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Comprehensive
Curriculum
World
Geography
Cecil J. Picard
State Superintendent of Education
© April 2005
World Geography
Table of Contents
Unit 1: Location and Geographic Tools.....................................................................................1
Unit 2: Places and Regions ......................................................................................................12
Unit 3: Physical Systems .........................................................................................................20
Unit 4: Human Systems ...........................................................................................................29
Unit 5: Environment and Society.............................................................................................42
World Geography
Unit 1: Location and Geographic Tools
Time Frame: Approximately five weeks
Unit Description
Students study the relationships among people, places, and environments by mapping
information about them into a spatial context.
Student Understandings
Students will understand that geographic tools are used to display geographic
information. They learn to use these tools to analyze and interpret geographic
information, explain geographic issues, and answer geographic questions.
Guiding Questions
1.
2.
3.
4.
Can students explain the five themes of geography?
Can students identify various types of maps and their uses?
Can students construct a map that contains a variety of map elements?
Can students construct various types of graphics to explain geographic
information including charts, graphs, and diagrams?
5. Can students use various types of maps to explain geographic issues?
6. Can students participate in class discussions concerning the geographic themes
involving events that occur around our world?
Unit 1 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks
The World in Spatial Terms
1.
Identify, explain, and apply the five themes of geography (G-1A-H1)
2.
Compare and contrast various types of maps (G-1A-H1)
3.
Analyze or interpret a map to locate geographic information, using a variety of
map elements (e.g., compass rose, symbols, distance scales, time zones, latitude,
longitude) (G-1A-H1)
4.
Use a city or road map to plot a route from one place to another or to identify the
shortest route (G-1A-H1)
5.
Construct a map based on given narrative information (e.g., location of cities,
bodies of water, places of historical significance) (G-1A-H1)
World GeographyUnit 1Location and Geographic Tools
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GLE #
6.
7.
8.
46.
GLE Text and Benchmarks
Construct a chart, diagram, graph, or graphic organizer to display geographic
information (G-1A-H1)
Analyze, interpret, and use information in charts, diagrams, and graphs to explain
geographic issues (G-1A-H1)
Use maps drawn from memory to answer geographic questions (G-1A-H2)
Assess the role of government in preserving natural resources and protecting the
physical environment (G-1D-H4)
Sample Activities
Activity 1: The Five Geographic Themes (GLE: 1)
There are five themes that constitute the core of geographic study. These include
Location, Place, Human-Environment Interactions, Movement, and Regions. The teacher
should define each of these terms for the students at the beginning of this activity.
1. Location. The teacher should review latitude and longitude with students. Discuss
with students the difference between absolute and relative location.
 Ask students to describe where they live in absolute and relative terms.
 Assign places in the world that students must locate in absolute and relative terms.
 Review the global grid system with students. Have them label primary grid lines
on a world map and identify and explain symbols, color, lines, boundaries, and
contours that appear on a world map.
 Ask students to describe the world’s hemispheres by absolute and relative
location, using latitude and longitude as descriptors.
 Students will practice using latitude and longitude by locating places on Louisiana
road maps using grid lines labeled with numbers and letters, locating places on
U.S. Geologic maps using latitudinal and longitudinal lines (lines should include
minutes).
Have students draw a name of a place from a variety of choices all over the world. Then
have them write directions for how they would get from their parish to the location.
Remind students that the shortest distance between two points isn’t always a straight line
and that a straight line isn’t always possible.
2. Place. The teacher should discuss the concept of place and the difference between
physical and cultural characteristics of place.
 Ask students to list five physical characteristics of their parish in Louisiana.
 Ask students to brainstorm what they think are five human (cultural)
characteristics of their parish and/or Louisiana.
 Ask students to identify physical and human (cultural) characteristics of another
place by browsing through newspaper articles and illustrations looking for
examples of physical and human (cultural) characteristics.
World GeographyUnit 1Location and Geographic Tools
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
Ask them to note where place names differ based on perspectives (e.g., Arabian
Gulf v. Persian Gulf; Sea of Japan v. East China Sea; Middle East v. North Africa
and Southwest Asia). Show students maps with the different place names.
Simulate a trip to Asia with five specific place names that students will visit (e.g., Seoul,
South Korea; Tokyo, Japan; Banda Aceh, Indonesia; New Delhi, India; and Manila,
Philippines. Divide the class into five groups. Each group should be assigned a different
place. Provide students with background information on the place their group will
review. Ask students to describe the physical and cultural characteristics of each place in
the form of a visual display “poster” that illustrates their place.
3. Human-Environment Interactions. Have students demonstrate their understanding
of human-environment interaction by listing on a graphic organizer the ways the
environment has affected them and how they affect the environment.
Environment Affects Me
I Affect the Environment
Ask volunteers to share their lists with the class. Have students search textbooks,
newspapers, and magazines for photographs that illustrate human-environment
interactions. Hold a student discussion on whether people have greater impact on the
Earth, or the Earth has a greater impact on people.
4. Movement. Help students comprehend the geographic theme of movement by asking
them why one might move from one place to another.
 Discuss with students why they may have moved in their life. Ask for volunteers
to tell why they moved. List their ideas on the board.
 Then have the students provide a list of five to ten ideas for the effects of
movement. How would the movement of a large group of people affect that
group of people? How might the move, over time, affect the environment?
 Discuss with students historical reasons for mass movement. (Consider using
specific immigration examples, such as Irish immigrants settling in New York
during the potato famine.)
 Have students identify three different areas of the world to which they would
move, if given the chance, and have them explain why they made those selections.
5. Region. Discuss with students the concept of region and the difference between
formal and functional regions.
 Have students work with partners to list all the formal and functional regions in
which they live.
 Have each pair of students compare their list with that of another pair. Ask
volunteers to share their lists with the class.

Have students identify the regions of the United States.
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6. Wrap It Up. Through class discussion, define the five themes (concepts) that
constitute the core of geographic study.
 Write the following statements on the board. Ask students to match each with the
appropriate geographic theme.
 The United States is a multicultural nation.
 All five major climates are represented within the United States.
 Between 1862 and 1920, nearly 30 million new immigrants came to the
United States.
 A specific area in America where many Germans settled was the state of
Wisconsin.
 The Irish changed the city of New York by providing a strong contingent
of workers in their factories.
Discuss student responses in order to further clarify and reinforce understanding of the
concepts. This activity can be repeated with a new set of student-generated statements.
Give students a two-column graphic organizer (see below), listing the five geographic
themes in the first column and the name of the local community at the top of the second
column. Have students fill in appropriate data about the local community for each of the
five themes.
Geographic Theme
Movement
Human-Environment Interaction
Location
Place
Region
Local Community
Example: Commuters move into center city
Activity 2: Map Labs (GLE: 2, 3)
Maps come in all shapes and sizes and provide various kinds of useful information.
Discuss with students why they use maps. List on the board the different types of maps
students are familiar with (e.g., political, topographic, physical). Review with students
the key elements of a map (e.g., compass rose, symbols, distance scales, legends).
Discuss with students how and why certain maps contain area, shape, distance, and
direction distortions of the land areas.
Have students complete a Venn diagram comparing globes and flat maps. Each student
should be able to discuss the following in written or oral form:
 Why is a globe useful in determining great circle routes between places?
 Why is a flat map most useful for land travel?
 Which of the two-globe or map-shows data (e.g., size of land and water
masses) most accurately?
Provide atlases for student use. Ask students, working in pairs, to compare physical,
World GeographyUnit 1Location and Geographic Tools
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political, and thematic maps and the types of geographic information each provides. The
pairs should explain the following in written notations:
 Describe aspects of the Earth’s surface and identify map projections that best
represent the land areas (Mercator, Polar, and Robinson).
 Suggest how these maps might be used (Mercator-ship navigation, Polarairline navigation, Robinson-data representation).
Using the list of map titles below, have students identify which map would be most
useful in answering the questions that follow the list:
(a) Elevation Map
(g) Transportation Map
(b) Precipitation Map
(h) Time Zone Map
(c) Population Density
(i) Economic Map
(d) Weather Map
(j) Ocean Current Map
(e) Land Use Map
(k) Political Map
(f) Physical Map





What’s the shortest land route from Berlin to Belgrade?
Is Louisiana affected by the Gulf Stream?
What is the annual rainfall in New Orleans?
When it is 2:00 p.m., in New York City what time is it in London?
What natural vegetation grows in Florida?
Provide students with different projections of a world map-conformal, equal area,
equidistant, and azimuthal. Ask students to determine how each projection has an impact
on accuracy in determining direction, distance between places, shapes of landmasses, size
of landmasses, great circles, and straight lines. Have the pairs report their findings to the
class. Provide students with a graphic organizer for note-taking purposes.
Map Projection
Conformal
Equal Area
Equidistant
Azimuthal
Limitations
Strengths
Students may use a variety of sources: textbooks, atlases, reference materials, to do the
following activity. Assign students to work in pairs. Students should select two points
on a map (e.g., San Diego and Paris). Students will use the two places to answer the
following:




