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WILLINGBORO PUBLIC SCHOOLS
Geography – Eastern Hemisphere
Grade 7
CURRICULUM GUIDE
2012-2013
1
WILLINGBORO PUBLIC SCHOOLS BOARD MEMBERS
2011-November, 2012
Dennis Tunstall, Chairperson
Belinda Smith, Board Vice Chairperson
JoAnn Carter
Gary Johnson
Austin McIntosh
Sarah Holley
Grover McKenzie
Rebecca Perrone
Martin Nock
2
CENTRAL ADMINISTRATION
2012-2013
Superintendent ………………………………………………………..…..……….Dr. Ronald Taylor
Deputy Superintendent………………………………………………….………..Dr. Dale Talbert
School Business Administrator……………………………………..…..……Mr. Kelvin Smith
Chief Academic Officer………………………………………….………….Mr. Malcolm Outlaw
Chief of Schools…………………..…………………………………..……………Mr. Kevin Guyton
3
OFFICE OF ACADEMIC SERVICES
•
Malcolm Outlaw – Chief Academic Officer
•
Terry Downs--- Social Studies Professional Development Specialist
•
Sayoda Jones--- Visual and Performing Arts Professional Development
Specialist
•
Dr. Walter Poroszok--- Language Arts Professional Development Specialist
•
Sharon Williams--- Math Professional Development Specialist
•
Dr. Brita Woodard--- Science Professional Development Specialist
4
TABLE OF CONTENTS
CONTENT
PAGE(S)
Board of Education Members
2
Administrators
3
Office of Academic Services
4
Table of Contents
5
District Mission Statement
6
Social Studies Non-Negotiables
7-8
Introduction
9 – 10
Recommended Textbook
11
Pacing
12
Explanation of Guide
13
Instructional Strategies
14 – 39
Appendix
40 - 54
5
THE WILLINGBORO PUBLIC SCHOOL DISTRICT
MISSION STATEMENT
The mission of the Willingboro School District is to
successfully educate all students through high
expectations, a commitment to excellence, and
equal access to a comprehensive educational
program, emphasizing the belief that all students
will learn and become responsible, literate, thinking
and contributing members of society.
6
Non-Negotiable Standards and Practices in a Social Studies Classroom
(Standard Six) Learning Environment
(Standard One) Subject Matter Knowledge
•
•
Teachers shall understand the central concepts, tools
of inquiry, structures of the discipline, especially as
they relate to the New Jersey Core Curriculum
Content Standards (CCCS), and design
developmentally appropriate learning experiences
making the subject matter accessible and meaningful
to all students.
•
(Standard Two) Human Growth and Development
•
(Standard Seven) Special Needs
Teachers shall understand how children and
adolescents develop and learn in a variety of school,
family and community contexts and provide
opportunities that support their intellectual, social,
emotional and physical development.
•
Teachers shall understand the practice of culturally
responsive teaching.
•
Teachers shall understand instructional planning,
design long-and short-term plans based upon
knowledge of subject matter, students, community,
and curriculum goals, and shall employ a variety of
developmentally appropriate strategies in order to
promote critical thinking, problem solving and the
performance skills of all learners.
Teachers shall build relationships with parents,
guardians, families and agencies in the larger
community to support students’ learning and wellbeing.
(Standard Ten) Professional Development
•
(Standard Five) Assessment
•
Teachers shall use knowledge of effective verbal,
nonverbal and written communication techniques
and the tools of information literacy to foster the use
of inquiry, collaboration and supportive interactions.
(Standard Nine) Collaboration and Partnerships
(Standard Four) Instructional Planning and Strategies
•
Teachers shall adapt and modify instruction to
accommodate the special learning needs of all
students.
(Standard Eight) Communication
(Standard Three) Diverse Learners
•
Teachers shall understand individual and group
motivation and behavior and shall create a
supportive, safe and respectful learning environment
that encourages positive social interaction, active
engagement in learning and self-motivation.
Teachers shall understand and use multiple
assessment strategies and interpret results to
evaluate and promote student learning and to modify
instruction in order to foster the continuous
development of students.
7
Teachers shall participate as active, responsible
members of the professional community, engaging in
a wide range of reflective practices, pursuing
opportunities to grow professionally and establishing
collegial relationships to enhance the teaching and
learning process.
Non-Negotiable Standards and Practices
in a Social Studies Classroom
• Students can articulate the social studies
skill and/or content being taught and how
they can utilize it in the real-world
• Social Studies vocabulary is displayed in
the classroom
• The teacher circulates throughout the
lesson to assess and assist children
• The teacher uses a variety of assessments
on a regular basis
• Students work in small groups or
partnerships on a routine basis
• Evidence of daily routines must be posted
and utilized
• Teacher log with all evidence (including
dates, times and outcomes) of parent
contact is up-to-date
•
•
8
Grades 6-8 specifically:
Grades are entered into Genesis on
a weekly basis
Seventh grade Geography current
event logs and journals are up-todate and have notes indicating the
teacher is regularly monitoring the
work
INTRODUCTION
This curriculum guide supports the idea of a Standards Based Instructional program for
Social Studies. It provides teachers with the essential components to adjust instruction
in order to best meet the needs of their students. The developmental level and
readiness of students should dictate the appropriate delivery of this program.
The selected core textbook provides rich experiences necessary for students to
broaden their understanding of social studies. The published materials offer
suggestions that are resources to teachers. An integration of social studies across the
curricular areas is suggested because it simulates real life experiences, gives meaning
to social studies skills, and allows for the exploration of a variety of topics.
The goal is for all students to learn the value of social studies, become confident in their
own abilities, and to learn good citizenship skills.
This curriculum guide is structured to be a living and working document. Teachers, as
the decision makers, are encouraged to select from a list of suggested instructional and
assessment strategies.
Teachers will need to select instructional and assessment strategies to match each
content objective at their grade level. Selections should meet the needs of the students
and provide a variety of learning experiences.
It is best practice that content area teachers plan together to ensure that the quality of
instruction and learning experiences are the same regardless of the classroom teacher.
Throughout this guide there are indications of Interdisciplinary connections. These are
indicated with (Inter:) and then the discipline:
LA – Language Arts
Math – Math
VPA - Visual and Performing Arts
SCI – Science
TECH – Technology
WL – world Language
SE indicates Student Edition
TE indicates Teacher Edition
Each unit in this series gives the teacher a wealth of choices for both short and long
term activities. There is not enough time to do all of the activities that are suggested
within the material.
Because there are so many resources available within the textbooks series, these
activities are not duplicated within this guide. Additional, supplemental materials and
instructional activities are provided here.
9
Additional material and ideas are supplied in the Appendix. The Appendix has been
compiled as an aid to the classroom teacher. These items may or may not be used in
the course of instruction. Each teacher will use their own discretion with their particular
students.
At the present time, there are two different volumes in this course – Eastern and
Western Hemisphere. The books are exchanged after the second marking period. The
year will always start out with the following, regardless of the volume:
• Map Basics
• Understanding the Earth and Its Peoples (Chapter 1)
• Earth’s Interlocking Systems (Chapter 2)
• Human Geography (Chapter 3)
• People and Culture (Chapter 4)
This provides the students with basic information they will need to progress through the
remainder of the course. There are different Pacing Guides provided for the courses,
depending on whether they are taught at the beginning of the year or during the second
semester.
The vast amount of information needed to be covered in this course can be
overwhelming. As a result, the material for each country or region will be taught in
relation to the following:
 Physical Elements:
• Natural Resources
• Landforms
• Climate
• Location
 Human Geography:
• Population Distribution
• Population Change and Movement
 Culture:
• Differences
• Influences
It is impossible to cover all the information about each nation or region in the
world within this course. This is a survey course which will introduce the student
to general information about various countries and continents and teach them
map skills.
It is hoped that the information presented in this course will help students as they
progress into World History and American History, to be able to locate places where
important events have taken place. Geography is also a life skill to enable students to
use the information and map skills in their everyday life as they mature.
