radnor high school · web viewthe trans-siberian railroad links the western and eastern parts of...

RADNOR TOWNSHIP SCHOOL DISTRICTCourse Overview

World Geography and CulturesCourse #

General InformationCredits: N/AWeighted: N/APrerequisite: N/A

Length: Full YearFormat: Meets DailyGrade: 6

Course Description This geography course will give students a firm grasp of the place and terrain that surrounds them; the patterns of human development around the world; and the interactions of peoples, places, and environments. Geographically informed citizens make informed judgments to improve their community, state, country, and world. They understand how all of these realms are interrelated.

Course Objectives:

Essential Questions How do geographers think about the world? What tools do geographers use to help explain the world? How should natural resources be used and preserved? How does geography affect where and how people live? How do population trends affect a country? How do physical processes shape earth’s landscape? How can we understand the diversity of cultures? How do ethnic group differences affect who controls resources and power in a society? How does having a valuable natural resource affect a region? How are humans affected by the changes they make to the environment? How does climate influence human activity? What is globalization and how does it affect people and places? How does a country’s location shape life within its borders?

Enduring Understandings Geographic tools explain similarities and differences between regions. Location and spatial patterns can be evaluated using geographic tools. Knowing where people live provides insight into how they live. Identities and lives of people are rooted in particular places and regions. Individuals are connected to the rest of the world through the decisions we make on a daily

basis. People’s perception of places and regions are affected by their cultural experiences. Physical characteristics of a place require adaptation or migration. People are shaped by diverse cultures but have a shared community.

Common Assessments:

November 2014 revised

1. Geographer’s Toolkit (October)2. Persuasive Essay - Physical geography impact on culture (2nd marking period)3. Persuasive Essay – Written Language Benchmark Assessment (3rd marking period)4. Comparing physical, climate and population maps(4th marking period)

Major Units of Study: The Geographer’s Toolbox South America Europe and Russia Sub-Saharan Africa Southwest Asia / North Africa South and East Asia Australia, the Pacific Realm, and Antarctica

Materials & TextsNational Geographic World Cultures and Geography Copyright 2013: National Geographic Leaning, Cengage Learning

National Geographic Education Website- http://education.nationalgeographic.com/education/?ar_a=1&ar_r=1

RADNOR TOWNSHIP SCHOOL DISTRICTCourse Curriculum

First Marking Period

Unit I: The Geographer’s Toolbox (3 weeks)

Common Core Standards and PA Academic StandardsRH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary

http://education.nationalgeographic.com/education/?ar_a=1&ar_r=1

http://education.nationalgeographic.com/education/?ar_a=1&ar_r=1

specific to domains related to history/social studies.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.WHST. 6-8.1 Write arguments focused on discipline-specific content.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize and interpret information about people, places, and environments.PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical and human features.PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s surface.PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities, and political activities.PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on people within regions.PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical systems within regions.

Keystone Connections:

C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or ideas.

Students will write informative and explanatory pieces that describe, explain, or summarize information or ideas about geography.

Student Objectives:Essential Questions:

How do geographers think about the world? What tools do geographers use to help explain the world? How do people use geography?

Enduring Understandings: Geographic tools explain similarities and differences between places and regions. Location and spatial patterns can be evaluated using geographic tools. Knowing where people live provides insight into how they live.

KNOWELDGE

Students will know…

Geographers use themes and elements to understand the world. Geographers divide the world into regions. Globes and maps are two different tools used to study places on earth. Maps use different scales for different purposes. Political maps show features that humans have created on Earth’s surface. Physical maps show

natural features. Cartographers use various projections to show Earth’s curved surface on a flat map. Thematic maps focus on specific topics, such as the population density or economic activity in a

region or country.

SKILLSStudents will be able to…

Analyze geographic patterns through spatial thinking. Organize geographic information into five themes and six elements. Understand geographic regions and the processes that shaped them. Understand the essentials of maps and how they show geographic patterns. Compare information on large-scale, medium-scale, and small-scale maps. Compare the features of a political map and a physical map. Understand the advantages and drawbacks of major map projections. Identify various types of thematic maps and the kind of information they provide.