Indicate the direction one travels to go from place A to B (students select the
points).
Indicate the travel time involved in going from place A to B.
Indicate the climate changes and cultural changes to expect from place A to B.
Interpret (explain) two more relevant changes/pieces of information in
traveling from place A to B.
World GeographyUnit 1Location and Geographic Tools
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Have students work in pairs to complete their African safari. Provide students with a
laminated desk map of Africa or a paper desk map that students can write on. Have
students complete the following:
 Draw lines to mark the equator and the Prime Meridian. Is more of Africa in
the southern hemisphere or northern hemisphere? Is more of Africa in the
eastern or western hemisphere?
 Draw an X at 0 degrees north/south and east/west. What ocean surrounds you
at this place? What is the name of the nearest body of water?
 Go due east for 475 miles from the spot marked X, mark a dot, and connect
the dot with the X. What land area is nearest to that spot?
 Mark a dot at 10 degrees north, 20 degrees east and connect to the dot marked
in Step 3. How many people per square mile live in this area? What direction
did you travel to get there? How many miles did you travel to get to that spot?
 Go southeast until you reach Lake Victoria and draw an X in the center of the
lake. What is the elevation of the coastline around the lake? Does frost occur
in the area around the lake?
Extension Activity: Students may use several thematic maps (e.g., population density,
economic activity, resources, ethnicity, climate, precipitation, vegetation, and physical
and political) to provide them with information to answer the following questions
 How much rainfall does the southern part of the continent typically get each
year?
 What is the coldest area on the continent?
 What is the highest point on the continent?
 Describe the wildlife of a particular region on the continent.
 How long would it take to get from Cape Town, South Africa, to Cairo,
Egypt?
Ask student pairs to generate a list of FAQs (Frequently Asked Questions) and to give
appropriate answers based on definitions of each of the following terms
aerial photograph
atlas
axis
azimuthal
bar graphs
cardinal directions
cartographer
cross-sectional diagram
compass rose
Important Map Concepts
distortion
map projection
equidistant map
map title
economic activity map Mercator projection
equal area map
physical (relief) map
legend (key)
polar projection
general purpose map
political map
great circle
Robinson projection
intermediate directions satellite image
International Date Line conformal map
time zones
line graphs
scale
grid
globe
rotation
circle graphs
special purpose map
climatic map
The teacher should review time zones with students. Provide students with a time zone
World GeographyUnit 1Location and Geographic Tools
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map of the U.S. and a time zone map of the world. Discuss with students the purpose and
importance of the International Date Line and the prime meridian. Have students answer
the following:
 New York is in what time zone?
 Chicago is in what time zone?
 San Francisco is in what time zone?
 London is in what time zone?
 If it is 11:00 a.m., in New Orleans, what time is it in New York?
 If it is 5:00 p.m., in Los Angeles, what time is it in Atlanta?
 How many time zones does the U.S. have?
 For every 15° of longitude, there is a difference of how much time?
 The line of longitude at 180° is called?
 If it is 2:00 p.m., in New York, what time is it in Tokyo?
Activity 3: Interpreting Basic Map Data and Using the Internet for Mapping (GLE:
4)
Provide a parish and/or Louisiana road map. Assign students to plan the shortest
highway route between two cities (e.g., Monroe to Lafayette, Natchitoches to New
Orleans). If you could fly directly, would the air route be shorter or longer? Why?
Repeat this exercise by having students add other problems (e.g., the grid location of each
city, the absolute location of each city, and/or the relative location of each city).
Show students how to visit one of the mapping services on the Internet and create a
highway map of a route from their community to a place of their choice in the continental
United States.
Ask students to print their completed maps. Provide questions for them to answer about
their trips. The students should create questions involving the terrain, waterways, and
important landmarks sighted on their routes. They should be able to set up questions
correlating the location of the cities as compared to their surroundings.
Activity 4: Mental Mapping and Using Visual Data Displays (GLEs: 6, 7, 8)
Teachers should review with students the concept of a mental map. Have students draw a
map from their home to the school. Discuss with students their ability to do this based on
their mental map. Have students answer the following questions based on their mental
map:
 How would you describe the community where your home is located (e.g.,
urban, suburban, rural)?
 What type of transportation do you use to get to school?
 Is there an alternate route to the school?
World GeographyUnit 1Location and Geographic Tools
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On an outline map of the United States, ask students to draw (from their mental map) and
label the approximate locations of the following:
 California
 Florida
 Oklahoma
 Mississippi River
 Missouri River
 Rocky Mountains
 New York
 New Orleans
Have students compare their map with one of the United States.
Geographic information is often presented in graphic format. Have students choose a
graphic to present (e.g., population pyramid, data graph, pie chart, and/or a graphic
organizer). Students may use a variety of sources to gather the information necessary for
their graphic. The teacher should assign students a specific set of data to report (e.g.,
population trends in the United States, precipitation in North America over the past ten
years, Asian birth and death rates). Students should construct their graphics and
present/interpret the data for the class.
Activity 5: Major Countries of Each Continent (GLEs: 6, 7)
The teacher should give students an outline map of the world that includes countries as
well as continents. Students will be asked to identify the three most important countries
on each continent based on a variety of information (e.g., size, population, economic
power, military power). Students should use a variety of sources to research the countries
on the continents (e.g., textbooks, atlases, census charts, newspapers, magazines).
Students may also use the Internet (www.nationalgeographic.com/education).
The following steps will be followed in doing this activity:
Students will organize a chart for the purpose of identifying the major countries. This
chart will be organized in the following manner:
NAME OF
COUNTRY


NAME OF
CONTINENT
POPULATION
OF COUNTRY
ECONOMIC
POWER
MILITARY
POWER
Students will identify the three major countries on each of the seven
continents.
Students will use the chart to emphasize the three countries with the highest
population on each continent.
World GeographyUnit 1Location and Geographic Tools
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



One continent will use provinces instead of countries (Australia).
One continent, that does not have either countries or provinces, will be
identified (Antarctica).
Economic power should be based on per capita income.
Military power should be based on the size and strength of the military.
Extension Activity: Teachers can expand this lesson to the importance of major cities,
rivers, and/or economical locations that have an impact on each continent.
Activity 6: Five Themes of a Nation (GLEs: 1, 3, 5, 8)
Assign students a specific country and provide them with an outline for organizing a
sketch of the country they are assigned that will emphasize the five themes. Students
should draw an outline map of their country on a large sheet of paper or a small poster
board. Each theme of the five themes should be represented in the sketch.
 Student will identify the Five Themes of Geography with symbols (e.g., L for
location, P for place, M for movement, H-I for human-environment
interaction, and R for region).
 The symbols will be used when sketches are created inside a country’s border.
 Students will sketch important aspects of their country (e.g. famous rivers,
unusual food, climate, monuments, or even natural wonders).
 The sketches should be colorful for clearer emphasis of the themes (color after
sketching in pencil).
 The outline map should contain appropriate map symbols (e.g., legend,
compass)
 Students will present their project to the class and explain the themes
presented on their map.
Activity 7: Exotic Species Intrusion (GLEs: 6, 7, 46)
Humans have introduced many plant and animal species to areas outside the plant and
animals original natural habitat. The introduction of many of these exotic plants and
animals has been problematic for the environments that they invade.
Provide students with a list of exotic (indigenous) species that intrude into a new area
(e.g., Formosan termite, zebra mussel, Kudzu, nutria rat). Students should research when
the invaders were introduced, where they originate from, the affect they have on their
new environment and government reaction to the problems created by the intrusion.
Students will follow a world map in determining the pathways of these invaders.
 Students should create a timeline to illustrate the date each species arrived.
 Students will use a blank world map to plot the route from the invaders natural
habitat to the new location.
 Students should write a short (e.g., paragraph) narrative of the government
reaction to the problems caused by invaders.
World GeographyUnit 1Location and Geographic Tools
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Discuss with students the consequences of introducing exotic species to new locations.
Students should be able to explain the cost in terms of impact on the environment,
financial cost to government to address the problems caused by intruders, and regulatory
efforts on the part of government to control invaders.
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the types of products that result from the
student activities, and collaboratively develop a scoring rubric with other teachers or
students. The following are samples of assessments that could be used for this unit:




Students will be monitored on all activities by teacher observations, essay writing,
map skills, open class discussions, and research outlines.
A variety of performance assessments will determine student comprehension.
Select assessments consistent with the final results of the students’ activities
involving designated projects.
Students will be able to evaluate each other in group activities with the teacher’s
guidance.
General Assessments



Have the students demonstrate map skills by constructing, analyzing, or creating
maps of physical regions, political sections, and major pathways. The maps will
be evaluated on the use of the specific criteria that the students are required to
label on their maps and in the legend.
Have the students analyze and explain data in graphs, charts, and diagrams
emphasizing population, co-ordinates, climate, and relief involving important
locations on the world map.
Have the students create graphic organizers that express examples of the
importance of the five themes of geography. The students will be evaluated on the
use of the five themes in the graphic organizer (e.g. Venn diagram).
Activity-Specific Assessments

Activity 1: Students should be able to demonstrate the following competencies on
a teacher made quiz: explain the five themes of geography.

Activity 4: Students should be able to construct a graphic to display geographic
information (e.g., pie chart, population pyramid, timeline, data graph) and explain
World GeographyUnit 1Location and Geographic Tools
10
the information presented in the graphic.

Activity 5: Provide the students a traced map of the countries, not labeled, in the
world for identifying the most important countries in each continent by
population. They will label the three largest countries in each continent. In a
group oral discussion, students will present one of the continents and explain the
importance of their three largest countries. The maps and the group oral
discussion will be graded for map skill and content knowledge.