10
Recommended Textbook/Resources
 McDougal & Littell, World Cultures and Geography - Eastern
Hemisphere (copyright 2008)
 McDougal & Littell, World Cultures and Geography - Western
Hemisphere (copyright 2008)
are the social studies textbook resources in grade 7
11
P A C I N G
for Beginning the year
Eastern Hemisphere
Unit
Unit
Date(s)
Unit 1: Introduction
September 6 - 28
Unit 2: Europe
October 1 – 19
Unit 3: Russia and
Eurasian Republics
Oct. 22 –
November 7
Unit 4: Africa
November 12 - 30
Units 5 and 6:
Southwest Asia and
East and Southeast Asia
December 3 –
January 4
Unit 7: Australia, New
Zealand, Antarctica and
Oceania
January 7 - 18
Benchmark
Assessment
Date
Units 1, 2 and 3
Week of
November 1 - 7
Units 4, 5, 6, and 7
Week of January
21 - 25
12
Material
Benchmark
Assessment
Covers
P A C I N G
for Ending the year
Eastern Hemisphere
Unit
Unit
Date(s)
Unit 2: Europe
January 28 –
February 15
February 19 –
March 12
Unit 3: Russia and
Eurasian Republics
Unit 4: Africa
Units 5 and 6:
Southwest Asia and
East and Southeast Asia
Unit 7: Australia, New
Zealand, Antarctica and
Oceania
Benchmark
Assessment
Date
Material
Benchmark
Assessment
Covers
March 13 –
April 11
April 12 –
May 15
Week of March 26 –
April 7
Units 2 and 3
May 16 –
Jun 7
Week of June 3 - 7
Units 4, 5, 6, and 7
13
-National Standards for Geography
The World in Spatial Terms
1. How to use maps and other tools
2. How to use mental maps to organize information
3. How to analyze the spatial organization of people, places, and environments
Places and Regions
4. The physical and human characteristics of places
5. How people create regions to interpret Earth
6. How culture and experience influence people's perceptions of places and regions
Physical Systems
7. The physical processes that shape the patterns of Earth's surface
8. The distribution of ecosystems on Earth
Human Systems
9. The characteristics, distribution, and migration of human populations
10. The complexity of Earth’s cultural mosaics
11. The patterns and networks of economic interdependence on Earth
12. The patterns of human settlement
13. The forces of cooperation and conflict
Environment and Society
14. How human actions modify the physical environment
15. How physical systems affect human systems
16. The distribution and meaning of resources
The Uses of Geography
17. How to apply geography to interpret the past
18. How to apply geography to interpret the present and plan for the future
These standards apply specifically to Geography, as opposed to the New Jersey Core
Curriculum Content Standards, which are more focused on History.
The newly adopted New Jersey Core Curriculum Content Standards do not address
geography for the middle school grades (except in terms of the United States and New
Jersey). As a result, the NJCCCS for grades 4 and 12 have been used in this
document.
Unit Plan
14
Content Area: Geography – EASTERN HEMISPHERE
Unit Overview:
Map Basics
Unit 1 – Introduction to World Geography
Chapter 1: Understanding the Earth and Its Peoples
Chapter 2: Earth’s Interlocking Systems
Chapter 3: Human Geography
Chapter 4: People and Culture
Target Course/Grade Level: Grade 7
Unit Summary: Beginning the study will be an overview of the various types of maps, map
projections, and how to read a map. Students will then learn about the unique planet on which
they live in the Sun’s planetary system, as we adapt and alter the environments on Earth. They
will also study about population growth, density and movement and how culture develops and
changes.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.B.1
Compare and contrast information that can be found on different types of maps,
and determine when the information may be useful.
6.1.4.B.3
Explain how and when it is important to use digital geographic tools, political
maps, and globes to measure distances and to determine time zones and
locations using latitude and longitude.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
changes in urban-rural populations on natural resources and land use.
6.2.12.D.6.a
Assess the role of increased personal and business electronic communications
in creating a “global” culture, and evaluate the impact on traditional cultures and
values.
15
•
•
•
•
•
Unit Essential Questions
In what ways does geography help us
understand our world?
How do Earth’s physical systems make
life on Earth possible?
How do natural resources affect a
country’s population distribution and
economy?
How does culture develop and how does
it shape our lives?
What is climate?
•
•
•
•
•
•
•
•
Unit Enduring Understandings
Geographers use technological tools to help
them understand both Earth’s physical
processes and the activities of people on
Earth.
Geographers do many different kinds of jobs
as they gather data and analyze and interpret
it.
The Earth is composed of many layers, and
its surface continually changes because of
the drifting of its plates.
Interaction between landforms and bodies of
water makes life on Earth possible.
The Earth’s rotation and revolution influence
weather, climate, and living conditions on
Earth.
Human interference with physical systems
can cause problems with the environment.
Human beings are members of social groups
that have shared and unique behaviors and
attitudes.
Cultures do not remain the same but change
over time.
Unit Learning Targets
Students will be able to ...
• Identify different ways of thinking about geography
• Explain the five themes of geography
• Describe the six essential elements of geography
• Identify the internal forces shaping the Earth
• Describe two extreme events caused by internal forces
• Summarize the external forces shaping the Earth
• Explain how Geographic Information Systems work
• Describe how geographers advise business and government
• Identify the different bodies of water found on Earth
• Explain the hydrologic cycle
• Describe how landforms are created
• Describe the Earth’s rotation and revolution
• Explain the difference between weather and climate
• Explain the relationship between global warming and the greenhouse effect, and their
effects on the Earth’s climate
• Identify the causes and effects of desertification
• Explain population growth, how it is measured, and the challenges it presents
• Identify the factors that influence population distribution and density
• Describe push and pull factors that encourage people to migrate
• Define internal and external migration and give examples of each
• Summarize the cultural, economic, and political effects of migration
• Identify the different types of natural resources and their importance
16
•
•
•
•
•
•
•
Summarize the differences between developing and developed nations
Describe the need for world trade and how it can lead to interdependence and competition
Identify the main types of government and their characteristics
Describe culture and its elements
Summarize the roles language plays in culture
Describe the ways that cultures change and how cultures affect each other
Summarize some responses to cultural change
Evidence of Learning
Learning Activities
 The course should start with map skills. It is impossible to study geography without a
grasp of the various map projections and how to locate places on a map. The textbook
has a very good tutorial in the “Geography Handbook” on pages A – A11. Be sure that all
students have a grasp of this material before proceeding with Unit 1.
 The Five Themes of Geography are addressed on page 6 SE.
• To extend learning, use either the “Connect to Art” or the “Connect to Language
Arts” activity on page 6 TE.
 The Six Essential Elements of Geography are on page 7 SE. Point out to the students that
these are also the six divisions of the Geography Standards listed on page A11 SE.
 Use the chart on page 29 TE to help with understanding of the movement of tectonic plates
(Inter: SCI).
 The Interdisciplinary Activity on page 31 TE, “Calculate Volcanic eruptions in the United
States” is a good activity to tie in math skills (Inter: MATH)
 See the Appendix for information and an illustration of an erupting volcano. There are also
web sites given for further information.
 There is a sample lesson plan in the Appendix on “Population Growth and Urban
Planning.”
 Use ClassZone.com for students to interact with the Amazon rain forest. This is a very
interesting site and teaches the students information in a fun way.
 Call attention to the “Comparing Governments” chart on page 80 SE. Students need to
make sure they know what each type of government represents.
 The time capsule activity on page 94 TE is a good way for students to understand culture.
Students should do both the “Basic” and “On Level” activities.
Teacher Resources:
McDougal & Littell, World Cultures and Geography (Eastern Hemisphere), 2008.
Formative Assessments: Chapter Tests and Benchmark Test
17
Unit Plan
Content Area: Civics
Unit Overview:
Unit 2 – Europe
Chapter 5: Europe:
Physical Geography and History
Chapter 6: Western Europe
Chapter 7: United Kingdom
Chapter 8: Eastern Europe
Target Course/Grade Level: Grade 7
Summary: Students will learn how Europe has changed over the years and what has influenced
that change. They will also study the physical elements, how populations have changed, and the
cultural differences of European nations.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.C.16
Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individual’s beliefs, values, and traditions may reflect more than
one culture.
6.1.4.D.19
Explain how experiences and events may be interpreted differently by people
with different cultural or individual perspectives.
6.1.4.D.20
Describe why it is important to understand the perspectives of other cultures in
an interconnected world.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
18
changes in urban-rural populations on natural resources and land use.
Assess the role of increased personal and business electronic communications
in creating a “global” culture, and evaluate the impact on traditional cultures and
values.
Unit Essential Questions
Unit Enduring Understandings
• What changes have taken place in
• Europe has landforms ranging from
Europe since ancient times?
mountains to plains.