Assessments:

FORMATIVE Student Interactive Notebook On Going Assessment of the following skills:

o Spatial thinking Describe Geographic Thinking: making inferences/draw conclusions/evaluate

o Categorize information: five themes of geographyo Map World Regions: using mental maps and then label a world map of the eleven

regions.o Use Different maps for Different Purposes: categorize, inferences, interpret maps, make

predictionso Compare Maps: Political and Physical Mapso Match Map Projections: Now different map projectionso Use Maps to infer Geographic Patterns: Population density, precipitation

SUMMATIVE We will administer summative assessments that will use objective items such as True/False and

multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer questions to assess their ability to apply skills acquired.

Unit 1 Assessment: National Geographic Chapter Test:) F:\Ch1a on-grade level,above.pdf

Unit 1 Assessment (example) Geographic Modified Chapter Test: F:\ch1b modified.pdf

COMMON ASSESSMENT #1

Geographer’s Toolbox Assessment: Students will answer each of the following two questions to demonstrate their understanding of maps and the five themes of geography.

Consider the parts of North America with which you are most familiar. Choose one region, city, or town and use at least three of the five themes of geography to describe that area.

Radnor Township School District.doc ( common assessment cover sheet)

Keystone Expository Writing Rubric

Activities and Assignments ACTIVITIES

Geography of a Pencil- http://education.nationalgeographic.com/education/activity/geography-of-a-pencil/?ar_a=1

Differentiation:Striving Readers

Introduce Essential Questions Focus on Main Ideas Summarize information Review Map Elements Display Cardinal Directions Labels: display cardinal directions around room. Discussion of labels

aligning with points on a compass rose.

Use Tactile Materials: provide rough cutouts of continents; color and arrange as on a globe.

Grade Level/ Accelerated:

Plot a course: student planner gives a student traveler a list of five cities, identified only by longitude and latitude.

Conduct Internet Research: research major league baseball teams and questions relating to the five themes of geography.

http://education.nationalgeographic.com/education/activity/geography-of-a-pencil/?ar_a=1

http://education.nationalgeographic.com/education/activity/geography-of-a-pencil/?ar_a=1

Terminology

absolute location, distortion, map projection, relative location, physical features, landforms, climate zones, vegetation zones, population density, economic activity, regions, cartographer, scale, latitude, longitude, hemisphere

Materials & Texts

ESSENTIAL : National Geographic World Cultures and Geography Copyright 2013: National Geographic Leaning, Cengage Learning

Media, Technology, Web Resources

Mapping Our World- http://www.oxfam.org.uk/education/resources/mapping_our_world/mapping_our_world/l/home/index.htm

Google Earth- http://www.google.com/earth/index.html

Criterion is an On-Line Writing Evaluation. Students will access the website where they will find each common assessment. The students will enter their essays into their portfolio.Criterion

Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as students progress through school. Using this tool, you can locate specific standards, anchors, and eligible content based on subject area and grade level or course. Select the subject area and grade level, or select the course to view the related standards.PDE SAS

Unit II: South America (6 weeks)

Common Core Standards and PA Academic Standards

RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

http://www.pdesas.org/standard/views

https://criterion.ets.org/

http://www.google.com/earth/index.html

http://www.oxfam.org.uk/education/resources/mapping_our_world/mapping_our_world/l/home/index.htm

http://www.oxfam.org.uk/education/resources/mapping_our_world/mapping_our_world/l/home/index.htm

information in print and digital texts.WHST. 6-8.1 Write arguments focused on discipline-specific content.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize and interpret information about people, places, and environments.PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s surface. PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical and human features.PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities, and political activities.PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on people within regions.PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical systems within regions.

Keystone Connections:C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or ideas.

Students will write informative and explanatory pieces that describe, explain, or summarize information or ideas about geography


How does geography influence lifestyle and point of view? How does elevation influence climate in South America? How did mountains, plateaus, and rivers shape the region’s history?

Enduring Understandings: Physical and climate systems of the earth impact how people live and use natural resources. Characteristics and processes of physical geography shape regions and places. Knowing where people live provides insight into how they live. Identities and lives of people are rooted in particular places and regions. People’s perception of places and regions are affected by their cultural experiences. Physical characteristics of a place require adaptation or migration.

KNOWELDGE Students will know…

South America contains diverse physical features. Elevation and climate affect where people live and how they use the land. The Amazon River supports life in its vast rainforest. Wind currents and ocean currents influence climate across South America in powerful and

unpredictable ways The health of the Amazon Rainforest can influence climate change across the globe.

