southwest Asia
o Turkey, Syria, Israel, Saudi Arabia, Kuwait, Qatar, United Arab Emirates (UAE), Iraq, Iran,
Afghanistan
Major cities
 Baghdad
 Cairo
 Istanbul
 Jerusalem
 Mecca
 Tehran
 Dubai
 Rabat
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.10b
The student will analyze the characteristics of the North African and Southwest Asian regions by
b) describing major physical and environmental features;
Essential Understandings
Physical and environmental
features such as peninsulas,
mountains, rivers, seas, and
deserts have created borders,
influenced interactions, and led to
isolation.
Essential Knowledge
Major physical and environmental features
 Crossroads of Europe, Africa, and Asia
 Desert and semiarid climates: Sahara, steppes
 Mountains
o Atlas
o Taurus
o Zagros
 Water features
o Mediterranean Sea
o Red Sea
o Black Sea
o Persian/Arabian Gulf
o Strait of Hormuz
o Bosporus Strait
o Dardanelles Strait
o Nile River
o Tigris River
o Euphrates River
 Seasonal flooding, alluvial soils, delta regions, oases, wadis
 Peninsulas
o Sinai
o Arabian
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.10c
The student will analyze the characteristics of the North African and Southwest Asian regions by
c) explaining important economic characteristics;
Essential Understandings
Most of the economies in North
Africa and Southwest Asia are
dominated by the petroleum
industry.
Essential Knowledge
Economic characteristics
 Heavy reliance on primary economic activity (oil drilling, agriculture, pastoralism)
 Major producer of the world’s oil
 Oil revenues: Positive and negative effects
 Organization of the Petroleum Exporting Countries (OPEC)
 Water: The region’s most precious resource
 Great variation in standard of living, ranging from very high to poverty-stricken
 Regional conflicts; political unrest that affects tourism
 Aswan High Dam: Positive and negative effects
 Suez Canal: Enhanced shipping routes in the region
 Guest workers
 Wide range of per capita incomes and levels of development
 Contemporary trade routes (sea lanes)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.10d
The student will analyze the characteristics of the North African and Southwest Asian regions by
d) recognizing cultural influences and landscapes.
Essential Understandings
The cultural landscapes of the
North African and Southwest
Asian regions are influenced by
religious traditions and ongoing
modern conflicts.
Essential Knowledge
Cultural influences
 Rapid urbanization
 Modernization centered in urban areas while traditional life continues in rural areas
 Population unevenly distributed
 Arab countries and Arabic language
 Non-Arab countries: Turkey, Iran, and Israel
 Birthplace of three major monotheistic religions: Judaism, Christianity, and Islam
 Conflict over Israel/Palestine
 Nomadic lifestyles
 Art that reflects the diversity of religions (e.g., stained glass, geometric tiles, calligraphy, mosaics,
prayer rugs)
Cultural landscape
 Mosques, minarets
 Church of the Holy Sepulcher
 Hagia Sophia
 Bazaars, suqs (souks)
 Western Wall
 Dome of the Rock
 Kaaba
 Pyramids
 Walled cities
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region;
Essential Understandings
Site and situation are important
geographic concepts when
studying the growth of cities.
Patterns of urban development
occur according to site and
situation.
Essential Knowledge
Terms to know
 site: The actual location of a city
 situation: Relative location (i.e., the location of a city with respect to other geographic features, regions,
resources, and transport routes)
Examples of site (local characteristics)
 Harbor sites: New York City; Istanbul, Turkey
 Island sites: Hong Kong; Singapore
 Fall line site: Richmond, Virginia
 Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
 Hilltop sites: Rome; Athens
 Oasis site: Damascus, Syria
 Sites where rivers narrow: London; Québec City
Examples of situation (regional/global connections)
 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
 Cape Town, South Africa; Hawaii, United States: Supply station for ships
 Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to 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 Knowledge
Functions of towns and cities
 Security, defense
 Religious centers
 Trade centers (local and long distance)
 Government administration
 Manufacturing centers
 Service centers
 Education centers
Examples of cities whose functions have changed over time
 Rio de Janeiro: Move of Brazil’s capital 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 the Great Lakes
via the Erie Canal, worldwide trade and finances
 Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by
c) describing the unique influence of urban areas and 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 Knowledge
Influences of urban areas on their regions and countries
 Nation-building (monuments, symbols)
 Transportation/communication hubs
 Magnets for migration
 Seedbeds 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.
 Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a
problem (e.g., for 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 connected more to regions outside the country than to regions
within the country.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT XI: South and Southeast Asia
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.11
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The student will analyze the characteristics of the South Asian and Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: There are both costs and benefits of globalization to a nation’s economy, policies, demographics, and culture.
CONCEPTUAL UNIT QUESTION (Essential Question): Do the benefits of globalization outweigh its costs?
PREVIEW ACTIVITY: Students will explore the impact of globalization by looking at their shirt, shoes, and cars. See the activity for details.
https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
CXLIV. Introduction to Geography
CXLV. Physical Geography and Geographic Skills
TIME FRAME
4-5 days
20 days
DATES
September
September
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
CXLVI. Cultural Geography
10-15 days
October
CXLVII. Demographics, Economics and Political Geography
25 days
November/December
CXLVIII.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
CXLIX. Latin America and the Caribbean
15 days
depending on factors such as available
CL.
Europe
10 days
resources within your school, current events,
CLI.
Russia and Central Asia
4 days
and integration with core subjects.
CLII.