• How does geography help us understand • Europe’s climate is influenced by its nearness
Europe?
to the ocean.
• How do natural resources affect Europe’s • Ancient Greek and Roman achievements in
population distribution and economies?
government, art and architecture,
engineering, and law continue to influence
• What is the European culture? How does
Europe and the world today.
it shape the lives of its peoples?
• After two world wars, European nations found
• How does climate impact human activity
new ways to cooperate.
in a region?
• How might a valuable natural resource
impact a region?
Unit Learning Targets
Students will be able to ...
• Identify the different types of natural resources in the European countries and their importance
• Describe the need for world trade and how it can lead to interdependence and competition
among European nations and the world
• Identify the main types of government in Europe and their characteristics
• Describe the culture and its elements of each country studied
• Summarize the roles language plays in culture
• Summarize some responses to cultural change in Europe
• Describe the ocean’s influence on Europe’s climate
• Explain why Europe is called the “peninsula of peninsulas”
• Identify ancient Greek and Roman cultural influences in modern life
• Identify the reasons for Europe’s expanding power around the world
Evidence of Learning
6.2.12.D.6.a
Learning Activities
 Begin the study by asking students to bring in current event articles about Europe and any
of the countries within Europe. These articles could be from the newspaper, a magazine,
or from the Internet. See the Appendix for a sample form to be used. Current Events do
not have to be presented orally to the class, as this takes too much class time. As class
discussions proceed about a particular area or country, students can add the information
they have gathered from the articles. These articles and forms can either be included in
the Journals or in a separate folder to be graded at the end of the unit study.
 Introduce the physical geography of Europe and briefly discuss the history of Europe,
including the changes that have taken place
 Location through technology: (Inter: TECH)
• Using computers, assign each student (via index cards) a location in Europe to find the
absolute location (Google Earth or a similar online mapping tool)
• Students can then compare the locations of their various places and make
assumptions about the climate and landforms, based on the longitude and latitude
19
•
•
Have students check to see if their assumptions are correct, either using the computer
or their textbook
Explain that longitude and latitude can tell us a lot about the physical elements of a
place
 Review the Country Almanac, pages 111-115 SE
• Each student should pick a country as “theirs” for this study
• Allow time, either on the computer, in the library, or at home (or a combination) for
students to research their country
• As you discuss the physical elements, human geography, and culture, students should
be prepared to provide information about “their” country with regard to the topic
• Assign several words or phrases (Hello, Good-bye, How are you? Where is the nearest
airport? etc.) for the student to research in the language of “their” country. If English is
the language of their country, have them choose one of the countries that was not
assigned to a student for this particular assignment. A translation, both in written and
spoken word, can be found at http://www.travlang.com/languages/ (Inter: WL)
• Have students research how ”their” country did in the medal count in the 2012 Summer
Olympics and then analyze why the athletes did well or not so well – good opportunity
for JOURNAL writing and CURRENT EVENTS (see Appendix)
• If a country was not represented at the Olympics, have students theorize why this
might be
 Using “their” country (from above) students will create a powerpoint presentation to
highlight their country, particularly with regard to tourism (What sights would appeal to
tourists? Does it have a favorable monetary exchange rate with the US?) (Inter: TECH)
 Randomly assign students 6-10 European countries (via index cards) to use in constructing
a graph or chart to compare either the physical sizes of the countries or the
populations…or both (2 separate graphs/charts) (Inter: MATH)
• To extend learning, have students write about the chart/graph and what it tells them
(Inter: LA) – good opportunity for JOURNAL writing
 Visual and Performing Arts connections:
• If possible, play music from several of the countries represented within the class and
have students try to identify which country the music represents
• If possible, show art from various artists representing the countries of the students and
have them, again, try to identify the country the art represents
• For both music and art (if used), have students write their impressions of either the
music or the art form and why it might be different from what they are used to – good
opportunity for JOURNAL writing
 Students will write about the culture of “their” country and try to explain what may have
influenced the culture to be like it is (British influence on India due to the rule of Britain until
the mid-20th century; isolation from other nations due to landforms or oppressive rulers) –
this could also be an oral presentation to the class (Inter: LA) – good opportunity for
JOURNAL writing
 This study could end by having students create replicas of “their” country flags from
construction paper and hang them around the room (Inter: VPA)
20
Teacher Resources:
McDougal & Littell, World Cultures and Geography - Eastern Hemisphere, 2008.
Formative Assessments: Chapter Tests
Benchmark Test
21
Unit Plan
Content Area: Civics
Unit 3 – Russia and the Eurasian Republics
Chapter 9: Russia
Chapter 10: Eurasian Republics
Target Course/Grade Level: Grade 7
Summary: Students will learn how Russia has changed over the years, what has influenced that
change, and the establishment of the Eurasian Republics. They will also study the physical
elements, how populations have changed, and the cultural differences of Russia and the Eurasian
nations.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.C.16
Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individual’s beliefs, values, and traditions may reflect more than
one culture.
6.1.4.D.19
Explain how experiences and events may be interpreted differently by people
with different cultural or individual perspectives.
6.1.4.D.20
Describe why it is important to understand the perspectives of other cultures in
an interconnected world.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
changes in urban-rural populations on natural resources and land use.
6.2.12.D.6.a
Assess the role of increased personal and business electronic communications
in creating a “global” culture, and evaluate the impact on traditional cultures and
22
values.
Unit Essential Questions
Unit Enduring Understandings
• How is Russia preserving its Eastern
• The region is a vast area that contains a
culture while adapting to Western
variety of landforms, climates, and vegetation
influences?
which pose challenges, but it is also rich in
natural resources.
• How can the Eurasian republics meet the
challenges of independence?
• The geographic location of the region has
attracted many different cultures, ideas, and
• What changes have taken place in Russia
conquerors.
since ancient times?
•
Russia is on its way to establishing a market
• How does geography help us understand
economy
but has struggled to change its
Russia and the Eurasian republics?
government.
• How do natural resources affect the
• The Eurasian republics are working to
region’s population distribution and
overcome internal problems and establish
economies?
democratic governments and market
• What is the culture of Russia and the
economies.
Eurasian republics? How does it shape
the lives of its various peoples?
• How does climate impact human activity in
the region?
• How might natural resources impact the
regions?
Unit Learning Targets
Students will be able to ...
• Identify the different types of natural resources in the region and their importance
• Describe the need for world trade and how it can lead to interdependence and competition
• Identify the main types of government in the region and their characteristics
• Describe the culture and the effect of Western influence
• Summarize the roles language plays in culture
• Summarize some responses to cultural change in Russia and the Eurasian republics
• Describe the climate of the region
Evidence of Learning
Learning Activities
 Begin the study by asking students to bring in current event articles about Russia and any
of the Eurasian republics. These articles could be from the newspaper, a magazine, or
from the Internet. See the Appendix for a sample form to be used. Current Events do not
have to be presented orally to the class, as this takes too much class time. As class
discussions proceed about a particular area or country, students can add the information
they have gathered from the articles. These articles and forms can either be included in
the Journals or in a separate folder to be graded at the end of the unit study.
 Introduce the physical geography of Russia and the Eurasian republics and briefly discuss
the history of Russia, including the many changes that have recently taken place
 Location through technology: (Inter: TECH)
• Using computers, assign each student (via index cards) a location in the region to
find the absolute location (Google Earth or a similar online mapping tool) – Russia
is a vast country, so many students could have different locations in the one
country
23
•
•
•
Students can then compare the locations of their various places and make
assumptions about the climate and landforms, based on the longitude and latitude
Have students check to see if their assumptions are correct, either using the
computer or their textbook
Explain that longitude and latitude can tell us a lot about the physical elements of a
place
 Review the Country Almanac, pages 248-249 SE
• Each student should pick a country as “theirs” for this study – since there are only
nine countries in this study, several students might have the same country
• Allow time, either on the computer, in the library, or at home (or a combination) for
students to research their country
• As you discuss the physical elements, human geography, and culture, students
should be prepared to provide information about “their” country with regard to the
topic
• Assign several words or phrases (Hello, Good-bye, How are you? Where is the
nearest airport? etc.) for the student to research in the language of “their” country.
A translation, both in written and spoken word, can be found at
http://www.travlang.com/languages/ (Inter: WL).