SKILLS Students will be able to…

Compare and contrast how elevation impacts the lives of South Americans Describe how elevation and climate affect life in South America. Analyze how the Amazon River’s seasonal flooding affects the rain forest around it. Explore the effects of ocean currents and wind currents on both South American coasts. Learn about how rain forests work, and analyze the impact of deforestation on climate change.

Assessments:

FORMATIVE Analyze Climate and Elevation: Describe the effect of increasing altitude on South America’s

climate. Relate how elevation and climate are alike.

Identify Altitude Zones in South America: Primary source photographs are used to determine the four South American Altitude Zones.

Compare the Amazon and Mississippi Rivers using a Venn diagram.

Map the Global impact of El Nino: Climate scientists are working on better ways to predict an El Nino and provide warnings to flood-and drought –prone regions. Create a map to show how El Nino changes the weather in different parts of the world.

Analyze Rainforest Development: Economic development in the Amazon rain forest has both positive and negative effects. Make a prediction what will happen if development continues without restrictions.

SUMMATIVE

We will administer summative assessments that will use objective items such as True/False and multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer questions to assess their ability to apply skills acquired.

Unit 2 Assessment (Example) - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic

Essay: How does elevation influence climate in South America? Consider the information you have learned about the region’s physical geography, extreme climates, elevations, wind currents, and water

currents.

South America assessment.docx



Striving Readers: Sequence Steps: students display sequence of steps in the rain forest cycle.Record and compare facts: students record facts specific to physical features

On grade/Accelerated: Design an illustrated Map: create a large wall map that shows the Amazon River and illustrates points of interest on the areas bordering the river.

Create a Travel Brochure: create a brochure for visitors to South America illustrating and describing natural and historical sites. Students may use Magazine Maker.

Terminologyaltitudinal zonation, snow line, terracing, tree line, vertical trade, biodiversity, carbon-oxygen cycle, deforestation, sustainable development, tropical rainforest

Materials & Texts




Criterion is a On-Line Writing Evaluation. Students will access the website where they will find each common assessment. The students will enter their essays into their portfolio.Criterion

Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as students progress through school. Using this tool, you can locate



specific standards, anchors, and eligible content based on subject area and grade level or course. Select the subject area and grade level, or select the course to view the related standards.PDE SAS

Second Marking Period

Unit III: Europe and Russia (6 weeks)


RH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.WHST. 6-8.1 Write arguments focused on discipline-specific content.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize and interpret information about people, places, and environments.PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical and human features.PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s surface.PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities, and political activities.PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on people within regions.PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical systems within regions.Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.

Keystone Connections:


C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or ideas.

Students will write informative and explanatory pieces that describe, explain, or summarize information or ideas about geography.


How did Europe’s physical geography encourage interaction with other regions? How is the diversity of Europe reflected in its cultural achievements? How have size and extreme climates shape Russian and the Eurasian Republics? What features, such as size and climate, have influence Russian culture?

Enduring Understandings: Location and spatial patterns can be evaluated using geographic tools. Physical and climate systems of the earth impact how people live and use natural resources. Characteristics and processes of physical geography shape regions and places. Geographic tools explain similarities and differences between regions. Physical characteristics of a place require adaptation or migration. People are shaped by diverse cultures but have a shared community.


Europe is made up of several peninsulas with varied land regions and climates. Europe’s long coast line help to promote trade, industry, exploration, and settlement on the

continent. The land forms and resources in Europe support many economic activities. Human activity has harmed the Mediterranean’s seas natural environment. Europe has a great variety of languages, cultures, and cities. European art and music have developed over thousands of years. European literature has reflected new ways of thinking over the centuries.

Landforms and climate have influenced the cooking traditions of Europe. Russia and the Eurasian republics cove a huge area and contain a variety of geographic features. The extreme climates of this region have an impact on where and how people live. Russia and the Eurasians republics have plentiful natural resources, but many of them are in

remote locations. Human activities have led to the shrinking of the Aral Sea, which has damaged the surrounding

landscape. The variety of climates in Russia and the Eurasian republics has a major impact on the region’s

cultures. The Trans-Siberian Railroad links the western and eastern parts of Russia. St. Petersburg is Russia’s second largest city and a center of culture, industry and trade.

SKILLS

Students will be able to… Describe the land regions and climates of Europe. Explain how Europe’s coastline promoted industry, settlements, and interaction with other

regions. Identify the economic activities supported by Europe’s landforms and natural resources. Describe the human activities that are harming ecosystems in the Mediterranean Sea.

