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1 Critical Content/Concept Web Unit Topic: Tools of Geography Conceptual Lens: Unit Overview Organization Grade: 8th Locations Names and location of specific: bodies of water, land cover, landforms, regions, continents, countries Latitude/Longitude Absolute and relative location Hemispheres Unit Topic: Tools of Geography This unit focuses on the skills and knowledge needed for the rest of the course. By the conclusion of this unit, the students should be proficient at using latitude and longitude coordinates, the use of scale, relative location, and cardinal/intermediate directions. They should know the different parts of a map (i.e. scale, compass rose, etc.) and be familiar with different ways of portraying the Earth – globes, theme maps, cartograms, graphs and charts. Timeline: 40% of curriculum and instruction Unit 1 Vocabulary Interpreting Maps Directions (Cardinal/Intermediate) Map projections Parts of a map (Legend/key, title, grid lines, scale, compass rose) Thematic maps (rainfall, resource, etc.) Globes/Atlas Mental maps Interpretation/Analysis of maps, cartograms, globes, charts, graphs Bar graph Line graph Projection Cardinal directions Globe Map Cartogram Grid Latitude Longitude Intermediate directions Coordinates Distortion Scale Legend/key Compass rose Hemisphere Revised November 2012 2 Grade: 8th Subject: Social Studies Unit: Tools of Geography Lens: Organization Enduring Understandings Guiding Questions Geography 1. Maps, charts and graphs can be used to organize and a. What are latitude and longitude? interpret the relationships between people and places in b. What is a grid? the world. c. How do you define relative and absolute location? d. What are the essential parts of a map? State Standards GEH & GWH e. What are the characteristics, functions, and advantages 2.1.1 Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each of different map projections, thematic maps, globes, 2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of and cartograms? technology, such as global Positioning System (GPS) and Geographic Information Systems (GIS). f. What are the 5 themes of geography? 2.1.3 Use mental maps to answer geographic questions 2.3.1 Identify the names and locations of countries and major cities 2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps and other graphic organizers to assist in interpreting a historical event. Revised November 2012 3 Grade: 8th Subject: Social Studies Unit: Tools of Geography Lens: Organization Critical Content and Skills AC = Assessment Code: Students will Know… 1. Absolute location of a place on the earth is determined by latitude and longitude coordinates. 2. Relative location of a place on the earth is determined by using significant geographic features (physical and human) as reference points. 3. The different methods for portraying the Earth (i.e. maps, globes, cartograms, and projections/distortions). 4. The specific locations of various land covers/vegetation (i.e. rain forests, tundra, desert, etc.) 5. The regional/continental location of a majority of the world’s countries. 6. The location of the 50 states in the U.S.A. 7. Location of Earth’s physical features. (Reference EOC Study Guide list.) 8. Nations and physical features on EOC study guide to be taught throughout the semester. Q – Quizzes O – Observations AC P – Prompts SA – Student Self-Assessment WS – Work Samples D – Dialogues T - Tests Students will be able to … AC 1. Locate places on a map by using latitude and longitude coordinates. 2. Use significant geographic features, such as the region, surrounding places, cultures and landmarks, to describe the relative location of a place. 3. Explain and use map essentials (grid, scale, legend/key, title, and compass rose). 4. Analyze globes, different types of maps, cartograms, graphs, and charts for information. 5. Use mental maps to answer geographic questions. 6. Identify Earth’s major physical features. (Reference EOC Study Guide List.) 7. Identify the political regions of the world: Latin America, Europe, Asia, Middle East & Northern Africa, and Sub-Saharan Africa. 8. Locate and name the countries of the world. Common Core State Standards for Literacy in History/Social Studies 6-8 Note: All Common Core Objectives will be included in the skills section of each unit. Teachers must include these objectives in their instructional units. Please see pages 10-12 of this document for a complete list of the CCSS for Literacy in History/Social Studies. Revised November 2012 4 Critical Content/Concept Web Unit Topic: Physical Geography Conceptual Lens: Unit Overview Systems Grade: 8th Physical Systems Landforms Physical features Climate Seasons Ocean/wind currents Plate tectonics (mountain building, etc.) Weathering The focus of instruction for this unit will be on the Earth’s physical systems and landforms. By the conclusion of this unit students will be able to identify Earth’s physical features