• Have students research how ”their” country did in the medal count in the 2012
Summer Olympics and then analyze why the athletes did well or not so well - good
opportunity for JOURNAL writing and CURRENT EVENTS (see Appendix).
• If a country was not represented at the Olympics, have students theorize why this
might be
 Using “their” country (from above) students – probably in a group - will create a powerpoint
presentation to highlight their country, particularly with regard to tourism (What sights
would appeal to tourists? Does it have a favorable monetary exchange rate with the US?)
(Inter: TECH)
 Assign students the 9 countries of Russia and the Eurasian republics to use in constructing
a graph or chart to compare either the physical sizes of the countries or the
populations…or both (2 separate graphs/charts) (Inter: MATH)
• To extend learning, have students write about the chart/graph and what it tells them
(Inter: LA) – good opportunity for JOURNAL writing
 Visual and Performing Arts connections:
• If possible, play music from several of the countries represented
• If possible, show art from various artists representing the countries
• For both music and art (if used), have students write their impressions of either the
music or the art form and why it might be different from what they are used to –
good opportunity for JOURNAL writing
 Students will write about the culture of “their” country and try to explain what may have
influenced the culture to be like it is (British influence on India due to the rule of Britain until
the mid-20th century; isolation from other nations due to landforms or oppressive rulers) –
this could also be an oral presentation to the class (Inter: LA) - good opportunity for
JOURNAL writing
 Be sure to highlight the type of governmental structure of each of these countries
24
 This study could end by having students create replicas of “their” country flags from
construction paper and hang them around the room (Inter: VPA)
Teacher Resources:
McDougal & Littell, World Cultures and Geography (Eastern Hemisphere), 2008.
Formative Assessments: Chapter Tests
Benchmark Assessment
25
Unit Plan
Content Area: Civics
Unit 4 – Africa
Chapter 11: Africa –
Physical Geography and Early History
Chapter 12: Egypt and North Africa
Chapter 13: West Africa
Chapter 14: East, Central and Southern Africa
Target Course/Grade Level: Grade 7
Summary: Students will learn how Africa has changed over the years, what has influenced that
change, and the establishment of the various independent African nations. They will also study
the physical elements, how populations have changed, and the cultural differences of the African
nations.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies N.J. Core
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.C.16
Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individual’s beliefs, values, and traditions may reflect more than
one culture.
6.1.4.D.19
Explain how experiences and events may be interpreted differently by people
with different cultural or individual perspectives.
6.1.4.D.20
Describe why it is important to understand the perspectives of other cultures in
an interconnected world.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
26
changes in urban-rural populations on natural resources and land use.
Assess the role of increased personal and business electronic communications
in creating a “global” culture, and evaluate the impact on traditional cultures and
values.
Unit Essential Questions
Unit Enduring Understandings
• How are the African nations preserving
• The continent is a vast area that contains a
their culture while adapting to Western
variety of landforms, climates, and vegetation
influences?
which pose challenges, but it is also rich in
natural resources.
• How can the African nations meet the
• The geographic location of Africa has
challenges of independence?
attracted many different cultures, ideas, and
• What brought about the enormous changes
conquerors.
that have taken place in Africa since
ancient times?
• The African nations are struggling with their
economies, largely due to unstable climate
• How does geography help us understand
conditions
the African continent?
• A majority of the African nations are currently
• How do natural resources affect Africa’s
struggling with unrest within their government
population distribution and economies?
establishments, with many of them facing
• What is the culture of the various African
rioting and rebellion within their own
nations? How does it shape the lives of its
countries.
various peoples?
• How does climate impact human activity on • Bloodshed and massacres have become
almost normal in many parts of Africa due to
the continent of Africa?
political unrest.
Unit Learning Targets
Students will be able to ...
•
Identify the different types of natural resources on the African continent and their importance
•
Describe the need for world trade and how it can lead to interdependence and competition
•
Identify the main types of government in the region and their characteristics
•
Describe the cultures of the African nations and the effect of Western influence
•
Summarize the roles language plays in culture
•
Summarize some responses to cultural change in various African nations
•
Describe the climate of the region
Evidence of Learning
6.2.12.D.6.a
Learning Activities
 Begin the study by asking students to bring in current event articles about Africa and/or any
of the African nations. These articles could be from the newspaper, a magazine, or from
the Internet. See the Appendix for a sample form to be used. Current Events do not have
to be presented orally to the class, as this takes too much class time. As class discussions
proceed about a particular area or country, students can add the information they have
gathered from the articles. These articles and forms can either be included in the Journals
or in a separate folder to be graded at the end of the unit study.
 Introduce the physical geography of the continent of Africa and briefly discuss the history of
the continent, including the many changes that are currently taking place
 Location through technology: (Inter: TECH)
• Using computers, assign each student (via index cards) a location in the region to
find the absolute location (Google Earth or a similar online mapping tool)
27
•
•
•
Students can then compare the locations of their various places and make
assumptions about the climate and landforms, based on the longitude and latitude
Have students check to see if their assumptions are correct, either using the
computer or their textbook
Explain that longitude and latitude can tell us a lot about the physical elements of a
place
 Review the Country Almanac, pages 320-325 SE
• Each student should pick a country as “theirs” for this study – there are 53 countries
listed so each student could choose two countries if desired
• Allow time, either on the computer, in the library, or at home (or a combination) for
students to research their country
• As you discuss the physical elements, human geography, and culture, students
should be prepared to provide information about “their” country with regard to the
topic
• Assign several words or phrases (Hello, Good-bye, How are you? Where is the
nearest airport? etc.) for the student to research in the language of “their” country.
A translation, both in written and spoken word, can be found at
http://www.travlang.com/languages/ (Inter: WL).
• Have students research how ”their” country did in the medal count in the 2012
Summer Olympics and then analyze why the athletes did well or not so well - good
opportunity for JOURNAL writing and CURRENT EVENTS (see Appendix)
• If a country was not represented at the Olympics, have students theorize why this
might be
 Using “their” country (from above) students will create a powerpoint presentation to
highlight their country, particularly with regard to tourism (What sights would appeal to
tourists? Does it have a favorable monetary exchange rate with the US?) (Inter: TECH)
 Assign students to use “their” country and any countries of Africa not chosen by a student
to use in constructing a graph or chart to compare either the physical sizes of the countries
or the populations…or both (2 separate graphs/charts) (Inter: MATH)
• To extend learning, have students write about the chart/graph and what it tells them
(Inter: LA) – good opportunity for JOURNAL writing
 Visual and Performing Arts connections:
• If possible, play music from several of the countries represented
• If possible, show art from various artists representing the countries
• For both music and art (if used), have students write their impressions of either the
music or the art form and why it might be different from what they are used to –
good opportunity for JOURNAL writing
 Students will write about the culture of “their” country and try to explain what may have
influenced the culture to be like it is (British influence on India due to the rule of Britain until
the mid-20th century; isolation from other nations due to landforms or oppressive rulers; the
slave trade) – this could also be an oral presentation to the class (Inter: LA) – good
opportunity for JOURNAL writing
 Be sure to highlight the type of governmental structure of each of these countries
28
 There is information about Africa, the African people, and the country of Egypt in the
Appendix.
 This study could end by having students create replicas of “their” country flags from
construction paper and hang them around the room (Inter: VPA)
Teacher Resources:
McDougal & Littell, World Cultures and Geography (Eastern Hemisphere), 2008.
Formative Assessments: Chapter Tests
Benchmark Assessment
29
Unit Plan
Content Area: Civics
Unit 5 – Southwest Asia and South Asia
Chapter 15: Southwest Asia and South Asia
Chapter 16: Southwest Asia
Chapter 17: India
Chapter 18: South Asian Neighbors
Target Course/Grade Level: Grade 7
Summary: Students will learn how the region has changed over the years and what has
influenced that change. They will also study the physical elements, how populations have
changed, and the cultural differences of the Southwestern and South Asian nations.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies N.J. Core
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.C.16
Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individual’s beliefs, values, and traditions may reflect more than
one culture.
6.1.4.D.19
Explain how experiences and events may be interpreted differently by people
with different cultural or individual perspectives.
6.1.4.D.20
Describe why it is important to understand the perspectives of other cultures in
an interconnected world.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
changes in urban-rural populations on natural resources and land use.
6.2.12.D.6.a
Assess the role of increased personal and business electronic communications
30
in creating a “global” culture, and evaluate the impact on traditional cultures and
values.