Analyze the variety of physical features that characterize Russia and the Eurasian republics. Explain how extreme climates affect people’s lives in Russia and the Eurasian republics. Locate important natural resources in the region and discuss why they are significant. Explain how global climate change is affecting the environment in Siberia. Describe how the physical geography of Central Asia affects the people who live there.

Assessments

FORMATIVE Map Europe’s Land Regions: Create maps using information to plot the four land regions of

Europe. Analyze Early European Trade: Reading a passage to learn about trade routes during the Roman

Empire and to make inferences about how geographic location influence and affect trade.

Explore Amsterdam’s Canals: After reading a passage, students will identify major problems that the earliest settlers of Amsterdam encountered. Students will identify the layout of the canals and analyze the affect of the Netherland’s geography has on the economy.

Graph Fishery Catches in the Mediterranean Sea: Using chart data, students will make a line graph to show how fishery catches have changed to Mediterranean countries.

Draw a Mental Map: make a mental map to show where the landforms and bodies of water are located in Eurasia. Infer the types of land on which people settle and build cities.

Provide Transportation Alternatives: Russia’s many ports lie along the frigid coast. In addition, few highways make transportation difficult. Think and discuss alternatives to solve the problem.

Research Mineral Resources: Conduct research ( Connect to NG)on several minerals in Russia and Eurasia. Find out how the minerals are extracted from the earth and how they are used.

Analyze the Impact of Global Warming: Research global warming and its impact on Siberia. List advantages and disadvantages of why global warming might benefit or harm Siberia.

Analyze Central Asian Economies: Interpret charts and graphs to draw conclusions that countries GDP per capita have a significant effect on the economy.

SUMMATIVEWe will administer summative assessments that will use objective items such as True/False and multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer

questions to assess their ability to apply skills acquired. Unit 3 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National

Geographic

Essay: How did Europe’s physical geography encourage interaction with other regions? Consider information you have learned about European civilizations, Europe’s coastlines and waterways, trade, and settlement.

Europe assessment.docx


Activities and Assignments

ACTIVITIES Striving Readers:

Make Word Connections: display key vocabulary words and make sentences about how each are related.

Illustrate a Word Tree: make connections with words displaying them in an illustration. On grade/ Accelerated Tic-Tac-Toe Project: giving students a choice of three activities that form a tic-tac-toe win.

Terminology

Demography, dependency ratio, life expectancy, replacement rate, total fertility rate, erosion, glaciations, physical processes, tectonic movement, volcanic activity.

Materials & Texts

National Geographic World Cultures and Geography Copyright 2013: National Geographic Leaning, Cengage Learning



Criterion is a On-Line Writing Evaluation. Students will access the website where they will find each common assessment. The students will enter their essays into their portfolio.


Criterion


Unit 4: Sub-Saharan Africa (6 weeks)

Common Core Standards and PA Academic StandardsRH.6-8. 1 Cite specific textual evidence to support analysis of primary and secondary sources.RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.WHST. 6-8.1 Write arguments focused on discipline-specific content.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions of individuals and groups to world history Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.PA Academic Science StandardS6.A.1.2.1: Use evidence, observations, or explanations to make inferences about changes in systems over time.



Materials & ResourcesPA Academic Science StandardS6.A.1.2.2: Identify variables that cause changes in natural or human-made systems.

Keystone Connections:C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or ideas.Students will write informative and explanatory pieces that describe, explain, or summarize information or ideas about geography


How has the varied geography of Sub-Saharan Africa affected the people’s lives? What historical and geographic factors have influenced the cultures of Sub-Saharan Africa?

Enduring Understandings: Geography influences needs, culture, opportunities, choices, interests, and skills. There is a relationship between the consumption and conservation of natural resources. Global societies are diverse, creating varied perspectives, contributions, and challenges. Culture is both a unifying and divisive force in human relations.


The physical characteristics of three environments of the Saharan region: the desert, the highlands, and the Sahel.

Ways in which people have adapted to life in these three environments. The characteristics of the physical environment, ethnic groups, culture, and economic activity

unique to each region.