Activity 8: Ask the students to complete a research paper describing and
analyzing invading species (e.g., nutria rat, Formosan termite and zebra mussel).
This will lead to an open debate concerning methods to curtail these species for
the future. This project will be evaluated on the written material from their
research.
World GeographyUnit 1Location and Geographic Tools
11
World Geography
Unit 2: Places and Regions
Time Frame: Approximately seven weeks
Unit Description
This unit focuses on how the identities and lives of individuals and peoples are rooted in
particular places and in human constructs called regions.
Student Understandings
Students understand that human and physical characteristics and features define and
explain place and region. Students use geographic tools to explain how places and
regions affect human activities, influence history and historical events, explain human
systems, provide descriptive labels and definitions, and explain human and geographic
characteristics.
Guiding Questions
1. Can students distinguish between physical and human characteristics of a place?
2. Can students explain how various geographic elements affect human activity in a
given place?
3. Can students explain how geographic features have influenced historical events?
4. Can students explain how geographic features affect regional interactions
positively and negatively?
5. Can students explain how technology has made the world a “smaller” place?
Unit 2 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks
Places and Regions
9.
Identify and analyze the distinguishing physical or human characteristics of a given
place (e.g., landforms, precipitation, ecosystems, settlement patterns, economic
activities) (G-1B-H1)
10.
Evaluate how location, topography, climate, natural resources, and other physical
characteristics affect human activities (e.g., cultural diversity, migration, physical
features, historical events, plantation, subsistence farming) or the significance of a
place (G-1B-H1)
11.
Draw conclusions about a place or area from its geographic or physical features
(G-1B-H1)
World GeographyUnit 2Places and Regions
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GLE # GLE Text and Benchmarks
12.
Explain how topography, climate, soil, vegetation, and natural resources shape the
history of a region (G-1B-H2)
13.
Explain how location, physical features, and human characteristics of places
influenced historical events (e.g., World War II, Cuban Missile Crisis, Vietnam,
Middle East conflicts) (G-1B-H2)
14.
Explain ways in which regional systems are interconnected (e.g., interstate
transportation and trade, interconnecting rivers and canals) (G-1B-H3)
15.
Analyze world regions in terms of given characteristics (e.g., population density,
natural resources, economic activities, demography) (G-1B-H3)
16.
Explain how physical or geographical characteristics (e.g., mountain ranges,
interconnecting waterways) facilitate or hinder regional interactions (G-1B-H3)
17.
Explain how technological advances have led to increasing interaction between
regions (e.g., use of satellites for monitoring and exploration) (G-1B-H3)
18.
Analyze how human activities and physical characteristics of regions have led to
regional labels (e.g., Dust Bowl, New South, Sunbelt) (G-1B-H4)
19.
Describe how physical and cultural characteristics give definition to a place or region
(e.g., New South, Jerusalem) (G-1B-H4)
31.
Compare the role that culture plays in incidents of cooperation and conflict in the
present day world (G-1C-H4)
37.
Analyze regional issues and alliances in terms of common interests related to territory
and resources (e.g., oil, water, boundaries) (G-1C-H6)
39.
Describe challenges to human systems and activities posed by the
physical environment or the impact of natural processes and disasters on human
systems (e.g., infrastructure) (G-1D-H2)
50.
Evaluate options for solving a local or regional problem involving physical processes
or environmental challenges (e.g., government disaster aid, environmental clean-up
cost responsibility) (G-1D-H5)
Sample Activities
Activity 1: Describing Place and Correlating Physical Geography with Human
Activities (GLEs: 9, 10)
Introduce the unit by asking students to describe the physical and human characteristics
of a Louisiana city, another state’s city like Lansing, Michigan, and a world city like
Oslo, Norway.
 List student observations on the chalkboard as they describe latitude, altitude,
climate, landforms, rivers, lakes, cemeteries, historical districts, levees,
historic monuments, fiords and distinguishing sites.
 Why were these cities (e.g., New Orleans, Lansing, and Oslo) founded on
these specific sites (e.g., all three sites have water in common)?
 How are these cities making an impact on their regions?
World GeographyUnit 2Places and Regions
13
Hold a class discussion to create definitions of physical characteristics of place and
cultural (human) characteristics of place. Using the sample phrases below and others like
them, ask students to identify each phrase with a “P” if it is a physical characteristic of
place, or a “C” if it is a cultural characteristic of place.
 The Atlantic Ocean
 The state capitol
 Freedom in the United States
 Hot curry dishes
Ask students to defend their answers. Discuss their responses, and reinforce their
knowledge of the concept of place.
Provide students with climate and population maps of the world.
 Ask students to correlate climates with population density.
 Ask them to interpret the relationship between climate and population.
Activity 2: Predicting Human Activity from Place: Physical Geography and Human
History (GLEs: 11, 12)
Select five places and provide descriptions of location, physical features, and cultural
landscape using a variety of sources (e.g., textbook, atlas, maps).
Divide the class of students into small groups, assign a place to each group, and ask
students to generalize (describe) the people who live there, the country's economic
activities, and religious practices.
 Have students describe how topography, climate, soils, vegetation, and natural
resources have shaped the way people live in the assigned location.
 Have students present their information and explain why people chose to
settle in this location and how the location has affected their culture.
Geography has a profound effect on the history of a place. Discuss with students why
civilizations develop close to water. Have students brainstorm how geography has
affected the history of places (e.g., good farmland, access to water, strategic value of
certain places).
Activity 3: Relating Location and Place to Historical Events (GLEs: 13, 31, 37)
Provide descriptions of the following places, and ask students to explain how and why
each was important in regional or national history and how culture plays a role in
cooperation and conflict.
 Ask students to explain how Cuba’s location and political system contributed
to the Cuban Missile Crisis. Ask them to explain how the Cold War made
Cuba an important place. What alliance did Cuba have that made the missile
crisis possible?
World GeographyUnit 2Places and Regions
14


Japan initiated World War II with the United States in the Pacific Ocean by
attacking the Hawaiian Islands and Midway. Ask students to explain how the
location of these islands made them important to Japan and to America.
Jerusalem is a city divided between Palestinians and Israelis. Why is
Jerusalem so important to both the Arabs and the Jews? Why is culture a
barrier between the Israelis and the Palestinians?
Provide a historical atlas and ask students to identify and describe regions of the world
that are defined by cultural characteristics (e.g., religion and language). Ask students to
identify and describe a region of the world characterized by a natural resource (e.g., oil).
Assign students a particular country or region that has borders that have changed over
time. Have students compare two maps: a current one and one in which borders and
names have changed over time. Have students research the reasons why the borders have
changed, and what makes the disputed area valuable both politically and culturally. Have
students present their ideas orally or in written form.
Activity 4: Regions, Connections and Comparing Cultural Worlds (GLEs: 14, 15)
Ask students to locate and explain the importance of selected transportation and
communication routes that connect regions (e.g., trade). Students must identify the
regions that are connected by each route.
Trade Route
St. Lawrence Seaway
Mississippi River system
Rhine/Danube River system
Suez Canal/Red Sea
Interstate 80
Straits of Malacca
Siberian Railway
Straits of Bosporus
Grand Canal
Regions Connected by Trade Route(s)
The European Union contains nations with different languages and religions formed into
an interregional political unit. Discuss with students the European Union and its purpose.
Ask students to identify and explain how natural and human-made transportation systems
have connected these peoples.
Provide maps of cultural regions (e.g., Islamic, African,and European) and ask students
to use selective data from (e.g., textbook, atlas, or encyclopedia) to make comparisons
among them including:
 population size, density, and growth rates from 1990 and 2000 censuses
 per capita income
 natural resources, such as gas, oil, crops
World GeographyUnit 2Places and Regions
15



percentage of urban/rural populations
religious practices
languages.
Activity 5: Physical Geography and Interregional Relations and Technological
Change (GLEs: 16, 17)
Ask students to research and explain how physical features (e.g., landforms and bodies of
water) impact (promote or hinder) interactions between regions. Direct their research
toward some key examples, such as:
 Andes and Himalayan Mountains
 Rhine and Danube River systems
 Red Sea and Suez
 Straits of Malacca
 Black Sea
 Atlas Mountains
Have students share their work in class via a chart/graphic organizer.
Ask students to form a list of the ten most important inventions, innovations, and
discoveries over the last century. (Make certain that technological changes include
gas/diesel engines, telegraph/telephone, television, nuclear power, satellites, and the
Internet.) Students should describe ways in which each invention or discovery on the list
has impacted (increased or diminished) interregional activities (e.g., air travel made the
world smaller).
Have pairs or small groups of students look at the ten most important inventions and
discoveries in the past years and rank them from first to last according to the impact each
had on interregional trade and industry. Ask students to write a 500-word essay
providing a rationale and defense for their choices.
Activity 6: Characteristics of Regions (GLEs: 18, 19)
Ask students to locate and identify regions within the United States, using an outline map
and different colored pencils or markers to identify specific human activities in the area
and for its ecology. Students should provide a color key for their map. Include such
regions as these:
 Bread Basket
 Rust Belt
 Tornado Alley
 Great Plains
 Silicon Valley
 Cotton Belt
World GeographyUnit 2Places and Regions
16


Sunbelt
New South
Have students explain in paragraph form why some regions overlap. This activity can be
repeated using specific regions of Asia, Africa, or Europe.
Have students locate and explain reasons for the regional names in Africa listed in the
chart below. How do these locations in Africa emphasize land locations, trade, climate,
and a co-ordinate by their signpost (title of their region)?
Region
Description of the Region
Sahel
Maghreb
Gold Coast
Sahara
Equatorial Africa
Provide outline maps of Africa and ask students to label and draw boundaries for each of
the regions. Show how these regions overlap concerning their geographic descriptions.
Ask students to consider religion, language, architecture, economic activities, and
government as cultural characteristics that may define a place or region. Ask students to
explain cultural characteristics by completing a chart similar to the one that follows to
define each of the following:
Place
Mecca
Northern Ireland
Tibet
Kashmir
Timor
Quebec
Acadia
Religion
Language
Architecture Economics Government
Then ask students to describe how physical characteristics define a place or a region.
Ask them to apply climate, physical features, and location in their descriptions of the
following:
Place
Great Basin
Siberia
Singapore
Balkans
North European Plain
Alpine Knot
Climate
World GeographyUnit 2Places and Regions
Physical Features
Location
17
Ask students to look at each other’s charts and use these for a discussion of place and
region in class.
Activity 7: Regional Research (GLEs: 9, 10, 12, 13)
Allow students to select a specific country to research. The research project should
include a written report, a visual (e.g., poster, pictures, collage), and a presentation.
The project should provide information on the following specific elements:
 Location (continent, region, latitude)
 Physical (major rivers, mountains)
 Cultural (religion, language, dress, foods, architecture)
 Economic (per capita income, most import export or economic activity)
 Natural (resources such as wildlife, minerals, and vegetation)
Students should explain briefly the specific elements and provide a personal commentary
on the importance of the country to the region and world. Personal commentary must be
backed up by factual information not just opinion and should include historical
significance geography to the development of the country. Students should present their
research to the class.
Activity 8: Human Systems and the Environment (GLEs: 39, 50)
People have typically settled in areas that provide a means of survival (water, food and
shelter). However, many places provide a challenge to humans. Discuss with students
how physical environment, natural processes, and disasters impact human activities (e.g.,
volcanic activity, hurricane, earthquake, flood, tsunami, and drought).
Students should write a brief description of how one natural process or disaster and the
physical environment has impacted their personal life.
Discuss with students human response to the physical environment, natural processes and
disaster. Students should brainstorm and write a brief description of how they would
solve a local or regional problem (e.g., government disaster aid, evacuation plans,
pollution clean-up).
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the types of products that result from the
student activities, and collaboratively develop a scoring rubric with other teachers or
students. The following are samples of assessments that could be used for this unit:
World GeographyUnit 2Places and Regions
18
General Guidelines
Use a variety of assessments that will determine the performance of the students’
accomplishments in each activity including student writing, research, presentations and
participation in discussion.
General Assessments


Have students use technology such as PowerPoint© to summarize new
knowledge.
Have the students analyze data in graphs, charts, and diagrams and give examples
of different regions by describing their attributes on the Earth. Students will create
a timeline designating the changes through time of certain regions of the world.
The students will be evaluated on the integration of accumulated knowledge on
their timeline.
Activity-Specific Assessments

Activity 2: Have students write a brief explanation of how physical environment
affects human history.

Activity 5: Students should present their work in class via a chart/graphic
organizer.