Unit Essential Questions
Unit Enduring Understandings
• What brought about the enormous
• The physical geography of South Asia is made
changes that have taken place in Asia
up of mountains, plateaus, and plains, and
since ancient times?
there are wet and dry seasons.
• How does geography help us understand
• Southwest Asia has vast deserts and
the Asian continent?
extensive mountain ranges that are similar to
those in certain parts of Africa.
• How do natural resources affect Asia’s
• The physical geography of the region has
population distribution and economies?
influenced the history and culture of many
• What is the culture of the various Asian
countries.
nations? How does it shape the lives of its
various peoples?
• Other nations and cultures in the region
besides India have managed to develop their
• How does climate impact human activity in
own distinct identities.
Southwest and South Asia?
• Out of India’s diversity a robust democracy
• How have physical geography and history
has developed.
interacted in Southwest and South Asia?
• Israel is a thriving democracy and the
• How might changes in political culture
Palestinian territories are trying to develop a
affect the stability of the region?
representative government. Turkey, Syria,
• How is India’s traditional way of life
and Lebanon are all struggling with similar
changing in response to modern forces?
issues of how to reconcile representative
• How do the history and cultures of India’s
government with their traditions.
neighbors affect the world?
Unit Learning Targets
Students will be able to ...
• Locate the continent of Asia on a map (or globe) and identify the major countries of the
continent
• Identify reasons why Southwest Asia is prone to earthquakes
• Identify the main types of government in the region and their characteristics
• Compare and contrast the cultures of Iran, Iraq, and Saudi Arabia
• Explain how India achieved independence and what led to partition
• Summarize the challenges facing Afghanistan, Pakistan, and Bangladesh today
• Discuss the conflict in the Middle East that has US forces engaged
Evidence of Learning
Learning Activities
 Begin the study by asking students to bring in current event articles about Southwest
and/or South Asia nations. These articles could be from the newspaper, a magazine, or
from the Internet. See the Appendix for a sample form to be used. Current Events do not
have to be presented orally to the class, as this takes too much class time. As class
discussions proceed about a particular area or country, students can add the information
they have gathered from the articles. These articles and forms can either be included in
the Journals or in a separate folder to be graded at the end of the unit study.
 Introduce the physical geography of the continent of Asia and briefly discuss the history of
the continent
 Location through technology: (Inter: TECH)
• Using computers, assign each student (via index cards) a location in the region to
31
•
•
find the absolute location (Google Earth or a similar online mapping tool) –
Students can then compare the locations of their various places and make
assumptions about the climate and landforms, based on the longitude and latitude
Have students check to see if their assumptions are correct, either using the
computer or their textbook
Explain that longitude and latitude can tell us a lot about the physical elements of a
place
 Review the Country Almanac, pages 439-441 SE
• Each student should pick a country as “theirs” for this study – there are 23 countries
listed so several students may need to have the same country
• Allow time, either on the computer, in the library, or at home (or a combination) for
students to research their country
• As you discuss the physical elements, human geography, and culture, students
should be prepared to provide information about “their” country with regard to the
topic
• Assign several words or phrases (Hello, Good-bye, How are you? Where is the
nearest airport? etc.) for the student to research in the language of “their” country.
A translation, both in written and spoken word, can be found at
http://www.travlang.com/languages/ (Inter: WL).
• Have students research how ”their” country did in the medal count in the 2012
Summer Olympics and then analyze why the athletes did well or not so well – good
opportunity for JOURNAL writing and CURRENT EVENTS
• If a country was not represented at the Olympics, have students theorize why this
might be
 Using “their” country (from above) students will create a powerpoint presentation to
highlight their country, particularly with regard to tourism (What sights would appeal to
tourists? Does it have a favorable monetary exchange rate with the US?) (Inter: TECH)
 Assign students to use “their” country to use in constructing a graph or chart to compare
either the physical sizes of the countries or the populations…or both (2 separate
graphs/charts) (Inter: MATH)
• To extend learning, have students write about the chart/graph and what it tells them
(Inter: LA) – good opportunity for JOURNAL writing
 Visual and Performing Arts connections:
• If possible, play music from several of the countries represented
• If possible, show art from various artists representing the countries
• For both music and art (if used), have students write their impressions of either the
music or the art form and why it might be different from what they are used to –
good opportunity for JOURNAL writing
 Students will write about the culture of “their” country and try to explain what may have
influenced the culture to be like it is (British influence on India due to the rule of Britain until
the mid-20th century; isolation from other nations due to landforms or oppressive rulers; the
slave trade) – this could also be an oral presentation to the class (Inter: LA)– good
opportunity for JOURNAL writing
 Be sure to highlight the type of governmental structure of each of these countries
32
 This study could end by having students create replicas of “their” country flags from
construction paper and hang them around the room (Inter: VPA)
Teacher Resources:
McDougal & Littell, World Cultures and Geography (Eastern Hemisphere), 2008.
Formative Assessments: Chapter Tests
Benchmark Assessment
33
Unit Plan
Content Area: Civics
Unit 6: East Asia and Southeast Asia
Chapter 19: China
Chapter 20: The Korean Peninsula
Chapter 21: Japan
Chapter 22: Southeast Asia
Target Course/Grade Level: Grade 7
Summary: Students will learn how East Asia and Southeast Asia have changed over the years
and what has influenced that change. They will also study the physical elements, how populations
have changed, and the cultural differences of the Asian nations.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies N.J. Core
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.C.16
Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individual’s beliefs, values, and traditions may reflect more than
one culture.
6.1.4.D.19
Explain how experiences and events may be interpreted differently by people
with different cultural or individual perspectives.
6.1.4.D.20
Describe why it is important to understand the perspectives of other cultures in
an interconnected world.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
changes in urban-rural populations on natural resources and land use.
6.2.12.D.6.a
Assess the role of increased personal and business electronic communications
34
in creating a “global” culture, and evaluate the impact on traditional cultures and
values.
Unit Essential Questions
Unit Enduring Understandings
• How are the African nations preserving
• The continent is a vast area that contains a
their culture while adapting to Western
variety of landforms, climates, and vegetation
influences?
which pose challenges, but it is also rich in
natural resources.
• How can the African nations meet the
• The geographic location of Africa has
challenges of independence?
attracted many different cultures, ideas, and
• What brought about the enormous
conquerors.
changes that have taken place in Africa
since ancient times?
• The African nations are struggling with their
economies, largely due to unstable climate
• How does geography help us understand
conditions
the African continent?
• A majority of the African nations are currently
• How do natural resources affect Africa’s
struggling with unrest within their government
population distribution and economies?
establishments, with many of them facing
• What is the culture of the various African
rioting and rebellion within their own countries.
nations? How does it shape the lives of its
• Bloodshed and massacres have become
various peoples?
almost normal in many parts of Africa due to
• How does climate impact human activity
political unrest.
on the continent of Africa?
Unit Learning Targets
Students will be able to ...
• Locate the continent of Asia on a map (or globe) and identify the major countries of the
continent
• Identify the different types of natural resources on the East and Southeast Asian continent and
their importance
• Describe the need for world trade and how it can lead to interdependence and competition
• Identify the main types of government in the region and their characteristics
• Describe the cultures of the Asian nations and the effect of Western influence
• Summarize the roles language plays in culture
• Summarize some responses to cultural change in various Asian nations
• Describe the climate of the region
Evidence of Learning
Learning Activities
 Begin the study by asking students to bring in current event articles about East and/or
Southeast Asian nations. These articles could be from the newspaper, a magazine, or
from the Internet. See the Appendix for a sample form to be used. Current Events do not
have to be presented orally to the class, as this takes too much class time. As class
discussions proceed about a particular area or country, students can add the information
they have gathered from the articles. These articles and forms can either be included in
the Journals or in a separate folder to be graded at the end of the unit study.
 Introduce the physical geography of the region of East and Southeast Asia and briefly
discuss the history of the continent
 Location through technology: (Inter: TECH)
• Using computers, assign each student (via index cards) a location in the region to
find the absolute location (Google Earth or a similar online mapping tool) Students
35
•
•
can then compare the locations of their various places and make assumptions
about the climate and landforms, based on the longitude and latitude
Have students check to see if their assumptions are correct, either using the
computer or their textbook
Explain that longitude and latitude can tell us a lot about the physical elements of a
place
 Review the Country Almanac, pages 544-545 SE
• Each student should pick a country as “theirs” for this study –– There are 17
nations, so several students will have to have the same country
• Allow time, either on the computer, in the library, or at home (or a combination) for
students to research their country
• As you discuss the physical elements, human geography, and culture, students
should be prepared to provide information about “their” country with regard to the
topic
• Assign several words or phrases (Hello, Good-bye, How are you? Where is the
nearest airport? etc.) for the student to research in the language of “their” country.