Sub-Saharan Africa
15 days
CLIII. North Africa and Southwest Asia
10 days
CLIV. South and Southeast Asia
15 days
CLV. East Asia
15 days
CLVI. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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.
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 17year-old daughter Jinda finds herself caught up in the student uprising in Bangkok.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVDS
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Typhoons
Tsunamis
Subsistence agriculture
Commercial agriculture
Batik
Mosques
Hinduism
Islam
Deforestation
Global market
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Monsoons
Arable land
Strait
ASEAN
Environmental
degradation
Green revolution
Rural
Urban
Minarets
Christianity
Plateau
Pagodas
Temples
Shrines
Stupa
Taj Mahal
Ankor Wat
Buddhism
Terraced rice fields
Densely populated
Sparsely populated
Polytheism
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.11a
The student will analyze the characteristics of the South Asian and Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
South Asia consists of countries
that reach from eastern India to
China. Southeast Asian island
nations in the Pacific, South Asia,
and Southeast Asia are
extensions of the Asian continent.
Essential Knowledge
Major regions and countries
 South Asia
o Pakistan
o Nepal
o Bangladesh
o India
 Southeast Asia
o Philippines
o Indonesia
o Thailand
o Cambodia
o Myanmar (Burma)
o Vietnam
o Singapore
Major cities
 New Delhi
 Mumbai
 Bangkok
 Islamabad
 Manila
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.11b
The student will analyze the characteristics of the South Asian and Southeast Asian regions by
b) describing major physical and environmental features.
Essential Understandings
There are varying physical
features that distinguish the
mainland from the islands of the
South Asian and Southeast Asian
regions.
The region lies between the
tropics, with temperatures that
are generally warm.
Essential Knowledge
Major physical and environmental features
 Influence of mountains on population, settlements, movement, and climate
 Mountains
o Himalayas
o Western and Eastern Ghats
o Hindu Kush
 Varied climatic regions, ranging from low- to middle-latitude climates
 Natural hazards: Flooding, typhoons, volcanic eruptions, earthquakes, and tsunamis
 Influence of wind and water (rivers, seas, ocean currents, and monsoons) on agriculture, trade, and
transportation
 Bodies of water
o Arabian Sea
o Indian Ocean
o Bay of Bengal
o Ganges River
o Indus River
o Brahmaputra River
o Mekong River
o Straits of Malacca
 Abundant arable land
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.11c
The student will analyze the characteristics of the South Asian and Southeast Asian regions by
c) explaining important economic characteristics;
Essential Understandings
The economies of South and
Southeast Asia have seen rapid
integration into the global
economy, which has led to many
benefits and challenges.
Essential Knowledge
Economic characteristics
 Varied economies in the region, ranging from subsistence and commercial agriculture to high-tech
industrial manufacturing and service industries
 Increased participation in global markets
 Environmental degradation
 Deforestation
 Fishing
 ASEAN (Association of Southeast Asian Nations)
 Rice, tropical crops, cotton, tea
 Green revolution
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.11d
The student will analyze the characteristics of the South Asian and Southeast Asian regions by
d) recognizing cultural influences and landscapes.
Essential Understandings
A distinctive feature of the region
is its cultural diversity.
In the past, differences in the
physical environment have
enabled various areas to develop
in isolation and adapt to the
environment. Over the years,
external influences have given
way to a blend of different
customs and traditions.
Essential Knowledge
Cultural influences
 Areas of extremely dense and sparse population
 Contrast between rural and urban areas
 Religious diversity: Hinduism, Islam, Buddhism, Christianity
 Religious conflicts (Hindu vs. Muslim)
Cultural heritage
 Silks
 Batik
 Jewels
Cultural landscape
 Taj Mahal
 Angkor Wat
 Mosques, minarets
 Pagodas
 Temples and shrines
 Terraced rice fields
 Stupas
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT XII: East Asia
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.12
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The student will analyze the characteristics of the East Asian region by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.16
The student will apply social science skills to 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; and
c) describing the unique influence of urban areas and challenges they face.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): How does a nation address the challenges of a growing or shrinking population?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
PREVIEW ACTIVITY: Ask students, “Given what you know about population changes (as studied in the Demographics Unit) so far, predict what
might be some challenges of a growing or shrinking population.” You might consider dividing the class in half, assigning one half to answer the
growing population question and the other half the shrinking population issue. Have several students share their responses. Then explain that
students will be studying this region focusing in on countries that are addressing the issues that come with a growing (China) and shrinking
(Japan) populations.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
CLVII. Introduction to Geography
4-5 days
September
CLVIII. Physical Geography and Geographic Skills
20 days
September
CLIX. Cultural Geography
10-15 days
October
CLX. Demographics, Economics and Political Geography
25 days
November/December
CLXI. United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
CLXII. Latin America and the Caribbean
15 days
depending on factors such as available
CLXIII. Europe
10 days
resources within your school, current events,
CLXIV. Russia and Central Asia
4 days
and integration with core subjects.
CLXV. Sub-Saharan Africa
15 days
CLXVI. North Africa and Southwest Asia
10 days
CLXVII. South and Southeast Asia
15 days
CLXVIII.
East Asia
15 days
CLXIX. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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.
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.
Red Scarf Girl by Ji-li Jiang. Memoir from China’s Cultural Revolution through the eyes of the 12-year old author.