when shown on a map. Timeline: 30% of curriculum and instruction Unit Topic: Physical Geography Unit 2 Vocabulary Climate graphs Precipitation Temperature Archipelago Continental divide Delta Isthmus Mountain/range Peninsula Desert Tundra Rainforest Bay/Gulf River Mouth of the river Source of the river Downstream/upstream Strait Tributary Seasons Ring of Fire Weathering Erosion Ocean currents Wind currents Plate tectonics Climate Polar Temperate/moderate Tropical High/middle/low latitudes Revised November 2012 5 Grade: 8th Subject: Social Studies Unit: Physical Geography Lens: Systems Enduring Understandings Guiding Questions Geography 1. Physical systems shape the Earth’s surface. a. What are the Earth’s major physical systems? b. What are the factors that determine climate? State Standards GEH & GWH c. What determines the Earth’s seasons? 2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth d. How do these systems impact the geography of the 2.2.2 Locate, map and describe the climate regions Earth? 2.2.3 Identify major biomes and explain ways in which the natural environment of places relates to their climate. e. What are the main physical features of the Earth? 2.2.4 (GEH only) Explain how physical processes have shaped Earth’s surface. Classify f. What are the relationships between Earth’s physical these processes according to those that have built up Earth’s surface (mountain-building and alluvial deposition) and those that wear away at Earth’s surface (erosion). features? 2.3.2 Describe major physical characteristics of regions Revised November 2012 6 Grade: 8th Subject: Social Studies Unit: Physical Geography Lens: Systems Critical Content and Skills AC = Assessment Code: Students will Know… 1. Earth’s physical systems: Weathering, erosion, ocean currents, wind currents, plate tectonics (mountain building, Ring of Fire), seasons, climate, etc. 2. The location and characteristics of Earth’s climate zones and latitude zones. 3. The vegetation associated with Earth’s climate zones. 4. How the physical systems impact Earth’s geography. 5. Earth’s physical features. (Reference EOC Study Guide list.) 6. Sun and Earth relationships including seasons, tilt and direct/indirect sunlight. 7. Nations and physical features on EOC study guide to be taught throughout the semester. Q – Quizzes O – Observations AC P – Prompts SA – Student Self-Assessment WS – Work Samples D – Dialogues T - Tests Students will be able to … AC 1. Identify the different climate/latitude zones. 2. Identify Earth’s major physical features. (Reference EOC Study Guide List.) 3. Analyze globes, different types of maps, cartograms, climate graphs, graphs, and charts for information. Common Core State Standards for Literacy in History/Social Studies 6-8 Note: All Common Core Objectives will be included in the skills section of each unit. Teachers must include these objectives in their instructional units. Please see pages 10-12 of this document for a complete list of the CCSS for Literacy in History/Social Studies. Revised November 2012 7 Critical Content/Concept Web Unit Topic: Human/Environmental Interaction Conceptual Lens: Grade: Unit Overview Interdependence 8th Human Impact on Environment Factual contrasting perspectives of environmental issues (such as climate change, deforestation, desertification, etc.) Conservation Natural and technological hazards Population Characteristics Population Distribution Development Indicators (Economic indicators, Technological Advancements, Education, etc.) Commercial farming/fishing Subsistence farming/fishing Economic classification of countries/regions (developed and developing) Natural Resources Settlement/population patterns Urbanization This unit consists of two parts: Human Impact on the Environment and Population Characteristics. Students will learn about the causes and consequences of current global issues, such as the urbanization of the developing world, the consumption of natural resources, and the impact of various environmental issues. Timeline: 30% of curriculum and instruction Unit 3 Vocabulary Unit Topic: Human/Environmental Interaction Urban Urbanization Rural Primitive Developed country Developing country Commercial farming Fossil fuels Subsistence farming Agriculture Natural resource Renewable resource Non-renewable resource Conservation Endangered species Climate change Deforestation Desertification Population distribution Population density Natural hazards Technological hazards Birth/death rates Infant mortality Revised November 2012 8 Grade: 8th Subject: Social Studies Unit: Human/Environmental Interaction Lens: Interdependence Enduring Understandings 1. Humans impact the environment. 3.2.5 (GEH)/2.2.4 (GWH) Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. 2.5.2 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas. 2.5.4 Identify contrasting perspectives of environmental issues that affect each hemisphere. 