A translation, both in written and spoken word, can be found at
http://www.travlang.com/languages/ (Inter: WL).
• Have students research how ”their” country did in the medal count in the 2012
Summer Olympics and then analyze why the athletes did well or not so well - good
opportunity for JOURNAL writing and CURRENT EVENTS (see Appendix)
• If a country was not represented at the Olympics, have students theorize why this
might be
 Using “their” country (from above) students will create a powerpoint presentation to
highlight their country, particularly with regard to tourism (What sights would appeal to
tourists? Does it have a favorable monetary exchange rate with the US?) (Inter: TECH)
 Assign students to use “their” country to construct a graph or chart to compare either the
physical sizes of the countries or the populations…or both (2 separate graphs/charts)
(Inter: MATH)
• To extend learning, have students write about the chart/graph and what it tells them
(Inter: LA) - good opportunity for JOURNAL writing
 Visual and Performing Arts connections:
• If possible, play music from several of the countries represented
• If possible, show art from various artists representing the countries
• For both music and art (if used), have students write their impressions of either the
music or the art form and why it might be different from what they are used to good opportunity for JOURNAL writing
 Students will write about the culture of “their” country and try to explain what may have
influenced the culture to be like it is (British influence on India due to the rule of Britain until
the mid-20th century; isolation from other nations due to landforms or oppressive rulers; the
slave trade) – this could also be an oral presentation to the class (Inter: LA) - good
opportunity for JOURNAL writing
 Be sure to highlight the type of governmental structure of each of these countries
36
 This study could end by having students create replicas of “their” country flags from
construction paper and hang them around the room (Inter: VPA)
Teacher Resources:
McDougal & Littell, World Cultures and Geography (Eastern Hemisphere), 2008.
Formative Assessments: Chapter Tests
Benchmark Assessment
37
Unit Plan
Content Area: Civics
Unit 7 – Oceania and Antarctica
Chapter 23: Australia and New Zealand
Chapter 24: Oceania and Antarctica
Target Course/Grade Level: Grade 7
Summary: Students will learn how Australia, New Zealand and Oceania have changed over the
years and what has influenced that change. They will also study the physical elements, how
populations have changed, and the cultural differences of the region.
Pacing:
Learning Targets
N.J. Core Curriculum Content Standards: 6.1 U.S. History: America in the World
6.2 World History/Global Studies N.J. Core
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.8
Compare ways people choose to use and divide natural resources.
6.1.4.C.9
Compare and contrast how access to and use of resources affects people
across the world differently.
6.1.4.C.16
Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
6.1.4.D.13
Describe how culture is expressed through and influenced by the behavior of
people.
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individual’s beliefs, values, and traditions may reflect more than
one culture.
6.1.4.D.19
Explain how experiences and events may be interpreted differently by people
with different cultural or individual perspectives.
6.1.4.D.20
Describe why it is important to understand the perspectives of other cultures in
an interconnected world.
6.1.12.B.16.a
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a
source of conflict, and analyze how the United States and other nations have
addressed issues concerning the distribution and sustainability of natural
resources.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging
technologies on individuals and nations.
6.2.12.B.5.c
Determine the impact of migration on way of life (e.g., social, economic, and
political structures) in countries of origin and in adopted countries.
6.2.12.C.5.d
Determine the challenges faced by developing nations in their efforts to compete
in a global economy.
6.2.12.B.6.a
Determine the global impact of increased population growth, migration, and
changes in urban-rural populations on natural resources and land use.
6.2.12.D.6.a
Assess the role of increased personal and business electronic communications
in creating a “global” culture, and evaluate the impact on traditional cultures and
values.
38
Unit Essential Questions
Unit Enduring Understandings
• How has the human geography of Australia • Australia and New Zealand have plant and
and New Zealand changed since European
animal life found nowhere else on Earth.
settlement?
• Australia’s history, culture, and economic life
• How does geography help us understand
have been shaped by both aborigines and
the nations of Oceania?
European immigrants.
• How do natural resources affect the
• New Zealand’s history, culture, and economy
region’s population distribution and
have been influenced by the Maori and
economies?
European immigrants.
• What is the culture of the various nations of • Oceania is home to hundreds of cultural
the region? How does it shape the lives of
groups living on islands spread across
its various peoples?
thousands of miles of the Pacific Ocean.
• How does climate impact human activity in
• Antarctica has no permanent residents
the region?
because it has such a harsh environment.
Unit Learning Targets
Students will be able to ...
•
Identify the different types of natural resources on the African continent and their importance
•
Describe the need for world trade and how it can lead to interdependence and competition
•
Identify the main types of government in the region and their characteristics
•
Describe the cultures of the African nations and the effect of Western influence
•
Summarize the roles language plays in culture
•
Summarize some responses to cultural change in various African nations
•
Describe the climate of the region
Evidence of Learning
Learning Activities
 Begin the study by asking students to bring in current event articles about Oceania,
Australia, New Zealand, or Antarctica. These articles could be from the newspaper, a
magazine, or from the Internet. See the Appendix for a sample form to be used. Current
Events do not have to be presented orally to the class, as this takes too much class time.
As class discussions proceed about a particular area or country, students can add the
information they have gathered from the articles. These articles and forms can either be
included in the Journals or in a separate folder to be graded at the end of the unit study.
 Introduce the physical geography of the continent of Australia, the island of New Zealand,
Antarctica, and the other islands of Oceania and briefly discuss the history of the area
 Location through technology: (Inter: TECH)
• Using computers, assign each student (via index cards) a location in the region to
find the absolute location (Google Earth or a similar online mapping tool)
• Students can then compare the locations of their various places and make
assumptions about the climate and landforms, based on the longitude and latitude
• Have students check to see if their assumptions are correct, either using the
computer or their textbook
• Explain that longitude and latitude can tell us a lot about the physical elements of a
place
 Review the Country Almanac, pages 672-673 SE
• Each student should pick a country as “theirs” for this study – there are 14 countries
39
•
•
•
•
•
listed so two students would have the same countries
Allow time, either on the computer, in the library, or at home (or a combination) for
students to research their country
As you discuss the physical elements, human geography, and culture, students
should be prepared to provide information about “their” country with regard to the
topic
Assign several words or phrases (Hello, Good-bye, How are you? Where is the
nearest airport? etc.) for the student to research in the language of “their” country, if
it is not English. A translation, both in written and spoken word, can be found at
http://www.travlang.com/languages/ (Inter: WL).
Have students research how ”their” country did in the medal count in the 2012
Summer Olympics and then analyze why the athletes did well or not so well – good
opportunity for JOURNAL writing and CURRENT EVENTS
If a country was not represented at the Olympics, have students theorize why this
might be
 Using “their” country (from above) students will create a powerpoint presentation to
highlight their country, particularly with regard to tourism (What sights would appeal to
tourists? Does it have a favorable monetary exchange rate with the US?) (Inter: TECH)
 Assign students to use “their” country in constructing a graph or chart to compare either the
physical sizes of the countries or the populations…or both (2 separate graphs/charts)
(Inter: MATH)
• To extend learning, have students write about the chart/graph and what it tells them
(Inter: LA) - good opportunity for JOURNAL writing
 Visual and Performing Arts connections:
• If possible, play music from several of the countries represented
• If possible, show art from various artists representing the countries
• For both music and art (if used), have students write their impressions of either the
music or the art form and why it might be different from what they are used to good opportunity for JOURNAL writing
 Students will write about the culture of “their” country and try to explain what may have
influenced the culture to be like it is (British influence on India due to the rule of Britain until
the mid-20th century; isolation from other nations due to landforms or oppressive rulers; the
slave trade) – this could also be an oral presentation to the class (Inter: LA) - good
opportunity for JOURNAL writing
 Be sure to highlight the type of governmental structure of each of these countries
 This study could end by having students create replicas of “their” country flags from
construction paper and hang them around the room (Inter: VPA)
Teacher Resources:
McDougal & Littell, World Cultures and Geography (Eastern Hemisphere), 2008.