Boy on the Lion Throne: The Childhood of the 14th Dalai Lama by Elizabeth Cody Kimmel. The book chronicles the Dalai Lama’s life from a simple
mountain village to the thousand-room Potala Palace, as well as his perilous escape into exile.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
DVDS
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
Subsistence agriculture
Pagodas
Archipelago
Environmental
Harbor sites
Degradation
Commercial agriculture
Temples
Ring of Fire
Densely populated
Confucianism
Global Market
Shrines
Loess
Sparsely populated
Daoism
Shipping Magnets
Deforestation
Terraced rice fields
Island site
Three Gorges Dam
Ancestors
Seismic
Alluvial Plain
Ideograms
Proliferation
Shintoism
Demilitarized Zone (DMZ)
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.12a
The student will analyze the characteristics of the East Asian region by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
The physical landscape of East
Asia includes peninsulas and
archipelagos.
Essential Knowledge
Major countries
 Mongolia
 China (People’s Republic of China)
 Japan
 Taiwan (Republic of China)
 North Korea
 South Korea
Major cities
 Tokyo
 Beijing
 Shanghai
 Hong Kong
 Seoul
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.12b
The student will analyze the characteristics of the East Asian region by
b) describing major physical and environmental features;
Essential Understandings
The vast land expanses of East
Asia include plateaus, plains,
basins, foothills, mountains, and
varied waterways.
Essential Knowledge
Major physical and environmental features
 Influence of mountains on population, settlements, movement, and climate
o Mountains: Himalayas and Mount Fuji
o Flooding and wind
 Varied climatic regions, ranging from low- to middle-latitude climates
 Natural hazards: Typhoons, volcanic eruptions, earthquakes, and tsunamis
 Bodies of water
o Pacific Ocean
o Sea of Japan/East Sea
o Yangtze River (Chang Jiang)
o Yellow River (Huang He)
o South China Sea
 Abundant arable land
o Loess
o Plateau of Tibet
o Gobi Desert
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.12c
The student will analyze the characteristics of the East Asian region by
c) explaining important economic characteristics;
Essential Understandings
Many East Asian countries are a
crucial link in the production
network and are under
competitive pressure. Their
cooperative relations with
neighboring countries put them in
a position to upgrade their
industrial capabilities from lowtech to high-tech.
Essential Knowledge
Economic characteristics
 Varied economies in the region, ranging from subsistence and commercial agriculture, to high-tech
industrial manufacturing, to service jobs
 Strong participation in global markets
 Automotive
 Electronics
 Shipping magnates
 China is in transition from a centrally planned economy
 Environmental degradation
 Deforestation
 Fishing
 Rice
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.12d
The student will analyze the characteristics of the East Asian region by
d) recognizing cultural influences and landscapes.
Essential Understandings
The East Asian region traces its
cultural landscape back to ancient
civilizations that arose in China
and influenced the region.
Essential Knowledge
Cultural influences
 Areas of both extremely dense and sparse population
 Contrast between rural and urban areas
 Religious diversity: Buddhism, Christianity, Taoism, Shintoism, Confucianism
 Respect for ancestors
Cultural heritage
 Silks
 Wood and ivory carvings
 Ideograms, unique alphabets
Cultural landscape
 Great Wall of China
 Pagodas
 Temples and shrines
 Terraced rice fields
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by
a) applying the concepts of site and situation to major cities in each region;
Essential Understandings
Site and situation are important
geographic concepts when
studying the growth of cities.
Patterns of urban development
occur according to site and
situation.
Essential Knowledge
Terms to know
 site: The actual location of a city
 situation: Relative location (i.e., the location of a city with respect to other geographic features, regions,
resources, and transport routes)
Examples of site (local characteristics)
 Harbor sites: New York City; Istanbul, Turkey
 Island sites: Hong Kong; Singapore
 Fall line site: Richmond, Virginia
 Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
 Hilltop sites: Rome; Athens
 Oasis site: Damascus, Syria
 Sites where rivers narrow: London; Québec City
Examples of situation (regional/global connections)
 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
 Cape Town, South Africa; Hawaii, United States: Supply station for ships
 Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to 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 Knowledge
Functions of towns and cities
 Security, defense
 Religious centers
 Trade centers (local and long distance)
 Government administration
 Manufacturing centers
 Service centers
 Education centers
Examples of cities whose functions have changed over time
 Rio de Janeiro: Move of Brazil’s capital 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 the Great Lakes
via the Erie Canal, worldwide trade and finances
 Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by
c) describing the unique influence of urban areas and 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 Knowledge
Influences of urban areas on their regions and countries
 Nation-building (monuments, symbols)
 Transportation/communication hubs
 Magnets for migration
 Seedbeds 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.
 Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a
problem (e.g., for 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 connected more to regions outside the country than to regions
within the country.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT XIII: Australia and Pacific Islands
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL WG.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
b) using geographic information to determine patterns and trends to understand world regions;
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
d) evaluating sources for accuracy, credibility, bias, and propaganda;
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
g) analyzing multiple connections across time and place;
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
SOL WG.2
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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; and
c) explaining how technology affects one’s ability to modify and adapt to the environment.
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) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions;
d) explaining how different cultures use maps and place names to reflect their regional perspectives; and
e) developing and refining mental maps of world regions.
SOL WG.4
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
b) showing the influence of resources on patterns of economic activity and land use; and
c) evaluating perspectives regarding the use of resources.
SOL WG.13
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
The student will analyze the characteristics of the Australian and Pacific Islands regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
SOL WG.14
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by
a) examining demographic data to determine the relative level of development;
b) distinguishing between developed and developing countries; and
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
SOL WG.15
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
SOL WG.17
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
b) describing ways that economic and social interactions change over time; and
c) mapping, describing, and evaluating economic unions.