Locate and analyze the physical characteristics of the diverse areas of Sub-Saharan Africa. Identify and describe the physical features of East Africa and the Great Rift Valley. Analyze how West Africa’s physical features, climate precipitation, and access to coastal waters

affect the population of the region. Describe the geography and resources of Central Africa and the rain forest. Understand how Southern Africa’s physical features and natural resources shape the land and

its economic development. Explain the importance of Africa’s big cats and other wildlife, and describe efforts to protect

the animals and their habitats. Understand the legacy of colonialism and the steps that Africa is taking to form stable

countries.

Examine the role of music in Africa’s cultures and its influence around the world Analyze the challenges Kenya has faced and the progress it has made. Understand the scientific value of traditional healing methods and the need to preserve

traditional cultures.

Assessments:

FORMATIVEOn Going Assessment of skills:

Compare Precipitation Across Regions: Based on a reading passage, students will make a generalization about how population’s density is related to the amount of annual precipitation.

Relate Topography and Plate Tectonics: Analyze the tectonic plate movements in East Africa and the creation of the tallest mountain in Tanzania.

Graph Water Levels in Lake Chad: Make a line graph showing Lake Chad’s water level over decades. Using the information on the chart to discover the relationship between the extended periods of drought and the use of the lake for irrigation.

Explore a Tropical Rain Forest: Explore a diagram of a Tropical Rain Forest as it is divided into four layers. Place animals that live in the Congo Basin into the layer of which it lives.

Research Copper Exports: Research to find out which countries of the world import the copper from Zambia and the Democratic Republic of the Congo. http://cia.gov/library/publications/the-world-factbook. Investigate the different ways that copper is commonly used http://minerals.usgs.gov/minerals Draw conclusions about the economies of the top copper-importing countries.

Locate a wildlife Reserve: After evaluating a map of Botswana, infer why it might be difficult to set aside land as a wildlife reserve than to use the land for farming, ranching or mining.

Analyze Central Africa’s Borders: European colonial powers were not concerned with keeping kingdoms together or cultural groups intact. What factors might have contributed to those decisions and could Africa revert back to its original boundaries.

Solve a Puzzle: About African Music: complete a crossword puzzle about what was learned about African Music.

Graph Kenya’s Economic Indicators: Create a line graph showing how Kenya has improved over time in literacy ad GDP per capita.

Research Vanishing Cultures: Team research on one of the groups whose runs the risk of disappearing because of environmental and political threats.

http://minerals.usgs.gov/minerals

http://cia.gov/library/publications/the-world-factbook

http://cia.gov/library/publications/the-world-factbook

SUMMATIVEWe will administer summative assessments that will use objective items such as True/False and multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer questions to assess their ability to apply skills acquired.

Unit 4 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic

And, synthesize the Essential Question

Essay: How has the varied geography Sub-Saharan Africa affected people’s lives? Consider the information you have learned about Sub-Saharan Africa. Think about the region’s physical geography, landforms and rivers, location and climate, access to fresh water, natural resources, and economy.Sub-Saharan assessment.docx

COMMON ASSESSMENT #2Using the five paragraph persuasive writing structure, students will respond to the following:

Your hometown is on the short list of possible locations for the next Olympic games. Write an essay for the Olympic officials persuading them to choose your hometown. List at least three reasons why your hometown should be picked to host the next Olympics.Make sure that your persuasive essay has an introduction with a thesis statement. Include three supporting paragraphs and a conclusion.

PSSA Argumentative Rubric

Activities and AssignmentsACTIVITIES

Striving Readers: ABC Brainstorm - Prior knowledge activity Graphic Summary of the four areas of the Sub-Saharan: visual overview of the four areas of

Sub-Saharan Africa.On grade/Accelerated:

Map the Congo River and do research to show details of countries and major cities. Defend a position: designate one of the four areas of the Sub-Saharan Africa as most

interesting to visit and write a position paper.

Terminologyapartheid, desertification, drought, marginal land, savanna, rift valley , transition zone, highlands, rain forest, hydroelectric power, landlocked, escarpment, habitat, poaching, nocturnal, reserve,ecotourism ,

http://www.rtsd.org/cms/lib/PA01000218/Centricity/Domain/445/Writing%20ARGUMENTATIVE%20SCORING%20GUIDELINES%206-8.pdf

Materials & Texts


Media, Technology, Web ResourcesGoogle Earth- http://www.google.com/earth/index.html



1.

Third Marking Period

Unit V: Southwest Asia and North Africa (6 weeks)


PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize and interpret information about people, places, and environments.PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical and human features.PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.




PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s surface.PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities, and political activities.PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on people within regions.PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical systems within regions.

PA Academic Econ. Standards 6.1.6.A Explain how limited resources and unlimited wants cause scarcity.PA Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.

PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions of individuals and groups to world history Academic Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.



How have climate and location influence the region in the past and today? How have resources and migration shaped culture in Southwest Asia and North Africa? How does having a valuable natural resource affect a region?

Enduring Understandings: Decisions concerning the allocation and use of resources can impact a society. Scientific and technological developments affect people’s lives, the environment, and transform

societies. Progress is interpreted differently by different cultures. Characteristics and processes of physical geography shape regions and places.

KNOWLEDGE Students will know…

The expansive region of Southwest Asia and North Africa is hot and water in the region is sometimes scarce.

The Tigris and Euphrates Rivers have supported life for thousands of years. The Arabian Peninsula is primarily a desert and provides a large percentage of the world’s

petroleum.

The Anatolian and Iranian plateaus have a long history of a crossroads of trade. Trade and migration continue to define Southwest Asia and North Africa. For centuries, Istanbul has been a thriving city at the crossroads of Europe and Asia. Dubai is a multicultural and rapidly developing city on the Persian Gulf.


Analyze the physical geography of Southwest Asia and North Africa. Describe the features and significance of the Tigris and Euphrates Rivers Examine the location and importance Arabian Peninsula. Describe the location, geography, climate, and geologic history of the Anatolian and Iranian Plateaus. Analyze trends in migration and trade in Southwest Asia and North Africa. Analyze the location and cultural importance of Istanbul. Explore the rapid development of Dubai.

Assessments:

FORMATIVEOn Going Assessments:

Analyze Effects of Desertification: Read about the past and present of the Sahara and find reasons for the cause and effect of desertification.

Evaluate a Water Budget: Review the Euphrates River Water Budget. While completing charts, infer how the climate of a country impacts the water budget.

Study Arabian Vegetation and Wildlife: compare visuals, draw conclusions, make inferences, and make predictions.

Explore and analysis of an Ancient Irrigation System: A quanta is an underground system of tunnels that carries water down the mountains to the cities. Analyze the elevation and slope of a region to help the system work.

Graph Guest Worker Population: Create a pictograph of the total number of guest workers from GCC countries using symbols. Analyze the data and decide what impact this information might have on countries in Southwest Asia and North Africa.

Create a Sketch Map of the Grand Bazaar: Reread a passage about Istanbul’s Grand Bazaar and underline key features of a bazaar. Create a sketch map of the bazaar.

Map a Route in Dubai: Dubai’s climate is hot and arid. Make an inference when architects chose and design some of the buildings sites shown on the Dubai map.

SUMMATIVEWe will administer summative assessments that will use objective items such as True/False and multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer questions to assess their ability to apply skills acquired.Unit 5 Assessment - Teacher generated from Exam View Test Generator CD-ROM/ National Geographic

Essay: How have climate and location influenced the region in the past and today? Consider the information you have learned about the geography Southwest Asia and North Africa. Think about the regions physical geography, the life-enhancing qualities of the Tigris and Euphrates rivers, Arabian Peninsula, and its petroleum resources, and the Anatolian and Iranian plateaus and their history of trade.

Southwest Asia and North Africa assessment.docx Keystone Expository Writing Rubric

COMMON ASSESSMENT #3 (SOCIAL STUDIES WLB)

Using the five paragraph persuasive writing structure, students will respond to the following:

You have been hired by National Geographic to be an explorer. Your boss requires you to choose a region where you will be assigned. Select a region or country that you want to explore and write an essay persuading why that place is worth exploring. • Make sure that your persuasive essay has an introduction with a thesis statement. Include three supporting paragraphs and a conclusion • Consider a place you studied in geography class • Consider the physical geography, climate, and culture of the place you choose.

PSSA Argumentative Rubric


Striving Readers: o Play Vocabulary Tic-Tac-Toeo Summarize Information using the 5 Ws.

On Grade/Accelerated: o Group Presentation/ development of a cultureo Explore heritage sites: choose a country or region and research three World Heritage

Sites located there.