Activity 7: Students should present their research in written and oral form.
World GeographyUnit 2Places and Regions
19
World Geography
Unit 3: Physical Systems
Time Frame: Approximately six weeks
Unit Description
This unit focuses on how physical processes shape the Earth’s surface and interact with
plant and animal life to create, sustain, and modify ecosystems.
Student Understandings
Students understand that elements of the physical environment, such as Earth-Sun
relationships and wind patterns, affect human life. Students examine physical processes
that affect them and draw conclusions from that information.
Guiding Questions
1. Can students identify and explain the four components of the Earth’s physical
systems?
2. Can students identify physical processes on the Earth that affect particular
regions?
3. Can students explain how wind patterns and ocean currents affect climatic
changes on the Earth and how those changes affect human life?
4. Can students explain how physical systems can be a benefit to world societies?
Unit 3 Grade-Level Expectations (GLEs)
GLE #
GLE Text and Benchmarks
Physical and Human Systems
1.
Identify, explain, and apply the five themes of geography (G-1A-H1)
3.
Analyze or interpret a map to locate geographic information, using a
variety of map elements (e.g., compass rose, symbols, distance scales,
time zones, latitude, longitude) (G-1A-H1)
6.
Construct a chart, diagram, graph, or graphic organizer to display
geographic information (G-1A-H1)
7.
Analyze, interpret, and use information in charts, diagrams, and graphs
to explain geographic issues (G-1A-H1)
20.
Categorize elements of the natural environment as belonging to one of
four components of Earth’s physical systems: atmosphere, lithosphere,
biosphere, or hydrosphere (G-1C-H1)
World GeographyUnit 3Physical Systems
20
GLE #
21.
22.
23.
24.
26.
27.
28.
29.
33.
36.
38.
39.
41.
45.
47.
GLE Text and Benchmarks
Characterize areas or regions in terms of the physical processes that
affect them (e.g., Pacific Ocean “Rim of Fire,” San Andreas Fault) (G1C-H1)
Examine the physical effects of earth-sun relationships (G-1C-H1)
Explain the movement of wind patterns across the earth, its relationship
to ocean currents, and its climatic effects on various regions of the
world (G-1C-H1)
Examine the effects of a physical process (e.g., erosion and depository
processes, global warming, El Niño) on the natural environment and
societies of an area and draw conclusions from that information (G-1CH1)
Assess the role of environmental changes, economic scarcity, conflict,
political developments, cultural factors, and prosperity in human
migration (e.g., escape from persecution or famine, migration to the
suburbs) (G-1C-H2)
Analyze patterns of urban development in an area or region (G-1C-H3)
Compare, contrast, and analyze the distribution, growth rates, and other
demographic characteristics of human populations in various countries
or regions (G-1C-H3)
Analyze the current and future impact of population growth on the
world (e.g., natural resources, food supply, standard of living) (G-1CH3)
Identify the geographical distribution of the different economic systems
(market, command, traditional, and mixed) (G-1C-H5)
Analyze the role of differing points of view and national self-interest in
disputes over territory and resources (e.g., oil, water, boundaries) (G1C-H6)
Identify technological advances that expanded human capacity to
modify the environment (e.g., steam, coal, electric, nuclear power,
levees) (G-1D-H1)
Describe challenges to human systems and activities posed by the
physical environment or the impact of natural processes and disasters
on human systems (e.g., infrastructure) (G-1D-H2)
Analyze the relationships between the development of natural resources
in a region and human settlement patterns or regional variations in land
use (G-1D-H3)
Describe the impact of the scarcity of natural resources (e.g., water
shortage) or pollution (e.g., air, water) (G-1D-H3)
Evaluate the effectiveness of policies and programs related to
conservation and use of natural resources (G-1D-H4)
World GeographyUnit 3Physical Systems
21
Sample Activities
Activity 1: Earth’s Physical Systems (GLE: 20)
Provide cutouts of the world’s continents that students can use to reconstruct the original
world island—Pangaea. Give students the following bank of terms, which they will
identify and discuss. Lead them in jotting down working definitions for each term for
their use as they learn each new aspect of our Earth’s physical systems.
lithosphere
hydrosphere
atmosphere
biosphere
plate tectonics
continental drift
theory
earthquakes
volcanism
orogeny
faulting
folding
subduction
ocean ridges
ocean rifts
rift valleys
hot spots
terra firma
crust
magma
This activity may be conducted using small groups. Ask each group to construct a threedimensional model, using materials of their own selection, to distinguish between the
lithosphere, hydrosphere, atmosphere, and biosphere. Have each group present its
model/information to the class who, in turn, will critique and offer questions to aid in
their own understanding. Each group should create a frequently asked questions sheet, as
well as the appropriate answers, based on the information within the presentations.
Activity 2: Rim of Fire Map Activity (GLE: 21)
Provide students with world maps illustrating the Rim of Fire and earthquake frequency.
Identify several important physical features (e.g., the ten most active volcanoes and/or ten
sites of the most violent earthquakes, floods, and erosion) and provide latitude/longitude
coordinates for each.
Students should mark and label locations on the maps and write responses to the
following questions
 What is the relationship among the distribution of volcanoes, plate boundaries,
and earthquake zones?
 What is the likely result of the Nazca Plate moving toward the South
American Plate?
 Why is Mauna Loa an unusual volcano?
Provide pairs of students with three kitchen sponges of different colors, glued together.
 Ask the class to explain what happens when pressure is applied to each end of
the glued-together sponges.
 Ask students where they might have seen earth that appears to have been
World GeographyUnit 3Physical Systems
22



“folded” this way and give their personal impression of their sighting.
Show pictures of folded mountains where highways have been cut through
them. Have students write a brief explanation of folding as the process
concerns earthquake occurrences in the past and the future.
Provide maps of the world, and have students locate and label the most
significant mountain chains.
Have the students use electronic resources to find which mountain chains have
resulted from folding and which from volcanism.
Place three blocks of wood one on top of the other. Lift them and turn them 90 degrees to
illustrate how pressure holds the middle block in place. Permit the middle block to slip
downward a little bit while still under pressure.
 Have students define and use the term fault block and rift valley. Using a
paper or laminated world map, have students identify and label mountains that
are the result of faulting, and major rift valleys.
Activity 3: Day and Night Demonstration (GLE: 22)
Using a single light source and a globe, lead and guide students as they demonstrate
Earth’s rotation from day to night. Have students take turns demonstrating the following:
 Illustrate the great circle that results from solar radiation.
 Direct the globe’s axis toward the light to illustrate the Summer Solstice, and
identify the Tropic of Cancer and the Arctic Circle.
 Ask students to explain what happens to daylight at the poles. Then demonstrate
the Winter Solstice and identify the Tropic of Capricorn and the Antarctic Circle.
 Continue the light illustration to demonstrate the reasons for seasons in the midlatitudes.
 Guide the students in emphasizing the role the sun plays in determining the
climates around the world.
 Have students hypothesize about seasons in tropical regions and in Polar Regions.
Students should write a short narrative explaining the seasons where they live based on
what they have learned about the rotation of the earth, and their location on earth. Ask
students to compare how seasons where they live are similar or different to other areas in
the state or country. Students should illustrate their narrative to reflect the seasons they
discuss.
Activity 4: Wind and Weather (GLEs: 23, 39)
Wind patterns have considerable affect on ocean currents and the resulting climatic
regions of the world. Students should define the terminology (e.g., equinox, solstice, jet
stream, air pressure, air mass, weather front).
Have students locate and label on a world map the ocean currents and prevailing winds.
World GeographyUnit 3Physical Systems
23
The students should be able to demonstrate using the world map how water currents and
winds can cause detrimental physical systems (e.g., fires, storms, and drought).
Reproduce weather maps from the daily newspaper or Internet and distribute them to the
students. Have students interpret the map data (e.g., wind direction, highs/lows, fronts)
and explain why these events occur. Let the students emphasize what changes can result
in each of the categories involved with the weather maps.
Provide students with the coordinates on a storm in the past, such as Andrew, and a
recent one, such as Ivan, so the students may track the progress of these storms.
Coordinates may be obtained from the National Hurricane Center at
http://www.nhc/noaa.gov.
Provide students with a hurricane-tracking chart.
 Have them prepare analytical reports for each day of the storms’ movements,
explaining why changes occurred in wind speed, precipitation, and intensity.
 Help them generalize about the influence of warm ocean currents and
landmasses on the storms’ intensities.
 Discuss the impact of these storms on wetlands and people.
 Have students describe a plan for the evacuation/preparation for a storm.
 What actions have been taken by the government (local, state and national) to
address hurricane related damage?
Extension Activity: Invite a local climatologist (e.g., weather person) or emergency
preparedness official to speak to the class about weather.
Activity 5: Physical Processes and the Natural Environment (GLE: 24)
Ask the class to explain why sidewalks crack and outdoor statues or monuments change
in their appearance. Show pictures of things that have been changed by physical
processes such as weathering and erosion (e.g., landforms, classical buildings, statues,
buildings of wood, highways, etc.).
 Have the students present hypotheses explaining why these changes occurred,
making sure that their hypotheses include the following terms: tectonic
activities, gravity, weathering, and erosion.
 Have students create a top-ten list of the world’s greatest river systems. The
river systems should be selected from all the main continents (Africa, Asia,
Europe, North America, South America and Australia).
 Have students work in teams to research and describe the source, valley and
stream flow, and mouth of one of the rivers.
 Have students share their information with the class and record on a graphic
organizer such as the one below. How can land formations determine the
effect storms will have on certain locations?
World GeographyUnit 3Physical Systems
24
River
Source
Valley and Stream
Flow
Nile
Amazon
Mississippi
River Mouth
Large delta with rich
soils
Andes Mountains
Meandering river
with wide valley
Divide the class into teams representing one of the major climates on the Earth.
 Ask each team to collect and explain a climatograph for a representative place in
the regions of either the Steppe, Tundra, Amazon Rainforest, Sahara Desert or
Australian Outback. Have them provide visuals that illustrate typical vegetation,
human habitation, and landscape.
 Ask students to use a graphic organizer for reporting their data. They should
illustrate their data on a large poster for placement on the classroom wall.
Climate
Steppe
Vegetation
Short grasses
Human Habitation
Landscape
Dry farming
Low profile
vegetation
Activity 6: Global Warming (GLE: 24)
Global warming is a serious environmental issue that has far reaching consequences.
Discuss with students the primary cause of global warming (e.g., increased carbon
dioxide emissions). Provide students with information concerning global warming from
multiple sources (e.g., textbooks, newspapers, magazines). Have students use the
material provided to answer the following questions:
 What effect does global warming have on the earth?
 How does global warming affect human societies?
 What steps can be taken to reduce global warming?
 What is the international community doing about global warming?
 What are some terms used to describe El Nino and La Nina?
Students will discuss possible short-term and long-term effects on a specific area caused
by the event.
Activity 7: Population and Economic Prosperity (GLEs: 6, 7, 27, 28, 29, 33)
Population growth is contingent upon multiple factors and has serious implications for
the environment and the development of human societies. Provide students with
information on China, India and the United States (e.g., natural resources, food supply,
standard of living, total population, and population under 30).
World GeographyUnit 3Physical Systems
25