2.5.5 Explain how human-induced changes in the physical environment in one place cause changes in another place, such as acid rain, air and water pollution, deforestation 5.1.6 (GEH) Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources and the extinction of species, and speculate possible responses by various individuals, groups and nations. 2. The availability of resources to meet basic needs influences settlement patterns and a region’s development. 2.3.3 Identify patterns of population distribution and growth in the Eastern and Western Hemispheres and explain changes in these patterns, which have occurred over time. 2.4.1 (GEH only) Use maps, charts, and graphs to compare rural and urban populations in selected countries in the Eastern Hemisphere. 2.5.1 Analyze the distribution of natural resources in the Eastern/Western Hemispheres. 3.2.5 Identify specific areas of each hemisphere with important natural resource deposits 3.2.6 Investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income. 5.1.6 (GEH) Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources and the extinction of species, and speculate possible responses by various individuals, groups and nations. Guiding Questions a. What are the positive/negative effects people have on the environment? b. What are some examples of global issues that have been caused by humans? (i.e. urbanization, overpopulation, etc.) c. What are some examples of environmental issues that have been caused by humans? (i.e. desertification, deforestation, acid rain, etc.) d. What is conservation? What are some actions taken by people to conserve the world’s resources and protect environments? a. b. c. d. e. f. Why do people settle where they do? What physical traits of a place affect settlement? Where are the world’s most densely populated areas? What resources are located near the populated areas? What factors determine economic classification/standing? What are the economic regions of the world? Revised November 2012 9 Grade: 8th Subject: Social Studies Unit: Human/Environmental Interaction Lens: Interdependence Critical Content and Skills AC = Assessment Code: Students will Know… 1. Settlement patterns are determined by environmental factors such as availability of natural resources, climate, water, etc. 2. The major developmental indicators used in determining the classification of world regions include economy, technology, government, education, health services, birth and death rates, and population. 3. Examples of issues that have been brought about by the impact of humans on the environment [i.e. desertification, deforestation, technological hazards (acid rain, nuclear pollution), natural hazards (tsunami, earthquake, volcano), etc.] 4. Examples of global issues (i.e. urbanization, overpopulation, overuse of finite resources, renewable/nonrenewable resources, natural resources, etc.). 5. Examples of conservation strategies of nations as well as individuals. 6. Generalized world population distribution 7. Nations and physical features on EOC study guide to be taught throughout the semester. AC Q – Quizzes O – Observations D – Dialogues T - Tests P - Prompts WS – Work Samples SA – Student Self-Assessment Students will be able to … 1. Use knowledge of the Earth’s physical geography and reasons for settlement to analyze world population patterns. 2. Give examples of developed and developing countries and regions. 3. Examine different perspectives of an environmental/global issue that impacts the world today. AC Common Core State Standards for Literacy in History/Social Studies 6-8 Note: All Common Core Objectives will be included in the skills section of each unit. Teachers must include these objectives in their instructional units. Please see pages 10-12 of this document for a complete list of the CCSS for Literacy in History/Social Studies. Revised November 2012 10 Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details 6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources. 6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure 6-8.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 6-8.RH.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). 6-8.RH.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas 6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text. 6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity 6-8.RH.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Revised November 2012 11 Writing Standards for Literacy in History/Social Studies The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 6-8.WHST.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 6-8.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. Revised November 2012 12 Production and Distribution of Writing 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6-8.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6-8.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge 6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 6-8.WHST.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Revised November 2012