SOL WG.18
The student will apply social science skills to analyze how forces of conflict and cooperation affect the
division and control of Earth’s surface by
a) explaining and evaluating reasons for the creation of different political divisions; and
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s
customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources.
CONCEPTUAL UNIT QUESTION (Essential Question): How does location shape life within the borders of island and island nations?
PREVIEW ACTIVITY: Have students list animals they associate with Australia. List some of the animals as students share out. Share that some
animals (rabbits and toads) were introduced to Australia and have become invasive species to the island due to lack of predators. Project a world
map with Australia and the Pacific Islands circled. Ask students explain how it’s location in the world and the fact it is an island might impact life
for a country like Australia. Connect the conversation to how they’ll study the location of Australia and the Pacific Islands and how it shapes their
everyday lives.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
UNIT
TIME FRAME
DATES
CLXX. Introduction to Geography
4-5 days
September
CLXXI. Physical Geography and Geographic Skills
20 days
September
CLXXII. Cultural Geography
10-15 days
October
CLXXIII.
Demographics, Economics and Political Geography 25 days
November/December
CLXXIV.
United States and Canada
3 days
The remaining units follow a regional
approach. The sequence of regions varies
CLXXV. Latin America and the Caribbean
15 days
depending on factors such as available
CLXXVI.
Europe
10 days
resources within your school, current events,
CLXXVII. Russia and Central Asia
4 days
and integration with core subjects.
CLXXVIII. Sub-Saharan Africa
15 days
CLXXIX.
North Africa and Southwest Asia
10 days
CLXXX. South and Southeast Asia
15 days
CLXXXI.
East Asia
15 days
CLXXXII. Australia and Pacific Islands
1 day
LITERATURE AND OTHER RESOURCES:
LITERATURE
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.
Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It
has great current event articles, editorial cartoons, and debate features. Useful for all units.
DVDS
Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed
using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and
natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country
feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history
and culture.
WEBSITES
NewsELA
https://newsela.com/
This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all
units.
Sheppard Software
http://www.sheppardsoftware.com/European_Geography.htm
This website allows students to quiz themselves on maps of the world.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Sporcle
www.sporcle.com
This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com
This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.
Also uses Google Earth.
Kahoot
https://kahoot.it/#/
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to
download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!
Quizlet
https://quizlet.com
Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App
available for iPhones and iPads.
CIA Factbook
https://www.cia.gov/library/publications/the-world-factbook/
This site is great for researching demographics, economics and politics of all countries.
Gapminder
http://www.gapminder.org/
This site contains graphs of demographics.
The following databases are provided by APS library services:
http://www.apsva.us/Page/13028
CultureGrams database
World History in Context database
Opposing Viewpoints in Context database
TapQuiz Maps (app for studying country locations)
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.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Vegetation
Sparsely populated
Alien Species
Primary economic
activities
Outback
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Volcanic islands
Subsistence farming
Endemic Species
Coral islands
Indigenous
Atoll
Continental islands
Arid
Thatched-roof dwellings
Marsupial
Continental Island
Tertiary economic
activities
Quaternary economic
activities
Lagoon
Volcanic Island
Maori
Aborigines
Oceania
Coral Island
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing
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.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings
Synthesizing involves combining
processed information with other
knowledge to logically reach a
new interpretation and
understanding of content.
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
An artifact is an object or tool that
tells us about the people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Experiences may include but are not limited to the following:
 Use a variety of sources to collect information about a location. Describe the impact of the location’s
geography on its social and cultural development. Tools and sources to consider for data collection
may include the following:
o GIS (Geographic Information Systems)
o Field work
o Satellite images
o Photographs
o Maps, globes
o Databases
o Primary sources
o Diagrams
 Examine and analyze information about cities, countries, regions, and environments. Use the
information gathered to gain a new and deeper understanding of inhabitants, resources, land and water
usage, transportation methods, and communications.
 Examine and analyze geographic information and demographic data. Use the information gathered to
gain a new and deeper understanding of economic development.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting involves
 Use a variety of sources to collect information about a location. Describe how people have
identifying the important elements of
adapted to the earth’s features. Tools and sources to consider for data collection may include the
geographic sources in order to make
following:
inferences and generalizations and
o GIS (Geographic Information Systems)
draw conclusions.
o Field work
o Satellite images
Knowledge of geography and
o Photographs
application of geographic skills enable
o Maps, globes
us to understand relationships between
o Charts and graphs
people, their behavior, places, and the
o Databases
environment for problem solving and
o Primary sources
historical understanding.
o Diagrams
 Analyze the relationship between physical and human geography.
The physical geography of a location
 Analyze geographic information related to the movement of people, products, resources, ideas,
had a direct impact on the lives of
and language to determine patterns and trends.
people in world regions and how they
 Examine maps of a location before and after a major conflict to discuss how the conflict
adapted to their environment.
influenced the social, political, and economic landscapes of the region.
 Use maps to explain how the location of resources influences the patterns, trends, and migration
Five Themes of Geography
of the population.





Location: Defined according to its
position on the earth’s surface; where is
it?
Place: Locations having distinctive
features that give them meaning and
character that differ from other
locations; what is it like?
Region: A unit on the earth's surface
that has unifying characteristics; how
are places similar or different?
Movement: The way people, products,
and information move from one place to
another; how do people, goods, and
ideas move from one location to
another?