Students should compare and contrast the three countries using a data
organizer.
Students should identify the type of economy of each country (e.g., market,
command, traditional, and mixed).
Students should describe the standard of living (per capita income) for each
country.
Students should identify the major religions.
Students should identify the most heavily populated areas on a blank outline
map of the country and indicate the location of natural resources.
Discuss with students why certain areas are more heavily populated than others. What
effect does overcrowding have on urban centers? How does overcrowding affect standard
of living?
Activity 8: Brazilian Rainforest Touches the World (GLEs: 26, 36, 38, 41, 45, 47)
The students will be provided with a slide show presentation emphasizing the Amazon
Rain forest in Brazil and neighboring countries. Provide students with a map of South
America.
 Students will use the slide show to help them gather information on the
importance of the rainforest (e.g., medicine, fruits, crops, paper, lumber, and
wildlife).
 Students will brainstorm what problems face the rainforest today (e.g., strip
mining, slash and burn agriculture, fires, expansion of large cities, green
house effect, and poachers).
 Students will brainstorm for causes of the problems facing the rainforest
(e.g., scarcity, overcrowding, demand for exotic wood and species).
 Students will identify the following on their map of Brazil (capital city,
rainforest locations, largest river, mountains, and locations of natural
resources). Some information may overlap.
The conservation of Brazil’s rainforest has become an international issue. However,
Brazil is a sovereign nation and does not have to take into consideration world pressure to
protect the rainforest. Discuss the national self-interest of Brazil and how other nations
may approach Brazil’s policies (e.g., diplomacy, persuasion, sanctions, economic
pressure).
Students will conduct research on Brazil and present their findings to the class. Students
should explain the development of Brazil from colonization by the Portuguese to the
present. Projects should contain the following information:
 Migration (push/pull factors)
 Language
 Religion
 Natural resources
 Government policies on conservation
World GeographyUnit 3Physical Systems
26
 Exports
Students should include information on how Brazil has changed over the past 20 to 30
years. Emphasize the technology that has allowed for the rapid depletion of rainforest
resources.
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the types of products that result from the
student activities, and collaboratively develop a scoring rubric with other teachers or
students. The following are samples of assessments that could be used for this unit:
General Guidelines



Students will be monitored on all activities concerning open class discussions,
written essays, labeling charts, defining vocabulary, and research.
Use a variety of assessments to determine the students’ comprehensive skills (e.g.,
rubrics, essay outlines, oral evaluations, and testing).
Select assessments consistent with the type of results that can be achieved by the
students’ activities.
General Assessments





Have students use a technology program such as PowerPoint© to summarize new
knowledge concerning the effect physical systems have on the earth. The
evaluation will be determined by how organized the student portrays the power
point step-by-step in their written and oral presentation.
Have the students demonstrate map skills by constructing, analyzing, or creating
maps. They will be evaluated on the explanation of this map project using a
legend to describe physical features that were constructed on their maps.
Have the students write letters/essays that emphasize people who have
experienced a physical disaster. Emphasize the physical dangers that they faced
and unique problems involved with their calamity. An evaluation can be the
assessment of knowledge the students demonstrate in describing the disaster and
its aftermath.
Have the students analyze data presented in graphs, charts, and diagrams that will
explain why earthquakes occur more often in certain areas of the world. They will
be evaluated on how much information is provided in the graphs, charts, and
diagrams.
Have the students create graphic organizers that will compare and contrast the
effect of hurricanes in certain regions of the North American continent. The
students will be evaluated on the organization and knowledge portrayed in their
graphic organizers.
World GeographyUnit 3Physical Systems
27

Have the students make group presentations where the students portray the
information concerning physical systems and their affect on our world societies.
These presentations will be open group discussion, and each group will be
evaluated on its oral interpretations of physical systems that affect world societies.
Activity-Specific Assessments

Activity 3: Have the students organize a demonstration displaying how the sun
affects our seasons, climates, and oceans. They will use a globe to show the
important latitude lines that determine the seasons in the northern and southern
hemispheres (e.g., when the sun is directly over the Tropic of Capricorn, summer
in Australia and winter in the United States). They will show also that the months
we have winter are the opposite for the southern hemisphere countries. Their
demonstrations will be evaluated on how they use the globe in explaining the
sun’s effect on the Earth.

Activity 7: Have the groups gather their information on their country and pictures
to create an organized poster chart. In their chart, they will emphasize land
features, economic statistics, population, and climate. The pictures will provide
images of the physical scenery of their country.