Formative Assessments: Chapter Tests and Benchmark Assessment
40
41
Current Events
Source Guidelines
Current is defined as occurring in or belonging to the present time. Therefore, you must follow the
time guidelines below when selecting an article to use for your current events assignment.
Your article must come from a reputable news source. All of the sources listed below are acceptable.
However, if you find an article from a source not listed below you must ask me first if it is acceptable
to use for the assignment.
SOURCE NAME
abcnews.com
cbsnews.com
cnn.com
foxnews.com
msnbc.com
National Geographic
nationalgeographic.com
Newsweek
newsweek.com
Time
time.com
US News and World Report
usnews.com
USA Today
usatoday.com
Burlington County Times
www.phillyburbs.com
Philadelphia Inquirer
www.philly.com
Courier Post
www.courierpostonline.com/
TYPE
Online Television News
Online Television News
Online Television News
Online Television News
Online Television News
Magazine Online version
WITHIN THE LAST
1 week
1 week
1 week
1 week
1 week
1 year
Magazine Online version
2 weeks
Magazine Online version
2 weeks
Magazine Online version
2 weeks
Newspaper Online version
1 week
Newspaper Online version
1 week
Newspaper Online version
1 week
Newspaper Online version
1 week
You may use Google News as a search for articles, but Google News is not the source. Google News is
simply a news search engine that gathers links to other newspapers or magazines. Whichever site it
directs you to is the source.
The following are categories acceptable for Current Events:
1. Geography: Environment, Immigration, Global Warming, etc., especially
as it relates to humans.
2. Culture: Customs, traditions, religion and politics, etc.
3. Government: Elections, laws, court decisions, etc.
4. Technology: New inventions, Innovative ways to better our lives, etc.
5. Cooperation & Conflict: Foreign policy, trade agreements and disputes, wars, etc.
6. Resources: Natural or human resource issues between governments or groups.
7. History/Archeology: New discoveries or theories about the past (fossil finds, etc.)
42
CURRENT EVENTS WORKSHEET
Grade:
Your Name:
Title of Article:
Source (date and pages):
Attach article to worksheet. Staple or clip in advance!
WHO is this article about?
WHAT is this story about? List four facts and/or opinions related in your article and identify
them as facts or opinions.
1.
2.
3.
4.
WHEN did this story take place? Does it have anything to do with past events or issues? Be
careful and THINK! Explain.
WHERE is this event or issue occurring? (Specify city, country, region, etc.)
HOW is this story important?
PREDICT what you think might happen as this story develops.
43
UNIT 2 – Earthquakes and Volcanoes
A map with details of earthquakes located within the past two weeks can be found at:
http://hvo.wr.usgs.gov/seismic/volcweb/earthquakes/
A definition of alert levels can be found at
http://volcanoes.usgs.gov/activity/alertsystem/index.php
Definitions of terms relating to earthquakes and volcanoes with photos can be found at
http://volcanoes.usgs.gov/images/pglossary/index.php
The Hawaiian Volcano Observatory is one of five volcano observatories within the U.S.
Geological Survey and is responsible for monitoring volcanoes and earthquakes in Hawaii.
Yellowstone Volcanoes: Please see: http://www.uusatrg.utah.edu/ts_ysrp.html
for a map of GPS stations in the Yellowstone vicinity.
For a graph of daily GPS positions at White Lake, within the Yellowstone caldera, please
see: http://pbo.unavco.org/station/overview/WLWY
For pictures of volcanic eruptions see:
http://www.google.com/images?hl=en&q=Volcanoe+reuptions&gbv=2&rlz=1W1ADFA_enUS
471&gs_l=heirloomList and map of currently active volcanoes:
http://www.volcano-news.com/erupting_volcanoes.html
Chart of the deadliest volcano eruptions in history from the year 79 to present day:
http://www.infoplease.com/ipa/A0197833.html
44
Types of Volcano Hazards
Volcanic eruptions are one of Earth's most dramatic and violent agents of change. Not only can
powerful explosive eruptions drastically alter land and water for tens of kilometers around a
volcano, but tiny liquid droplets of sulfuric acid erupted into the stratosphere can change our
planet's climate temporarily. Eruptions often force people living near volcanoes to abandon their
land and homes, sometimes forever. Those living farther away are likely to avoid complete
destruction, but their cities and towns, crops, industrial plants, transportation systems, and
electrical grids can still be damaged by tephra, ash, lahars, and flooding.
Fortunately, volcanoes exhibit precursory unrest that if detected and analyzed in time allows
eruptions to be anticipated and communities at risk to be forewarned with reliable information in
sufficient time to implement response plans and mitigation measures.
Ash usually covers a much larger area and disrupts the lives of far more people than the
other more lethal types of volcano hazards. Unfortunately, the size of ash particles that
fall to the ground and the thickness of ashfall downwind from an erupting volcano are
difficult to predict in advance. Not only is there a wide range in the size of an eruption
that might occur and the amount of tephra injected into the atmosphere, but the
direction and strength of the prevailing wind can vary widely.
Volcanic ash is highly disruptive to economic activity because it covers just about
everything, infiltrates most openings, and is highly abrasive. Airborne ash can obscure
sunlight to cause temporary darkness and reduce visibility to zero. Ash is slippery,
especially when wet; roads, highways, and airport runways may become impassable.
45
Automobile and jet engines may stall from ash-clogged air filters and moving parts can
be damaged from abrasion, including bearings, brakes, and transmissions.
Ash:
Volcanic ash consists of rock, mineral, and volcanic glass fragments smaller than 2
mm (0.1 inch) in diameter, which is slightly larger than the size of a pinhead. Volcanic
ash is not the same as the soft fluffy ash that results from burning wood, leaves, or
paper. It is hard, does not dissolve in water, and can be extremely small--ash particles
less than 0.025 mm (1/1,000th of an inch) in diameter are common. Ash is extremely
abrasive, similar to finely crushed window glass, mildly corrosive, and electrically
conductive, especially when wet. Ash is one type of tephra.
Lahar: Indonesian term that describes a hot or cold mixture of water and rock fragments
flowing down the slopes of a volcano and (or) river valleys. When moving, a lahar
looks like a mass of wet concrete that carries rock debris ranging in size from clay to
boulders more than 10 m in diameter. Lahars vary in size and speed. Small lahars less
than a few meters wide and several centimeters deep may flow a few meters per
second. Large lahars hundreds of meters wide and tens of meters deep can flow
several tens of meters per second--much too fast for people to outrun.
Tephra: Tephra is a general term for fragments of volcanic rock and lava regardless of size that
are blasted into the air by explosions or carried upward by hot gases in eruption
columns or lava fountains. Such fragments range in size from less than 2 mm (ash) to
more than 1 m in diameter. Large-sized tephra typically falls back to the ground on or
close to the volcano and progressively smaller fragments are carried away from the
vent by wind. Volcanic ash, the smallest tephra fragments, can travel hundreds to
thousands of kilometers downwind from a volcano.
Tephra consists of a wide range of rock particles (size, shape, density, and chemical
composition), including combinations of pumice, glass shards, crystals from different
types of minerals, and shattered rocks of all types (igneous, sedimentary, and
metamorphic).
46
To access some great maps, try the links below:
About Projections (a pretty technical site)
U. Col. Map Project
National Geographic Maps (great maps and activities) Nat'l Geographic Xpeditions
An alternate site is Maps at National Geographic
Theodora Maps (really good maps and information – every continent and country)
Maps and Atlas
Quick Maps - Print out basic maps quickly
Quick Maps
Outline Maps - Great for worksheets, etc.
About Geography
More Outline Maps - Lots more for worksheets!
Eduplace
What things do we see on maps?
Latitude and Longitude
Symbols and Colors
Compass Rose
Scale and Projections
How far is it?
These sites explain scale.
Distortion and Projection
Smashing the globe.
Different maps for different purposes
Topographic Maps Showing Earth's surface
Political Maps
Showing The Divisions in Our
Head.
Thematic
Maps Showing Information
47
Places to learn more!
Places to Learn More
http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=14892
Maps in History: Eratosthenes was a Greek mathematician who is famous for his work on
prime numbers and for measuring the diameter of the earth
http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=14886
Countries
IPL Culture Quest World
Atlas of the World
Home-World Book On-line
Climate Flags, Maps, Economy
The Weather Channel
Weather What's the weather like?