Terminology sites in that country.Arid, alluvial plain, silt, irrigation, petroleum, fault, oasis, qanat, migration, strait, mosque, breakwater, tsunami, emirate

http://www.rtsd.org/cms/lib/PA01000218/Centricity/Domain/445/Writing%20ARGUMENTATIVE%20SCORING%20GUIDELINES%206-8.pdf

Materials & Texts


Media, Technology, Web ResourcesGoogle Earth- http://www.google.com/earth/index.html



2.

Fourth Marking Period

Unit VI: South and East Asia (6 weeks)


RH.6-8. 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.RH.6-8. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, or causally).RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.WHST. 6-8.1 Write arguments focused on discipline-specific content.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6-8.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

PA Academic Geog. Standards 7.1.6.A. Describe how common geographic tools are used to organize and interpret information about people, places, and environments.PA Academic Geog. Standards 7.1.6.B. Describe and locate places and regions as defined by physical




and human features.PA Academic Geog. Standards 7.2.6.A. Describe the characteristics of places and regions.PA Academic Geog. Standards 7.2.6.B. Describe the physical processes that shape patterns on Earth’s surface.PA Academic Geog. Standards 7.3.6.A. Describe the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities, and political activities.PA Academic Geog. Standards 7.4.6.A. Describe and explain the effects of the physical systems on people within regions.PA Academic Geog. Standards 7.4.6.B. Describe and explain the effects of people on the physical systems within regions.PA Econ. Standards 6.1.6.B Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.

PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions of individuals and groups to world history



How do South Asia‘s water systems affect how people in the region live? How is diversity reflected in South Asia’s culture? What is globalization and how does it affect people and places?

Enduring Understandings:

Knowing where people live provides insight into how they live. Physical characteristics of a place require adaptation or migration. Geography influences needs, culture, opportunities, choices, interests, and skills. Scientific and technological developments affect people’s lives, the environment, and transform

societies. Individuals are connected to the rest of the world through the decisions we make on a daily

basis.


The key physical features of South and East Asia including mountains, rivers and a delta. South Asia’s mountain systems create unique challenges for its people. Seasonal monsoons provide water for crops and bring fresh soil to farmland. The advances of the Green Revolution had both positive and negative effects. People have contributed to the problem affecting the Ganges River.

South Asia faces a water crisis because of pollution, water scarcity, and flooding. Because of economic globalization students are connected to South and East Asia.


Analyze how South and East Asia’s physical features, climates, and water systems affect its population

Draw conclusions about life in the Himalaya Mountains and define elevation. Analyze the South Asian seasonal monsoons and evaluate how well people in the region have

adapted to them. Analyze the impact of the Green Revolution on India’s economy and environment. Explain the causes and effects of pollution in the Ganges River, and describe conservation efforts

toward its improvement. Analyze the extent of South Asia’s water problems, including pollution, drought and flooding.

Assessments:

FORMATIVE Draw a mental map of South and East Asia: Pretend you are a cartographer and draw in country

boarders and rivers on an outline map of India.

Explore South Asia’s Mountains: Learn about the terms and tools that geographers use to explore elevations of Mt. Everest.

Compare and contrast Monsoons: Use Venn diagram to compare and contrast between wet and dry monsoons.

Turn Resources into Products: Use sequence chart to show how South and East Asia’s resources are used to create everyday products.

Research Local Water Conservation: Use a project organizer to research and write about water resources in your community and compare with water resources in South and East Asia.

Graph India’s Drinking Water: After creating a line graph showing the protected water in India, show the average life expectancy in India during the same period.

SUMMATIVEWe will administer summative assessments that will use objective items such as True/False and multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer questions to assess their ability to apply skills acquired.Unit 6 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic

How does South Asia’s water system affect how people in the region live? Consider information you

have learned about South Asia. Think about the pollution, land use, and climate and how they impact life in the region.

South Asia Assessment.docx Keystone Expository Writing Rubric

Activities and AssignmentsACTIVITIES

Interdependence and You- http://education.nationalgeographic.com/education/activity/interdependence-and-you/?ar_a=1&ar_r=999

Have students create their own interdependence map using the “Global Closet Calculator”- http://education.nationalgeographic.com/education/media/globalcloset/?ar_a=1

Striving Readers: Annotate the Map: Trace features of a map as they listen to an audio recording. Summarize information: students will use cluster diagrams to identify information from the

section.