Activity 8: Have the groups write and organize a research report on the
importance of the rainforest to Brazil, South America, and the world. The
students and the teacher can set up a rubric to follow for this report. They will be
evaluated on their following instructions in doing the research report (e.g., title
page, map of the world, content, and evaluation pages) through the use of a rubric.
They will also be evaluated on their written composition with emphasis on the
evaluation page. The other evaluation will come from their oral presentation on
their interpretation of how the rainforest affects the world.
World GeographyUnit 3Physical Systems
28
World Geography
Unit 4: Human Systems
Time Frame: Approximately eight weeks
Unit Description
The focus of this unit is on the connection of people to geography. Human activities help
shape Earth’s surface, human settlements and structures are part of Earth’s surface, and
humans compete for control of Earth’s surface.
Student Understandings
Students understand that human settlement is influenced by physical environment and human
characteristics. Students use geographic tools to analyze demographic characteristics and
distribution patterns of human activity. Students learn about the geographic distribution of
economic systems and how they relate to differences in quality of life, regional tensions,
and/or cooperation.
Guiding Questions
1. Can students explain the reasons for past and present trends in human migration?
2. Can students predict the impact of future population growth on the world?
3. Can students use data, graphics, and maps to predict future growth of different
societies?
4. Can students explain the role culture plays in incidents of cooperation and conflict in
the present-day world?
5. Can students explain how culture links and divides regions?
6. Can students identify developed and developing countries and explain how economic
systems play a part in development?
7. Can students explain why and how economic systems, national self-interest, and
regional issues contribute to regional tensions and cooperation?
8. Can students explain how the unequal distribution of natural resources across regions
has led to explorations, colonization, and conflict?
Unit 4 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks
Physical and Human Systems
25.
Compare and contrast past and present trends in human migration (G-1C-H2)
World GeographyUnit 4Human Systems
29
GLE #
26.
GLE Text and Benchmarks
Assess the role of environmental changes, economic scarcity, conflict, political
developments, cultural factors, and prosperity in human migration (e.g., escape
from persecution or famine, migration to the suburbs) (G-1C-H2)
27.
Analyze patterns of urban development in an area or region (G-1C-H3)
28.
Compare, contrast, and analyze the distribution, growth rates, and other
demographic characteristics of human populations in various countries or regions
(G-1C-H3)
29.
Analyze the current and future impact of population growth on the world (e.g.,
natural resources, food supply, standard of living) (G-1C-H3)
30.
Analyze population pyramids and use other data, graphics, and maps to describe
population characteristics of different societies and to predict future growth (G1C-H3)
31.
Compare the role that culture plays in incidents of cooperation and conflict in the
present-day world (G-1C-H4)
32.
Analyze how certain cultural characteristics can link or divide regions (e.g.,
language, religion, demography) (G-1C-H4)
33.
Identify the geographical distribution of the different economic systems (market,
command, traditional, mixed) (G-1C-H5)
34.
Distinguish between developed and developing countries, including the standard of
living in these nations, GDP, and per capita income (G-1C-H5)
35.
Analyze ways in which the distribution of economic systems relates to regional
tensions or regional cooperation (e.g., North and South Korea) (G-1C-H6)
36.
Analyze the role of differing points of view and national self-interest in disputes
over territory and resources (e.g., oil, water, boundaries) (G-1C-H6)
37.
Analyze regional issues and alliances in terms of common interests related to
territory and resources (e.g., oil, water, boundaries) (G-1C-H6)
Environment and Society
38.
Identify technological advances that expanded human capacity to modify the
environment (e.g., steam, coal, electric, nuclear power) (G-1D-H1)
42.
Assess the ways in which unequal distribution of natural resources has led to
exploration, colonization, and conflict (G-1D-H3)
44.
Analyze the relationship between a country’s standard of living and its locally
accessible natural resources (e.g., the effects of oil or natural gas reserves in a
region) (G-1D-H3)
45.
Describe the impact of the scarcity of natural resources (e.g., water shortage) or
pollution (e.g., air, water) (G-1D-H3)
46.
Assess the role of government in preserving natural resources and protecting the
physical environment (G-1D-H4)
47.
Evaluate the effectiveness of policies and programs related to conservation and use
of natural resources (G-1D-H4)
49.
Debate a position on an environmental issue involving conservation or use of
natural resources (e.g., private vs. public interest) (G-1D-H5)
World GeographyUnit 4Human Systems
30
Sample Activities
Activity 1: Analyzing and Assessing Human Migrations (GLEs: 25, 26)
Human migration is the result of various events and situations in the world. Discuss with
students the concept of push and pull on migration.
Provide students with information on migration into and within the United States, the United
Kingdom, and Israel. Ask students to compare and contrast human migrations into and
within the United States, United Kingdom, and Israel from 1700–1900 and 1900–2000.
Criteria for comparison include
 forced migration (slavery)
 pulled migration
 pushed migration.
Questions to be answered:
 How are migrations in the time periods different?
 How are daily migrations (commuters) different from past migrations?
 Why have forced migrations diminished?
Ask students to identify the type and assess the impact of human migration on each of the
following factors using a graphic organizer.
Stimulus
Drought (Dust Bowl)
Suburban commuters
Senior citizens
Political upheaval
Unemployment
Resettlement
Cherokee migration
Circle One
Push Pull
Push Pull
Push Pull
Push Pull
Push Pull
Push Pull
Push Pull
Explanation of Impact
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Have students identify and describe historical or contemporary causes for human migration.
Ask students to complete the graphic organizers below by describing one example from
history where the push and pull factors caused human migrations. The students will
brainstorm on the impact of these push/pull factors on history and geography.
Push Factors
War
Racial or ethnic discrimination
Religion
Rebuilding a homeland
World GeographyUnit 4Human Systems
Historical Cause
Vietnam Conflict caused refugees to enter U.S.
31
Pull Factors
Land open for settlement
Religious missionaries
Work opportunities
Returning to their homeland
Historical Cause
Activity 2: Environmental Planning and Urban Community (GLE: 27)
Urban development can be planned and unplanned. Most municipalities have a development
plan and zoning guidelines. Discuss with students why towns and cities would want or need
a development plan.
Create planning teams of five to six students to research urban and rural development plans
in the parish or city. Ask students to recommend changes in the plans to improve the quality
of life. Ask students, in a presentation they make to their peers, to address zoning,
transportation, and energy issues as they accommodate open space and commuters. Critique
the recommended changes by peers and articulate acceptance or rejection of those plans
based on the presentation and questions that the presenting group should be able to answer.
Ask students to design an urban community. Have groups of students (five to six) form
community land-use teams and design a city. Their designs must include areas for schools,
hospitals, parks, museums, recreation facilities, industrial areas, commercial/retail areas,
residential areas, and infrastructure (transportation, police, fire, sanitation, power sources).
Have each team display its design on a poster board and prepare a report about its design to
be delivered to the entire class. Extend the activity with one or more of the following
options:
 Option 1: Give each student a simple map of an island with the following features:
two freshwater springs, a dense island forest, a rocky coast, and a grass choice and
how it relates to resources.
 Option 2: Have students list five things they like and five things they dislike about
their community. Create a class list from individual contributions, and elicit
explanations for each inclusion. Ask:
 How does the community serve you?
 Is the community growing or declining in population?
 Why are people coming to or leaving (push/pull factors) the community?
 How would you compare and contrast your community to others across the
United States with a comparable population?
Activity 3: Population Data, Growth, and Natural Resources (GLEs: 28, 29)
Provide the class with a copy of a demographic transition model (found in most cultural
geography textbooks). The model illustrates population changes in developed countries.
World GeographyUnit 4Human Systems
32
The following is a demographic model of the stages of population growth in countries (preindustrial to advanced economy):
 Stage 1: Low growth rate, high birth rates, high death rates, pre-industrial
 Stage 2: Rising growth rate, declining death rate, high birth rate, early industrial
 Stage 3: High growth rate, declining death rate, declining birth rate, advanced
industrial
 Stage 4: Low growth rate, low birth rate, low death rate, advanced economy
Provide copies of population pyramids for different countries that illustrate each stage of the
demographic model. Ask students to compare the population pyramids and describe the
differences.
Have students predict country and world populations by applying the Rule of 72, which is
determined by subtracting a country’s death rate from its birth rate.
Then compute as follows:
Population Growth Rate equals birth rate minus death rate (expressed as a percentage).
Dividing 72 by the growth rate produces the number of years needed for population to double.
Using the Rule of 72, ask students to complete the following table:
Region
Population 2000
North America
Sub-Saharan Africa
China
India
World
481,000,000
611,000,000
1,250,000,000
1,000,000,000
6,000,000,000
Growth Rate
0.6
2.6
1.0
1.8
1.4
Years to Double
120
_____
_____
_____
_____
Discuss with students the increase of food supplies and natural resources available to the
world. Guide a class discussion on the following statements:
 The world is nearly overpopulated.
 There are adequate resources for the population, but they are badly distributed.
 The world has disasters affecting both population and natural resources.
Have students list cultural characteristics (e.g., religion) that influence population growth.
Have students write a one-page paper analyzing the current and future impact of population
growth on the world, including its effects on the food supply, natural resources, and standard
of living. Prepare students to explain how certain conditions can cause the demographics of a
country (e.g., Ethiopia, Sudan, Iraq, or India) to change.
Activity 4: Analyzing Population Pyramids (GLE: 30)
Provide the class with population pyramids for the United States and Mexico in 2000. Ask
World GeographyUnit 4Human Systems
33
students to make inferences from the pyramids about the following:
 dependent populations (the young and the old).
 productive workforce.
 rates of population growth.
Ask students to identify demographics for the U. S. and Mexico.
 What problems does a rapidly growing population present?
 What problems does a stable population present?
 Why is an aging population in the U.S. a concern?
 What problematic situations can cause large decreases in the population of these
countries?
Students can collect population data by contacting the U.S. Census Bureau at
http://www.census.gov/ipc/www/idbprint.html.
Activity 5: Culture, Conflict, and Cooperation and the World Divisions (GLEs: 31, 32)
Provide a timeline of historical events in the Fertile Crescent and surrounding areas (e.g.,
Israel, Iran, Saudi Arabia, and Syria) to illustrate movement and settlement of different
peoples in the region. An alternative method is to provide historical atlases in which students
can observe changing names of peoples living in the Fertile Crescent over time. Ask students
to explain how migrations, settlements, and religious movements over time contributed to the
modern Palestinian/Israeli conflict. Have students explain how occupant sequence (historical
geography) helps to explain the root origins of cultural conflicts.
Ask students to explain how cultural forces (e.g., language, religion, demography) divide
peoples and create conflict, and how cultural forces produce cooperation in regional
associations. Point out that conflicts and agreements have occurred throughout world history
(e.g., United Kingdom/Northern Ireland, Pakistan/India, China/Taiwan). Ask students to
complete the chart below (add several more examples as necessary).
Regional Association/Regional Conflict
North Atlantic Treaty Organization
Organization of Petroleum Export Countries
(OPEC)
League of Arab States
Arab-Israeli Conflict
United Kingdom/Northern Ireland Conflict
Organization of African Unity
Cultural Characteristics as Cause
Roman Catholics v. Protestants
Ask the class to make a list of the most powerful cultural characteristics that divide peoples
(e.g., religion, food, land features, resources, or history). Then create a list of the most
powerful cultural characteristics that unite peoples (e.g., occupations, trade, history, land
formation, or traditions). Discuss with students the ability of the United States to absorb
World GeographyUnit 4Human Systems
34
people from differing religious, ethnic, and cultural backgrounds. What makes cooperation
among people in the United States possible? Why do some other nations resist American
style assimilation?
Activity 6: Analyzing Economic Systems, Development, and Standards of Living
(GLEs: 33, 34)
There are several kinds of economic systems (e.g., free market, mixed, and command
economies).
Briefly discuss with students the fundamental principles of the three mentioned.
 Provide students with a short list of countries and ask students to identify national
economies as capitalist (free market), socialist (expanded government), and
command (communist).
 On a political map of the world, ask students to use colors to differentiate between
capitalist, socialist, and command economies.
 Ask the class to interpret their maps and explain why differences occur.
Using a variety of resources (e.g., textbook, atlas, encyclopedia, internet) students should
research standards of living (e.g., income data) and quality of life (e.g., life expectancy,
health) in selected cities or countries.
 Assign cities whose characteristics range widely (e.g., Dhaka, London, Mexico
City, Moscow, Paris, Tokyo, Boston, Toronto, and Beijing).
 Ask students to address questions about the type of economic system operating in
countries with either high standards or low standards of living. Why are capitalist
systems most closely associated with high standards of living? Explain why
Communism and Socialism are detrimental to this high standard of living.
 Have students present their information in a graphic format (e.g., poster, bulletin
board).
Discuss with students the concept of gross domestic product (GDP) for various countries as
displayed on a world map. Have students hypothesize why differences exist among countries
(e.g., United States, United Kingdom, Sudan, Colombia, Russia, Philippines, and China).
 How do characteristics of culture contribute to differences (e.g., separation of
church and state, family organization, settlement patterns)?
 How does availability and appropriate use of natural resources explain
differences?
 How do educational opportunities and economic systems explain differences?
 How do levels of education explain differences?
Activity 7: Regional Associations and Economic Systems (GLE: 35)
With the class, create a list of examples of regional economic unions (e.g., European Union,
North American Free Trade Agreement, Association of Southeast Asian Nations,
World GeographyUnit 4Human Systems
35
Organization of Petroleum Exporting Countries). Have students explain how these
organizations improve the quality of life of countries in their region. Have students examine
a specific situation or conflict of economic systems (North Korea and South Korea) and
explain the source of conflict and the resulting effect on culture, boundaries, etc.
Have students, working in small groups, research and report on how one or more of these
regional associations:
 promote economic trade and improved standards of living so the designated
countries can compete in the world market.
 create tensions and conflict in the region, causing a fluctuating economy in certain
countries (e.g., China, Indonesia, Argentina, India, or Canada).
 create cooperation in the resolution of regional problems and influence the
designated countries to join in processes to find solutions to problems.
Hold an economic summit where students serve as representatives of unions, each of which
tries to promote its interests. Students should prepare statements ahead of time, in writing,
and should engage in role-play over conflicting interests as well as complementary interests.
Activity 8: National Self-Interest and Protection, Territorial Disputes, and Regional
Associations (GLEs: 36, 37)
Using climate and cultural maps of the world, have students illustrate how the Islamic World
correlates closely with the dry world of North Africa and Southwest Asia (e.g., Algeria, Iran,
Iraq, Egypt, India, Mongolia, and Saudi Arabia). Ask students to analyze how differing
points of view (cultural differences) and national self-interest have impacted the region.
Using maps of the region, and other information provided by the teacher, students should
explain how struggles over oil and water affect the following:
 uses of the Jordan River as an important resource for the surrounding regions
 distribution of oil wealth as it pertains to trade and consumer resources for the
region and the world
 religious differences (within and between religions) emphasizing the different
functions of the religions of Islam, Christianity, and Judaism
Ask students to analyze the following alliances and explain how territorial integrity (national
interests) and/or natural resources are involved. Their analyses must include consideration of
the goals of the organization, its policies toward countries outside the region, and its potential
for success in meeting their goals:
 OPEC
 NATO (before and after expansion in the 1990s)
 Arab League
 Organization of African States
 NAFTA
 Organization of American States
World GeographyUnit 4Human Systems
36
Have students discuss what happens during a summit concerning each organization listed,
offering their goals and promoting their national interests (e.g., OPECI—ran, Saudi Arabia;
NATO—United States, United Kingdom, France; Arab League—Egypt, Libya, Jordan;
Organization of African States—Kenya, South Africa, Nigeria; NAFTA—United States,
Mexico, Canada; OAS—Argentina, Brazil, Colombia). How do these organizations affect
environments, living conditions, land formations, and conservation in our world today?
Activity 9: Technology and the Environment and Unequal Distribution of Natural
Resources (GLEs: 38, 42)
Provide students with a list of ten important inventions (e.g., locomotive, telegraph, light
bulb, television and splitting the atom) and technologies across time that gave humans
increasing control over the environment. Have students research the importance of each
invention (technology) and how it led to alterations of the environment. Have them record
the information in a graphic organizer.
Invention/Discovery
Seed culture
Steel moldboard plow
Telegraph
Altered Human Activities
Settled agriculture
Changed Environment
Tilled soils in river valleys
Lead students in a discussion of “what if” the invention had not occurred.
 What if “settled agriculture” had not been the resulting activity?
 What would be the long-term effect on our culture from not possessing and using
that activity?
Then, turn the discussion to include new inventions and invite students’ predictions for the
alteration of their environment.
 Have students work in groups to describe and/or draw an invention and predict
how it will alter human activity and change the environment in Louisiana.
 How do these inventions bring beneficial and detrimental effects to our
environments?
 How does modern technology emphasize positive change for Louisiana’s
environmental concerns along the coastline?
Activity 10: Conflict in the Distribution of Natural Resources (GLEs: 36, 37, 42)
Discuss how all resources are scarce and how scarcity of any product increases its price in
the marketplace. Review causes for European exploration and colonization of the Americas.
The student will be able to emphasize how resources opened the Americas to the rest of the
world.
Divide the class into teams and assign each team to research a different product or natural
resource and explain its role in exploration, colonization, and conflict:
World GeographyUnit 4Human Systems
37