Human-Environment Interaction: The
relationship between people and their
environment; how do people relate to
the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings
Interpreting involves the process
of explaining or translating
information.
Interpreting begins with
observation of data and then
requires students to extract
significant information embedded
within data in order to draw
conclusions.
Experiences may include but are not limited to the following:
 Interpret a variety of thematic maps to draw conclusions about a region or country.
 Gather information from a variety of sources to create a chart or graph depicting characteristics of a
world region.
 Gather information about the push and pull factors of a region. Create a chart differentiating between
economic, political, and social factors.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
The context from the time period
of a primary or secondary source
can influence the information
included.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select a current issue or regional concern. Explore multiple sources that report the same event, issue,
or concern. Examine the information to determine the accuracy and validity of the sources. Events,
issues, or concerns may include the following:
o War conflict
o Immigration
o Environmental issues
o Geographic boundaries
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings
The skill of comparing and
contrasting perspectives involves
breaking down information and
then categorizing it into similar
and dissimilar pieces.
Experiences may include but are not limited to the following:
 Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a
variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental
Web sites; social or political blogs with an environmental focus). Compare and contrast varying
perspectives on the issue to gain an understanding of historical, cultural, political, and regional
perspectives, including the following:
o The impact on the inhabitants of the region
o Policies to regulate, encourage, or discontinue activities
 Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen. There can be
multiple causes and effects.
An indirect cause-and-effect
relationship usually takes time to
establish. Such relationships are
often unforeseen, unplanned, or
connected to the main causes
and effects.
Explaining includes justifying why
the evidence credibly supports
the claim.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Experiences may include but are not limited to the following:
 Apply a process for explaining indirect cause-and-effect relationships, such as the following:
o Choose an established effect and brainstorm causes.
o Categorize the causes into direct or indirect causes.
o Describe direct and indirect items separately.
o Compare and contrast direct and indirect causes.
o Identify the most important difference between the direct and indirect causes.
o Draw conclusions about the impact on people, places, and events.
o Discuss, defend, and refine conclusions.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structures of
o a region
o standard of living/quality of life
o developing/developed countries.
 Create flow charts, storyboards, and timelines to explore multiple causes and effects.
 Determine how the choices of selected people/groups influence
o a region
o standard of living/quality of life
o developing/developed countries.
 Examine both intended and unintended consequences of an event, including the following questions:
o What was the context for the event to take place?
o What actions were taken?
o What was the result of these actions?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings
Analyzing includes identifying the
important elements of a topic.
Analytical thinking is further
strengthened when connections
are made between two or more
topics.
Experiences may include but are not limited to the following:
 Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has
changed over time. Organize significant historical events and people that have influenced the issue.
Issues may include the following:
o Movement
o Region
o Human-environment interactions
o Location and place
 Identify how cultures change to reflect the following:
o Advancements
o Conflicts
o Diversity
o Movements and migrations
o Human-environment interactions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Decision making involves
determining relevant and
irrelevant information.
Effective decision-making models
 compare the expected costs
and benefits of alternative
choices
 identify the costs and benefits
of specific choices made.
Incentives are actions or rewards
that encourage people to act.
When incentives change,
behavior changes in predictable
ways.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Income
Family impact
Transportation
Alternatives
Remain in the countryside
Move to megacities
Remain in the countryside and commute to
megacities
Decision:
 Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs
Expected Benefits
Higher monetary costs
Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences
Intended Consequences
Since ethanol is made from corn (in the United
In Brazil and the United States, gasoline for cars
States), using it for fuel increased food prices,
now typically contains a certain percentage of
especially the price of food for livestock.
ethanol. This decreases the emission of carbon
Furthermore, using more resources to grow corn
dioxide from motor vehicles.
leads to negative consequences for the
environment, such as soil erosion, deforestation,
and loss of biodiversity.
Decision:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings
Plagiarism is the unauthorized
use or theft of intellectual
property.
There are consequences of
plagiarism, according to the
guidelines established by local
school divisions and the law.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic Seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Experiences in the classroom provide
opportunities for students to read,
think, speak, and write about social
science content.
 Write a college admission essay for an archaeology program. Provide details in the essay about a
specific region of interest. Discuss how the practice of archaeology has changed over time.
 Create an online video presentation describing the interactions of humans with weather within a
specific region at a specific point in time.
 Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region
at a specific point in time. Make recommendations for artifacts, documents, or displays to be included.
Provide a justification for each item.
 Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due
to movement and increases in the refugee population. The letter should acknowledge the social,
political, economic, and geographic conditions of the region, how the region has been affected by the
recent population increase, and the support the United States would be willing to provide.
 Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that
will work to provide clean water to residents of an impoverished region. The proposal should highlight
the rights and responsibilities of the citizens and the changes the region has experienced over time
that have affected its clean water.
The skill of investigating involves
acting like a detective—formulating
questions and proactively setting out
to try to answer them.
The skill of researching works in
tandem with investigating in that
students need to uncover material in
order to adequately answer questions
formulated when investigating.
Students take more ownership over
investigating and researching when
they are able to choose the type of
product to produce.
Student inquiry drives the design
process. Specifically, students

formulate a question to
investigate

create a goal/hypothesis

conduct research and
collaborate with teacher and
peers

revisit and revise the
goal/hypothesis, if necessary

create a product

write a reflection on the process
involved to arrive at the product.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining 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.
Climatic regions have distinctive
vegetation.
Certain weather phenomena are
unique to specific regions.