CIA World Fact Book
Continents-Africa
Learn about the continents and countries of the world: Surfing the World
http://www.travlang.com/languages/ (Translator)
Student Resource
Altapedia Online - Full color maps of the world and countries
<http://www.atlapedia.com/>.
Five Themes of Geography Links - Loads of information on the five themes of geography
<http://geography.mrdonn.org/5themes.html>.
The Geography Guide
<http://www.infoplease.com/spot/99geography1.html>.
48
Population Growth and Urban Planning
Summary:
World population growth is a major global issue, particularly in large cities where
populations increase exponentially. What are the results of rapid population growth in
cities? What changes must occur to accommodate growing populations? What are the
major causes and effects of this growth?
Geography Standard 14: How human actions modify the physical environment
Materials:
Software
• Web page creation, word-processing, spreadsheet, database, desktop-publishing
Other
•
Almanac, historical society, museums, demographer, historian, U.S. Census Bureau
Background For Teachers:
This Internet-based learning activity challenges the student to find sources online and
elsewhere that describe real-world population dilemmas. Online resources can include
free sites as well as subscription sites for newspapers and magazines. The activity can be
altered to address different cities and regions worldwide. In preparation for the lesson, the
teacher should identify local experts and Internet sites. It is not necessary to complete all
of the activities for the lesson to be successful.
Activities

In class, students discuss the following terms and their definitions:
• zero population growth
• population density
• demographics
• urban sprawl
• census
• immigration
• migration
• infrastructure
• population booms (list causes)
• megacities
• birthrate
• death rate
• fertility rate (FR)
• growth rate
• natural increase
• net increase
 Each student starts a glossary, which they can add to and use as a reference.
 In small groups, discuss problems that may occur as a result of a city being heavily
populated. One student records the answers on the board to be transcribed later using
49
word-processing software. Each student chooses a different problem to research and
formulate solutions. Discuss the ways in which technology affects population growth. In
what ways might technology help solve problems that already exist?
 Search the Internet for newspaper and magazine articles that address the issue of
rising population density. One example can be found in the Associated Press article
"Tokyo to Use Underground Technology" (July 6, 1998).
• What is Tokyo's solution to the problem of lack of space?
• What are the benefits to this solution?
• What problems are developers experiencing as they implement this solution?
• Is this a case in which population growth has been changed by technology?
After reading several pertinent articles, students discuss different ways that
population problems are solved.

In small groups, students explain the situation in Tokyo using the terms listed in
the first activity. Students can use an almanac, the Internet, or other resources to find
statistics to support their positions. Students find the same statistics for 10, 20, and 50
years ago and compare them to more recent figures. What do students notice? They
record their answers. Small group discussions between students are appropriate.

Students identify the most heavily populated cities in America.
• How do these populations compare with Tokyo's?
• What are some problems these cities are experiencing as a result of their large
populations?

Students trace development and population changes in the last 100 years in their
own town or city.
• How has the population changed?
• How has the town or city changed to accommodate it?
Students use maps, newspaper articles, the historical society, and local
museums for their research. Ask someone who has lived in the town for many
years to describe the changes he or she has seen. Contact a historian,
obstetrician, demographer, or other population expert to comment on changes
he or she has seen. Identify the reasons for changes in population (Is it
birthrate? Death rate? Migration? etc.) Use as many terms from the glossaries
as possible.

Using word-processing software, students write a one-act play, poem, or short
story about the quality of life in Tokyo in the year 2050.
• Based on current growth trends, what is the population?
• What is the standard of living?
• How is the population being accommodated? If possible, students include
statistics in a spreadsheet to document their findings.

Students prepare an on-screen computer presentation with a multimedia program,
or a Web page, based on the problem they researched in the second activity. Include
visual aids such as graphs, drawings, photographs from magazines, and so on.
Students should include the solution they have come up with. Discuss with the class
the viability of their solutions.

Have students imagine they are urban planners for a town in the year 2050. They
describe the way their town looks right now, then develop a plan for modifying the
infrastructure and social services to suit the population in the year 2100. Students
create drawings of what the city looks like now and what it looked like before, and what
50
it might look like in 50 years. They justify the placement of resources, living spaces,
and recreational areas in 2050.

Students brainstorm what new careers might exist in the future.
• What career areas will need the most employees?
• Which ones might disappear altogether?
• Students develop career profiles for areas that will have heavy needs in the
next 20 years. Students identify these areas and devise a career path to
prepare themselves for one of these careers.
Web Sites
•
Occupational Outlook Handbook, 2002
•
U.S. Census Bureau
•
MAXIS Corp. Simulation Home Page
•
HighBeam Library Research (Electric Library)
•
Pioneer- Utah's Online Library
•
The Centre for Landscape Research InterNetwork
Author:
Utah LessonPlans
51
FACTS ABOUT AFRICA

 Africa is the second-largest of the seven continents on Earth (Asia is the largest
continent).
 Africa is bounded by the Atlantic Ocean on the west, the Indian Ocean on the east, the
Mediterranean Sea on the north, and the Red Sea on the northeast.
 Africa covers 11,700,000 square miles.
 There are about 53 countries in Africa (some countries are disputed).
 Three-fourths of Africa is in the tropics.
 Africa is almost an island. Its only connection to other land is the tiny Sinai Peninsula in
Egypt.
 Africa is four times the size of the United States
 The biggest country in Africa is Sudan, which covers 967,500 square miles .
 The countries with the largest populations in Africa are Nigeria (107,000,000 people),
Egypt (64,800,000 people), and Ethiopia (58,700,000 people).
 The tallest point in Africa is Mt. Kilimanjaro, in Tanzania (eastern Africa). Mt. Kilimanjaro
is 19,340 feet tall and is actually a volcano.
 The Atlas Mountain system runs from southwestern Morocco along the Mediterranean
coastline to the eastern edge of Tunisia. Several smaller ranges are included, namely
the High Atlas, Middle Atlas and Maritime Atlas. The highest peak is Mt. Toubkal in
western Morocco at 13,671 ft. (4,167m).
 The Great Rift Valley, a dramatic depression on the earth's surface, approximately
4,000 miles in length, extends from the Red Sea area near Jordan in the Middle East,
south to the African country of Mozambique. In essence, it's a series of geological faults
caused by huge volcanic eruptions centuries back, that subsequently created a series of
perpendicular cliffs, mountain ridges, rugged valleys and very deep lakes along it's entire
length. Many of Africa's highest mountains front the Rift Valley, including Mount
Kilimanjaro, Mount Kenya and Mount Margherita.
 The lowest point in Africa is Lake Assal, in Djibouti (in eastern Africa near the Horn of
Africa); it is 512 feet below sea level.
 Africa's largest lake is Lake Victoria, which lies on the equator, and covers 26,836
square miles.
 Other large lakes in Africa are Lake Tanganyika, Lake Malawi, and Lake Chad.
 The longest river in Africa is the Nile River at 4,241 miles long. It flows north into the
Mediterranean Sea.
 Other long rivers in Africa include the Congo River, the Niger River and the Zambezi
River.
 Africa has many vast deserts, including the largest hot desert in the world, the Sahara.
The Sahara Desert is located in northern Africa and covers 3,500,000 square miles.
 The Kalahari, in southern Africa, is another large desert.
 Because it has very few jagged coasts and bays, Africa has the shortest coastline of all
the other continents.
 The biggest island off Africa is Madagascar, which is near the coast of southeast Africa.
Madagascar covers 226,658 square miles. Madagascar is the fourth largest island in the
world (Greenland is the largest).
 Other islands include the Seychelles (a chain of islands north of Madagascar), the
Comoros (another chain of islands north of Madagascar), the Canary Islands (a chain of
52
islands off the northwest coast), the Madeira Islands (another chain of islands off the
northwest coast), the Cape Verde Islands (off the coast of western Africa), Equatorial
Guinea (off the coast of Cameroon), and Sao Tome (southwest of Equatorial Guinea).
 The topmost part of Africa has several countries that are actually considered to be part
of the Middle East, such as Egypt, Libya, and Tunisia.
Interesting facts about Africa’s people

Africa is so large that a full population census has never been made. Estimates say that
the continent and its nearby islands may be home to as many as 748 million people.

Africa's people have more physical variations than on any other continent in the world.
 Africa has some of the shortest and the tallest people in the world.
53
54