Gold and silver drew early settlers to the Americas (Spanish colonization).
Oil opened to exploration areas around the world that were desolate (Middle
East).
Diamonds started a migration into southern Africa from the European continent
(South Africa).
Hemp and tea encouraged the British to take control of the Asian subcontinent
(India).
Slavery opened trade to Europe and the Americas through the Triangular Trade
(West Africa).
Students should create talking points to go with a map as a visual aid for their presentation to
their peers. Students should be prepared to ask questions and take notes on each of the
presentations as well as field questions on their own presentation.
After the groups report, ask the individuals in the class to explain the following in written
form—informal or formal essay:
 Why are products and natural resources unequally distributed around the world?
 Why does unequal distribution of products and natural resources produce
aggressive behavior and regional conflicts?
 What is the role of national self-interest and why does this ideology affect the
uses of our natural resources?
Activity 11: Aborigines of the Australian Outback (GLEs: 3, 26, 27, 32, 37, 42, 44, 45)
The students will be provided with a laminated map of Australia and a map of the world. The
students will use pictures of the Australian Outback and of the major cities in the
country/continent. The program will emphasize the movement of the Aborigines from the
Outback to the cities due to economics and environmental conditions.
In this activity students will be able to determine why the Aborigines are moving from their
homeland to the urban areas. They will also be able to determine how past, present, and
future events affected this movement.
 The students will pinpoint the location to the Aborigines’ homeland on the Australian
map.
 They will also label the world map emphasizing its location in the world.
 The students will look at the different pictures of the Outback and of the cities (e.g.,
Sydney, Melbourne, Perth, and Canberra) to determine reasons why the Aborigines
left their homeland (permanently or temporarily).
 Students will prepare a short report on the reasons the Aborigines left their home
(e.g., climate, environment, economy, traditions, or new opportunities).
 The students will then discuss with other students the reasons they found concerning
this movement of the Aborigines.
 Students will use a brainstorming session to discuss the reasons for the Aborigines’
movement and their future. They will use the world map to show how conditions in
the world affect their situation (e.g., economics, weather patterns, and immigration).
World GeographyUnit 4Human Systems
38
The teacher will guide this session.
Rubric:







The students will design a poster telling the story of the Aborigines’ movement
out of their homeland.
The country/continent of Australia will be drawn or traced in the center of the
poster.
The poster will show directional arrows from the Outback to the major cities of
Australia.
These arrows will be labeled with the reasons why the Aborigines left the
Outback.
The reasons should be color-coded either black (did not return) or red (did return).
Pictures will be placed around the map of Australia on the poster illustrating the
Aborigines and their Outback.
The poster will have a creative title with colorful border for visual impact.
Extension: Students can compare the Aboriginal movement in Australia with the Native
American movement across the Mississippi River in the United States in the 1800s. This can
also be produced as a PowerPoint©.
Activity 12: Lake Chad and the Aral Sea: Disappearing Lakes (GLEs: 3, 25, 26, 36, 37,
46, 47, 49)
The teacher will provide the students with laminated or paper maps as well as past and
present pictures of lakes Chad and the Aral (Sea). Students will determine how human
populations, were/are affected by these lakes in the past, present and future. The students will
emphasize how government interventions affect certain environmental and social changes in
each region. The students will be able to explain how valuable water sources are to other
parts of the world.
 The class will be separated into two sections: one for the Aral Sea (lake) and
another involving Lake Chad.
 Each section will be given laminated maps of either Asia or Africa.
 Each section will be broken down into groups of four students for research into
the human living conditions around either Lake Chad or the Aral Sea (lake).
 Students will use their maps and pictures to analyze the effects on humans and
governments in the areas of Lake Chad or Aral Sea (e.g., land formation, water
availability, crops and migration).
 Using before and after pictures the students will organize an oral presentation on
the reasons for the devastating affects these water resources have had on the
human populations in these areas.
 The two sections will compare the results of their research (e.g., the changes that
impacted human populations) near Lake Chad and the Aral Sea. Teacher will
guide this activity.
Extension Activity: The students can look for news stories affecting other shrinking or
World GeographyUnit 4Human Systems
39
disappearing water sources in other areas of the world including Louisiana.
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the types of products that result from the student
activities, and collaboratively develop a scoring rubric with other teachers or students. The
following are samples of assessments that could be used for this unit:
General Guidelines



Students should be monitored on all activities by teacher observations, essay writing,
and oral interpretations.
Use a variety of assessments to determine performance standards for student activities
(e.g., timelines, bar graphs, or written research).
Select assessments that provide clear results for evaluating the students’ activities
(grading scales, rubrics, and geography vocabulary).
General Assessments



Have the students use technology such as PowerPoint© to summarize new knowledge
emphasizing trade resources and their designated markets in the world.
Have the students demonstrate map skills by constructing, analyzing, or creating
maps on important locations for resources in the United States. They will be
evaluated on their proper locations of the designated resources.
Have the students critique other student presentations after they present material on
important inventions and their effect on our environment. The reports will be
evaluated on the written compositions and the oral interpretations. The students can
add drawings of their inventions to further enhance their oral interpretations.
Activity-Specific Assessments

Activity 1: Have the students analyze data presented in graphs, charts, and diagrams
showing the economic statistics involving the countries of Israel, Iraq, and Egypt. The
students will demonstrate the environment of each country and how it causes a
change in the economic status for each country. They will be evaluated on the
material and impact the graphs, charts, and diagrams in their presentation.

Activity 11: Have the students organize and design a poster with Australia in the
center emphasizing the Aboriginal movement. Inside Australia the poster will show
arrows leaving the Outback stretching out to the major cities in the continent. They
will label along the arrows the reasons that the Aborigines left the Outback. The
World GeographyUnit 4Human Systems
40
reasons will be in black if they do not return and red if they do return to the Outback.
They will create a title emphasizing the movement and its effect on their society. The
impact and color of the poster, and the oral presentation will be evaluated.