Climate and weather phenomena
affect how people live in different
regions.
Essential Knowledge
Climatic characteristics
 Temperature
 Precipitation
 Seasons (hot/cold, wet/dry)
Climatic elements
 Influence of latitude
 Influence of winds
 Influence of elevation
 Proximity to water
 Influence of ocean currents
World climatic regions
 Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
 Middle latitudes (e.g., semiarid, arid, humid continental)
 High latitudes (e.g., subarctic, tundra, icecap)
Vegetation regions
 Rain forest
 Savanna
 Desert
 Steppe
 Middle-latitude forest
 Taiga
 Tundra
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by
a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings
Essential Knowledge
Weather phenomena
 Monsoons: South and Southeast Asia
 Typhoons: Western Pacific Ocean
 Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
 Tornadoes: United States
Climate has an effect on
 crops
 clothing
 housing
 natural hazards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by
b) describing how humans influence the environment and are influenced by it;
Essential Understandings
Physical and ecological
processes shape Earth’s surface.
Humans both influence and are
influenced by their environment.
Essential Knowledge
Physical and ecological processes
 Earthquakes
 Floods
 Volcanic eruptions
 Erosion
 Deposition
Human impact on environment
 Water diversion/management
o Aral Sea
o Colorado River
o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam)
o Canals
o Reservoirs
o Irrigation
 Landscape changes
o Agricultural terracing (e.g., in China, Southeast Asia)
o Polders (e.g., in the Netherlands)
o Deforestation (e.g., in Nepal, Brazil, Malaysia)
o Desertification (e.g., in Africa, Asia)
 Environmental changes
o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America)
o Pollution (e.g., in Mexico City, Chernobyl; oil spills)
o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by
c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings
Technology has expanded
people’s ability to modify and
adapt to their physical
environment.
Essential Knowledge
Influence of technology
 Agriculture (e.g., fertilizers, mechanization)
 Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
 Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion)
Environmental impact on humans
 Settlement patterns
 Housing materials
 Agricultural activity
 Types of recreation
Transportation patterns
 Need for disaster planning
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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
Regions are areas of Earth’s
surface that share unifying
characteristics.
Regions may be defined by
physical or cultural
characteristics.
Regional labels may reflect
changes in people’s perceptions.
Essential Knowledge
Regions are used to simplify the study and understanding of the world.
Physical regions
 Sahara
 Taiga
 Rain forest
 Great Plains
 Low Countries (Belgium, the Netherlands, and Luxembourg)
Examples of cultural regions
 Language
o Latin America
o Francophone world
 Ethnic
o Chinatowns
o Kurdistan
o Arab region
 Religion
o Islam
o Buddhism
o Roman Catholicism
 Economic
o Wheat belts
o European Union (EU)
 Political
o North Atlantic Treaty Organization (NATO)
o African Union (AU)
Regional labels reflecting changes in perceptions
 Middle East
 Sun Belt
 Rust Belt
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by
b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings
Essential Knowledge
Regional landscapes are
influenced by climate and
underlying geology.
Physical characteristics
 Landforms affect transportation, population distribution, and the locations of cities.
 Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees).
Regional landscapes are
influenced by the cultural and
political characteristics of their
inhabitants.
Cultural characteristics
 Architectural structures
o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas)
o Dwellings/housing
Regional landscapes are
influenced by human-environment
interactions.
Human interactions with environment
 Deforestation: Amazon Basin, Nepal, Malaysia
 Acid rain: Black Forest
 Decreased soil fertility: Aswan High Dam
 Desertification: Africa, Asia
Elements of the physical
environment, such as major
bodies of water and mountains,
influence the economic and
cultural characteristics of regions.
Impact of physical elements
 Example: Major bodies of water
o Rio Grande: Forms boundary
o Ob River: Flows northward into the Arctic Ocean
o Zambezi River: Provides water power
o Ganges and Brahmaputra rivers: Are flood hazards
 Example: Mountains
o Rocky Mountains: Create rain shadows on leeward slopes
o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
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 difference and similarities
can link or divide regions.
People closely identify with the
cultural characteristics of their
region of origin.
Essential Knowledge
Language
 Arab world: Arabic
 Hispanic America: Spanish
 Brazil: Portuguese
 Canada: French and English
 Switzerland: Multiple languages
 English: International language
Ethnic heritage
 Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
 Burundi and Rwanda: Hutus and Tutsis
 United States, Switzerland: Multiple ethnicities united in one country
 Korea, Japan: Predominantly single ethnicity
 Cyprus: Greeks and Turks
Religion as a unifying force
 Hinduism
 Buddhism
 Judaism
 Christianity
 Islam
Religion as a divisive force
 Conflicts between Hindus and Muslims in Pakistan and India
 Conflicts between Catholics and Protestants in Northern Ireland
 Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
 Conflicts between Sunni and Shi’a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by
d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings
Maps and other visual images
reflect changes in perspective
over time.
People use maps to illustrate
their perspectives of the world.
Essential Knowledge
Knowledge
 Map of Columbus’s time
 Map of the world today
 GIS (Geographic Information Systems)
Perspectives of the world
 Australians putting the South Pole at the top of the map
 Asian maps centered on the Pacific Ocean
 European and American maps centered on the Atlantic Ocean
Place names
 Taiwan, Republic of China
 Palestine, Israel, West Bank, Gaza
 Arabian Gulf vs. Persian Gulf
 Sea of Japan vs. East Sea
 Middle East vs. North Africa and Southwest Asia
Boundaries
 Africa: In 1914; in present day after independence in the late twentieth century
 Europe: Before World War II; after World War II; since 1990
 Russia and the former Soviet Union
 Middle East: Before 1948; after 1967
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by
e) developing and refining mental maps of world regions.
Essential Understandings
Mental maps are based on
objective knowledge and
subjective perceptions.
Mental maps help us carry out
daily activities, give directions to
others, and understand world
events.
People develop and refine their
mental maps through both
personal experience and
learning.
Mental maps serve as indicators
of how well people know the
spatial characteristics of certain
places.
Essential Knowledge
Term to Know
 mental map: An individual’s internalized representation of aspects of Earth’s surface
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 landforms (e.g., west of the
Mississippi River, north of the Gulf of Mexico)
 Describing the location of places in terms of their human characteristics (e.g., languages; types of
housing, dress, recreation; customs and traditions)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings
Essential Knowledge
Economic activity can be
classified as primary, secondary,
tertiary, or quaternary.
Natural resources
 Renewable: Soil, water, forests
 Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite)
Natural, human, and capital
resources influence human
activity in regions.
Human resources
 Level of education
 Skilled and unskilled laborers
 Entrepreneurial and managerial abilities
Resources are not distributed
equally.
The availability of natural
resources is directly connected to
the economic activity and culture
of a region.
Capital resources
 Level of infrastructure
 Availability and use of tools, machines, and technologies
Levels of economic activity
 Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
 Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
 Tertiary: Services (e.g., transportation, retail trade, information technology services)
 Quaternary: Service sector concerned with collection, processing, and manipulation of information and
capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
 Interdependence of nations, trading in goods, services, and capital resources
 Uneven economic development; dependence on outside assistance
 Energy producers and consumers
 Imperialism/Colonialism
 Conflict over control of resources
Influence of natural resources on economic activity
 Fertile soil and availability of water lead to agriculture.
 Natural resources and availability of human resources lead to industry.
 High levels of human resources and capital investment can overcome a lack of natural resources (e.g.,
as in Japan).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings
The location of resources
influences economic activity and
patterns of land use.
Essential Knowledge
Patterns of land use
 Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that
require limited areas (e.g., subsistence farming)
 Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that
are not compatible (e.g., landfills and residential)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by
c) evaluating perspectives regarding the use of resources.
Essential Understandings
The value of resources has
changed over time.
Technology has a great impact
on the availability and the value
of resources.
Essential Knowledge
Changes in the use of energy resources and technology over time
 Wood (deforestation)
 Coal (pollution, mining problems, competition with oil and gas)
 Petroleum (transportation, environmental considerations)
 Nuclear (contamination, waste)
 Solar, wind (cost, aesthetics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.13a
The student will analyze the characteristics of the Australian and Pacific Islands regions by
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings
The Australian and Pacific Islands
regions have vast and diverse
landforms, resources, people,
cultures, and economies.
Essential Knowledge
Major countries
 Australia
 New Zealand
Major cities
 Canberra and the Australian Capital Territory (ACT)
 Sydney
 Auckland
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.13b
The student will analyze the characteristics of the Australian and Pacific Islands regions by
b) describing major physical and environmental features;
Essential Understandings
The Australian and Pacific
Islands regions contain
peninsulas, volcanoes, coral
reefs, and an abundance of
islands.
Essential Knowledge
Major physical and environmental features
 Wide range of vegetation, from tropical rain forests to desert shrubs (Australia is mostly desert)
 The Great Dividing Range
 The Great Barrier Reef
 Australia: Isolation, resulting in unique animal life
 Pacific Islands: Volcanic, coral, or continental
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.13c
The student will analyze the characteristics of the Australian and Pacific Islands regions by
c) explaining important economic characteristics;
Essential Understandings
The physical environment of the
region influences the distribution
of economic activities.
Essential Knowledge
Economic characteristics
 Air and water travel bring goods and services to remote areas
 Arid areas of Australia well suited to cattle and sheep ranching
 Consequences of introducing nonnative plants and animals
 Ranching, mining (primary activities)
 Communication and financial services (tertiary and quaternary activities)
 Tourism and traditional economies in the Pacific Islands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.13d
The student will analyze the characteristics of the Australian and Pacific Islands regions by
d) recognizing cultural influences and landscapes.
Essential Understandings
Although many locations are
isolated and populations are
small, the vast ocean
environment of the region
influences contemporary culture.
Essential Knowledge
Cultural influences
 Pacific Islands are sparsely populated.
 Most of Australia’s population lives near the coasts.
 Traditional culture continues to shape life in the Pacific Islands.
 Lifestyles range from subsistence farming to modern city living.
 Cultures reflect the interaction of European and indigenous cultures (e.g., Maori, Aboriginal people).
Cultural landscape
 Sydney Opera House
 Cattle and sheep stations (Australia)
 Thatched-roof dwellings (Pacific Islands)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
a) examining demographic data to determine the relative level of development;
Essential Understandings
Levels of economic development
vary from country to country and
from place to place within
countries.
Essential Knowledge
Indicators of economic development
 Urban–rural ratio
 Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
 Gross Domestic Product (GDP) per capita
 Educational achievement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
b) distinguishing between developed and developing countries;
Essential Understandings
Many criteria are used to assess
the standard of living and quality
of life.