Activity 12: Have the students write and organize a news script on the devastating
effects the Aral Sea and Lake Chad had on the populations of the surrounding
countries (e.g., Kazakhstan, Uzbekistan, Chad, Niger, Nigeria and Cameroon). They
will create a title that emphasizes the story of the shrinking lakes. The students will
be evaluated on their oral presentation and their written copy of the news script on the
impact of the shrinking of the Aral Sea and Lake Chad on nearby countries.
World GeographyUnit 4Human Systems
41
World Geography
Unit 5: Environment and Society
Time Frame: Approximately six weeks
Unit Description
This unit focuses on how the physical environment is modified by human activities, largely
as a consequence of the ways in which human societies value and use Earth’s natural
resources, and human activities are also influenced by Earth’s physical features and
processes.
Student Understandings
Students understand that humans develop strategies for dealing with physical environmental
challenges and that overcoming these challenges provides costs and benefits. Students
understand that policies on natural resources influence a country’s standard of living.
Students learn to evaluate options for solving a local or regional environmental challenge.
The students will learn how the past can change the future environment for a society.
Guiding Questions
1.
2.
3.
4.
Can students explain how natural processes impact human life?
Can students explain how humans adapt and cope with physical processes?
Can students explain how natural resources drive human settlement patterns?
Can students explain how a country’s standard of living is related to its natural
resources?
5. Can students explain the importance and impact of government actions on
preservation and use of natural resources?
6. Can students explain how the past changed environments that eventually affected
societies?
Unit 5 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks
Environment and Society
3.
Analyze or interpret a map to locate geographic information, using a variety of map elements
(e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)
9.
Identify and analyze the distinguishing physical or human characteristics of a given place
(e.g., landforms, precipitation, ecosystems, settlement patterns, economic activities) (G-1BH1)
World GeographyUnit 5Environment and Society
42
GLE #
10.
11.
12.
15.
16.
18.
19.
21.
26.
39.
40.
41.
43.
44.
45.
46.
47.
48.
49.
50.
GLE Text and Benchmarks
Evaluate how location, topography, climate, natural resources, and other physical
characteristics affect human activities ( e.g., cultural diversity, migration, physical features
historical events, plantation, subsistence farming) or the significance of a place (G-1B-H1)
Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)
Explain how topography, climate, soil, vegetation, and natural resources shape the history of
a region (G-1B-H2)
Analyze world regions in terms of given characteristics (e.g., population density, natural
resources, economic activities, demography) (G-1B-H3)
Explain how physical or geographical characteristics (e.g., mountain ranges, interconnecting
waterways) facilitate or hinder regional interactions (G-1B-H3)
Analyze how human activities and physical characteristics of regions have led to regional
labels (e.g., Dust Bowl, New South, Sunbelt) (G-1B-H4)
Describe how physical, historical, and cultural characteristics give definition to a place or
region (e.g., New South, Jerusalem) (G-1B-H4)
Characterize areas or regions in terms of the physical processes that affect them (e.g., Pacific
Ocean “Rim of Fire”, San Andreas fault) (G-1C-H1)
Assess the role of environmental changes, economic scarcity, conflict, political
developments, cultural factors, and prosperity in human migration (e.g., escape from
persecution or famine, migration to the suburbs) (G-1C-H2)
Describe challenges to human systems and activities posed by the physical environment or
the impact of natural processes and disasters on human systems (e.g., infrastructure) (G-1DH2)
Analyze or evaluate strategies for dealing with environmental challenges (e.g., dams or dikes
to control floods, fertilizer to improve crop production) (G-1D-H2)
Analyze the relationship between the development of natural resources in a region and human
settlement patterns or regional variations in land use (G-1D-H3)
Analyze world or regional distribution of natural resources in terms of import need and
export capacity (G-1D-H3)
Analyze the relationship between a country’s standard of living and its locally accessible
natural resources (e.g., the effects of oil or natural gas reserves in a region) (G-1D-H3)
Describe the impact of natural resource scarcity (e.g., water shortage) or pollution (e.g., air,
water) (G-1D-H3)
Assess the role of government in preserving natural resources and protecting the physical
environment (G-1D-H4)
Evaluate the effectiveness of policies and programs related to conservation and use of natural
resources (G-1D-H4)
Evaluate import and export policies in regard to a country’s needs for resources (G-1D-H4)
Debate a position on an environmental issue involving conservation or use of natural
resources (e.g., private vs. public interest) (G-1D-H5)
Evaluate options for solving a local or regional problem involving physical processes or
environmental challenges (e.g., government disaster aid, environmental clean-up cost
responsibility) (G-1D-H5)
World GeographyUnit 5Environment and Society
43
Sample Activities
Activity 1: Humans Interact with the Environment (GLEs: 39, 40)
Humans interact with their environment in a variety of ways. Discuss human environment
interaction with students using the following guides:
 Ask students to describe ways in which humans have altered the physical
environment in their parish and Louisiana and form a list of their observations.
 Ask students to explain behaviors that have influenced humans to alter the
environment in each example emphasizing whether it is beneficial or detrimental
to their society.
 Then ask students to describe ways that the physical environment limits human
activities in their parish and Louisiana.
Create a list of those observations as the discussion progresses.
Divide the class into small groups and ask each group to research one of a series of natural
processes that impacts human activities and personal security.
Ask each group to report to the class explaining (1) causes of the phenomenon, (2) how it
threatens human activities, (3) how society can limit risks presented by the phenomenon, and
(4) what after-effects lead to long-term recovery. Suggested topics include:
 tsunami (Alaska and Indian Ocean) and the after-effects to the society and its
environment.
 hurricane (Gulf Region) and the devastating effect on the society’s environment
along the coast.
 earthquake (California) and its aftershocks that will eventually cause more
damage to an environment
 tornado (Oklahoma) and the changes it brings to a landscape
 flood (Bangladesh) that will prolong effects on societies after the water recedes.
Building on the previous activity, provide students with a case study of the 1993 Mississippi
River Flood. Ask students to consider how human activities exacerbated the flooding
problem, including but not limited to the following:
 dams on the Mississippi River
 levees on the Mississippi River
 humans building in the flood plain
 extended amount of rainfall
 melting snow from record falls
Ask the class to evaluate human strategies used to control floods.
 Why do we build dams on rivers?
 How should we use dams to control floods?
 How should we use dams to provide recreation?
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Why do we build levees?
What happens if the levees and dams break?
How do levees create increased stream flow?
How do dams and levees on the Mississippi River impact the Louisiana delta?
How does dredging affect the flow of the river?
How does the construction of spillways control the flow of rivers?
Ask students to write guidelines on “How to Handle a Flood,” based on what they learned.
Extension Activity: Discuss the reasons for Louisiana’s disappearing coastline.
Activity 2: Prospecting and Environmental Degradation, Natural Resources, and
National Needs (GLEs: 41, 43, 44)
Provide readings on the environmental issues involved in human actions in South Africa.
(National Geographi© has numerous articles on this topic.) Ask students to locate and
describe settlement patterns in South Africa following the discovery of minerals (gold) in the
interior. Ask them to explain how new transportation routes and settlements have led to
destruction of certain tribal lands. Compare the South African Gold Rush to another
historical gold rush that took place in North America (e.g., California and Alaska).
Provide a brief description of the California Gold Rush in 1849, or the Alaska Gold Rush in
the 1890’s. Ask students to create a Venn diagram to show similarities and differences
between the Gold Rush and destruction of the Amazon rainforests.
Provide a case study of imported oil in the United States (e.g., percentage of oil consumed
that is imported and sources of imported oil). Ask students to prepare a map showing where
imported oil originates and routes used to transport it to the United States. Then ask students
to research the dollar volume of natural resource imports in the United States and the dollar
volume of finished products exported. Building on the previous activity, ask students to
answer the following questions fully in formal or informal essay form:
 Given our dependence on imported oil, how would a disruption in the supply of
oil affect exports from the United States?
 How does an oil shortage (restricted imports) affect the American standard of
living?
 How does this possibility create pressure to explore for oil in protected
environments?
 Should we drill for oil on the Florida coastal shelf or within Alaskan wilderness
areas?
 Why should Americans invest in alternative energy sources?
 Should the government place restrictions on automobiles (e.g., SUVs) that get low
mileage per gallon of gasoline?
 How can our government use viable research to reduce our dependency on outside
resources for oil?
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Activity 3: Scarcity of Natural Resources and Human Activity, Preserving Natural
Resources and Environments (GLEs: 45, 46, 47)
Ask students to research the politics of the Jordan River in the Middle East and/or the
Colorado River in the United States. Ask students to explain how water sources should be
allocated in each case.
 How much water should be allocated for farming, for urban development, and for
recreation?
 Why must the states surrounding the Colorado River share in the water or, the
countries surrounding the Jordan River?
 Should Las Vegas exist as a city in the desert?
 Why are the Palestinians and Jordanians disturbed over Israeli control of the
Jordan River?
 Why the Israelis use drip irrigation in farming?
Provide students with information on the formation of national parks, forests, and
monuments in the United States. Discuss the purpose of national parks, forests, and
monuments. Ask students to debate the limitations concerning restricted use of federal lands
in the United States, including but not limited to:
 limitations on logging
 limitations on mining
 limitations on ranching
 limitations on snow mobiles in parks
 limitations on hunting
Ask students to compare the American system of parks with that in other countries (e.g.,
South Africa, India, China). Evaluate and compare the effectiveness of government policies
to conserve lands and natural resources in the United States and other countries.
 Why are there so many national parks and federal lands in the American West?
 Should we be concerned with restoration and preservation of wetlands in the
American East?
 Why do economic interests of individuals make it difficult to protect the
environment?
 How can governmental policies concerning national parks and federal lands
improve our coastal wetlands in the United States?
Activity 4: Global Markets and Human Behavior, Environmental Protection (GLEs:
48, 49, 50)
The teacher will provide data on regional and world trade agreements (e.g., NAFTA, EU,
WTA, CAFTA).
Ask students to debate informally the merits of trade agreements that reduce tariffs and
restrictions on imports and exports.
 Why do some people argue that free trade agreements export jobs?
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Why do other people argue that free trade agreements provide Americans access
to the world’s natural resources and other markets?
Is worldwide competition a good thing? Why or why not?
Ask students to select an environmental issue for individual research. Provide a list of
environmental issues, such as, but not limited to:
 oil drilling in the Arctic and offshore along the Gulf, Atlantic, and Pacific coasts.
 restoring river flows by removing dams (Columbia and salmon)
 restoration of wetlands along the coastal and interior regions
Ask each student to prepare a research paper on an environmental issue in which the
following are considered:
 defines the problem to be addressed
 analyzes pros and cons of the issue
 recommends and defends a policy for conservation and/or private use of the
environmental resource
 provides an opinion on possible solutions to the problem.
Activity 5: Laplanders of Scandinavia (GLEs: 9, 10, 11, 12, 15, 18, 19, 26, 39, 40, 45)
The students will be given laminated pictures of the people (Laplanders) of Northern
Scandinavia. They will also receive laminated maps of the continent of Europe and the
region of Scandinavia (National Geographic© maps).
 The students will be separated into groups of five to create a newscast.
 They will organize a short script and prepare their news report on elements of the
everyday life of a Laplander in Northern Scandinavia (e.g., leaders of the groups,
hunters, reindeer herders, and traders).
 Each group should be given a specific set of criteria to report (e.g., location,
topography climate, language, religion, natural resources, precipitation, economic
activities).
 The students will orally discuss at the end of the news report what important
aspects were presented about the Lapland society in each of the groups. The
students will compare the Laplanders’ lifestyle with the Native Americans’
dependence on the buffalo. (The teacher will guide this activity.)
Activity 6: Montserrat and Pompeii: Changed Societies (GLEs: 3, 9, 10, 11, 12, 16, 21,
39, 50)
The students will be separated into two sections for the purpose of creating a story involving
the Caribbean island of Montserrat and the city of Pompeii in Italy. They will be provided
with pictures and a story on the fate of Montserrat and Pompeii. The students in each group
will read and research their stories and explain how their group’s society was changed by a
volcanic disaster. Each group will be given a laminated physical map of their region to
determine what solutions could have saved their group’s society.
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The students will be able to understand that living near a volcanic mountain can change a
society’s culture in a short period of time.
 The students will be separated into two sections for the purpose of researching either
the society of the Caribbean island of Montserrat and its capital city, Plymouth, or the
Italian city of Pompeii.
 They will be provided with their designated group’s story, pictures, and a laminated
map of their region (e.g., Montserrat or Pompeii).
 Each member of the section will read the story and examine the pictures along with
the map.
 They will discuss among themselves what happened to their society after the volcano
erupted (e.g., Montserrat-Southern Hills or Pompeii-Mt. Vesuvius).
 The students in each group will write down key aspects about the main city that was
affected by the volcano before and after the explosion (e.g., Plymouth-Montserrat or
Pompeii-Italy).
 The two sections will present the key points of their stories by having each student
provide an important aspect concerning thesocieties and the drastic change from the
disasters.
 They will compare in an open discussion how their societies could have been saved
(the teacher will guide this activity and write important solutions to this kind of
problem on the board).
Extension Activity: The students can expand these stories with others concerning disasters
that cause changed societies (e.g., Mt. St. Helens, San Francisco earthquake, or tsunami in
Asia).
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the types of products that result from the student
activities, and collaboratively develop a scoring rubric with other teachers or students. The
following are samples of assessments that could be used for this unit:
General Guidelines
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Students should be monitored on all activities via teacher observation, essay writing,
open class discussion, use of graphs, charts, and diagrams.
Teachers should use a variety of performance assessments to determine student
comprehension by rubrics, open-ended questions, oral interpretive reports, and
research projects.
Teachers should select assessments consistent with the type of products that result
from the student activities (e.g., scripts for plays, outlines for reports, and answer
keys for comprehensive tests).
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General Assessments
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Have the students assess products using a scoring rubric developed by the teacher or
teacher and students.
Have the students demonstrate map skills by constructing, analyzing, or creating
maps. They will be evaluated on their use of map technology in an oral presentation.
Have the students generate research reports, formal or informal. The students’
evaluation will be determined by their oral and written knowledge of the content of
the report.
Have the students write essays, formal or informal, that cover the main points of the
content area. They will be evaluated on the proper writing techniques and their
context.
Have the students participate in a debate involving certain issues in geography. This
debate will be evaluated on their oral presentations of the topics.
Have the students analyze data presented in graphs, charts, and diagrams that display
statistics concerning certain aspects of geography. They will be evaluated on the
context, organization, and displays of the graphs, charts, and diagrams.
Have the students create graphic organizers that show the connection between
different geographic tools. They will be evaluated with a short, open-ended test on
geographic tools.
Activity-Specific Assessments
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Activity 3: Have the students create a graphic organizer displaying the problems with
clear cutting of forests and its aftereffects. They will be able to demonstrate that the
destroying of large areas of forests can lead to many environmental problems. This is
where their displays will emphasize the importance of saving our natural resources.
They will be evaluated on their context and oral interpretations of the graphic
organizer.
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Activity 5: Have the students draw a sketch of the important aspects of the
Laplanders’ culture. In this sketch there will be pictures emphasizing the Laplanders
and their environmental setting. They will be evaluated on how the sketch portrays
the key ingredients of the Laplanders’ society.
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Activity 6: Have the students prepare a flow chart involving their region’s main
city’s situation from before the volcanic eruption until after the event and its
aftermath. They will label the flow chart and orally present the important aspects that
changed their society’s environmental future. They will be evaluated on the oral
presentations involving their flow charts.
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