Essential Knowledge
Demographics typical of developed economies
 High per capita Gross Domestic Product (GDP)
 High life expectancy
 Low population growth rate
 Low infant mortality rate
 High literacy rate
Demographics typical of developing economies
 Low per capita Gross Domestic Product (GDP)
 Low life expectancy
 High population growth rate
 High infant mortality rate
 Low literacy rate
Differences between developed and developing nations
 Access to natural resources
 Access to capital resources (investment in technology and infrastructure)
 Number and skills of human resources
 Levels of economic development
 Standard of living and quality of life
 Relationships between economic development and quality of life
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human
population by
c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings
Availability of resources and
technology influences economic
development and quality of life.
Essential Knowledge
Characteristics of human populations
 Birth and death rates (war, disease, migration)
 Age distribution
 Male/female distribution
 Life expectancy
 Infant mortality rate
 Urban/rural distribution
 Gross Domestic Product (GDP)
 Education
Factors that influence population growth rates
 Modern medicine and hygiene
 Education
 Industrialization and urbanization
 Economic development
 Government policy
 Role of women in society
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings
Migrations occur because of
social, economic, political, and
environmental factors.
Migrations have influenced
cultural landscapes.
Modern transportation and
communication encourage higher
levels of cultural interaction
worldwide.
Essential Knowledge
Push factors
 Overpopulation
 Religious persecution
 Lack of job opportunities
 Agricultural decline
 Conflict
 Political persecution
 Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
 Limits on personal freedom
 Environmental degradation
Pull factors
 Religious freedom and/or religious unity
 Economic opportunity
 Land availability
 Political freedom and stability
 Ethnic and family ties
 Arable land
Impact of migrations on regions
 Language
 Religion and religious freedom
 Customs and traditions
 Cultural landscape
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by
b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings
Various technological and digital
platforms increase the capacity
for cultural diffusion and global
interactions to occur.
Essential Knowledge
Evidence of cultural interaction
 Diffusion of United States culture to other regions
 Popularization of other cultural traditions in the United States
 Refugee crises around the world due to conflict or oppression
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
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.
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.
Essential Knowledge
Term to know
 comparative advantage: The ability of countries to produce goods and services at lower relative costs
than other countries, resulting in exports of goods and services
Factors that influence economic activity
 Access to human, natural, and capital resources, such as
o skills of the work force
o natural resources
o new technologies
o transportation and communication networks.
 Access to funds (investment capital) to purchase capital resources
 Location and ability to exchange goods
o Landlocked countries
o Coastal and island countries
o Proximity to shipping lanes
o 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])
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)
Some countries’ use of resources
 Japan: Highly industrialized 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 exchanged for manufactured goods
 Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by
a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings
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 efficiently produce goods and services that they can trade, increasing total output
 Supports specialization and efficient use of resources
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by
b) describing ways that economic and social interactions change over time;
Essential Understandings
Economic, social, and, therefore,
spatial relationships change over
time.
Improvements in transportation
and communication have
promoted globalization.
Essential Knowledge
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 (quaternary)
 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
 Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
 Agribusiness replacing family farms
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by
c) mapping, describing, and evaluating economic unions.
Essential Understandings
As a global society, the world is
increasingly interdependent.
Economic interdependence
fosters the formation 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 the 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 the world market
Disadvantages of economic unions
 Closing of some industries
 Concentration of some industries in certain countries, leaving peripheral areas behind
 Difficulty in agreeing on common economic policies
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings
Political divisions or jurisdictions
are regions of 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 Knowledge
Examples of political divisions
 Neighborhoods
 Election districts
 School districts
 Regional districts (e.g., waste disposal, conservation districts, planning districts, zip 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
Reasons for cooperation
 Natural disasters
 Economic advantages (attract new businesses)
 Cultural similarities, ethnic neighborhoods
 Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s
surface by
b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings
Political divisions or jurisdictions
establish social, economic, and
political relationships that may
enhance cooperation or cause
conflict.
Cooperation may eliminate the
need for the division and control
of Earth’s surface.
Essential Knowledge
Examples of political divisions
 North Atlantic Treaty Organization (NATO)
 European Union (EU)
 United Nations (UN)
 Organization of American States (OAS)
 League of Arab States
 African Union (AU)
Reasons for political divisions
 Differences in culture, language, religion
 Retention of historical boundaries
 Imperial conquest and control
 Economic similarities and differences
Reasons for conflict
 Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–
Pakistan)
 Cultural differences: Canada (Québec)
 Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural
resources, different economic philosophies)
 Ethnic differences (Kurds)
Examples of cooperation
 Humanitarian initiatives (e.g., Red Cross and Red Crescent)
 Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
 Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
 Programs to promote international understanding (e.g., Peace Corps)
Textbook Alignment Chart
Grade 8-World Geography
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 8: World Geography
Textbook: Exploring Our World: People, Places and Cultures (Glencoe/McGraw)
VI.
Units
Introduction to Geography
Pages 12-41
VII.
Physical Geography and Geographic Skills
Pages 42-69
VIII.
Cultural Geography
Pages 70-101
IX.
Demographics, Economics & Political Geography
Pages 70-101
X.
United States and Canada
Pages 102-175
IX.
Latin America and the Caribbean
Pages 176-2455
X.
Europe
Pages 256-359
XI.
Russia and Central Asia
Pages 360-425 and Pages 440-511
XIV.
Sub-Saharan Africa
Student Textbook Pages
Pages 512-595
XV.
North Africa and Southwest Asia
Pages 426-511
XVI.
South and Southeast Asia
Pages 596-761
XVII.
East Asia
Pages 672-761
XVIII.
Australia and the Pacific Islands
Pages 762-833