On grade/Accelerated: Develop a model: students examine tectonic shifts in the Himalayas and create a diagram that

shows plate movement. Form a thesis: students develop a thesis statement from a specific topic related to one of the

sections. Make a claim to support thesis

Terminologyatmospheric pressure, monsoon, rain shadow, economic interdependence, free trade, globalization, multinational corporation

Materials & Texts

ESSENTIAL National Geographic World Cultures and Geography Copyright 2013: National Geographic Leaning, Cengage Learning


http://education.nationalgeographic.com/education/media/globalcloset/?ar_a=1

http://education.nationalgeographic.com/education/activity/interdependence-and-you/?ar_a=1&ar_r=999

http://education.nationalgeographic.com/education/activity/interdependence-and-you/?ar_a=1&ar_r=999




Unit VII: Australia, the Pacific Realm, and Antarctica (3 weeks)






PA Academic History Standard 8.4.6.A. Explain the social, political, cultural, and economic contributions of individuals and groups to world history

Keystone Connections:C.IE.1.1 Write informative and explanatory pieces that describe, explain, or summarize information or ideas.Students will write informative and explanatory pieces that describe, explain, or summarize information

or ideas about geography

Student Objectives:

Essential Questions:

How did geographic isolation influence the development of Australia and the Pacific Realm How are Australia, the Pacific Realm, and the Antarctica becoming connected to the rest of the

world?

Enduring Understandings:

Physical and climate systems of the earth impact how people live and use natural resources. Characteristics and processes of physical geography shape regions and places. Physical characteristics of a place require adaptation.


This region lies in the Pacific Ocean and is geographically isolated from other parts of the world. Many plants and animals are found exclusively in this region. The introduction of non-native plant and animal species has changed the natural habitats of

Australia and New Zealand. Physical processes helped form the Pacific islands over a long period of time. The Great Barrier Reef is a marine ecosystem that is threatened by human activities. Most Australians live in coastal cities, and many have migrated from rural areas. Australia includes people who have come from a wide variety of countries and cultures. Polynesians people maintain their cultural traditions while migrating to urban areas. People all over the world have been interested in Antarctica for hundreds of years.


Identify and describe the location and geographic features of the region. Analyze the impact of geographic isolation on indigenous species. Explain how invasive species were introduced to the region and understand their impact. Describe the physical processes that formed the Pacific islands. Synthesize information about climate change and human action n the Great Barrier Reef. Analyze causes of rural to urban migration. Describe how Australia has been shaped by immigration. Analyze the history and cultural characteristics of Polynesia. Examine the history of human involvement in Antarctica.

Assessments: FORMATIVE

Create an Economic Activity Map: After reading “A dramatic and diverse landscape,” create a economic activity map for New Zealand. www.myngconnect.com

Analyze Cause and Effect of Invasive Species: Using a project organizer, research plants or animals in one of these four areas: Australia, New Zealand, the Pacific Islands, or Antarctica.

Evaluate the Solutions for Invasive Species: Evaluate what Australia is doing to protect the natural environment from invasive species.

Identify the Stages of Atoll Formation: An atoll is a coral island or a string of coral islands in a shape of a ring with a lagoon at it center. Make inferences why it takes hundreds of thousands of years for atolls to form. Make predictions of how ocean levels have been rising and how that may affect atolls.

Build a Coral Reef Ecosystem: Global issue: Save the Reefs by completing a diagram showing the flat lagoon zone, reef crest, reef zone, and drop off zone. www.myngconnect.com

Analyze Urbanization: Analyze the push factors that drive peoples from their farms or ranches and what pulls them to the city.

Graph Immigration Trends: Create and compare charts for Australia’s immigration trends over 45 years.

Diagram a Traditional Government: Compared to the United States, the Samoan government uses a different traditional system. Conclude the benefits to a system in which people select leaders to make most decisions, rather than having the entire community vote on each issue.

Compare Research Stations: Identify similarities and differences between the two stations (Horseshoe Island Station and Rothera Station) and record in a Y note chart.

SUMMATIVEWe will administer summative assessments that will use objective items such as True/False and multiple-choice to assess student knowledge of unit specific terms and facts, as well as short answer questions to assess their ability to apply skills acquired.Unit 7 Assessment - Teacher generated from ExamView Test Generator CD-ROM/ National Geographic

COMMON ASSESSMENT # 4

You have been given a population dot density map, climate map, and physical map of North America. Use the three maps and discuss how climate and elevation affect the population in North America.

http://www.myngconnect.com/

http://www.myngconnect.com/


Activities and Assignments

ACTIVITIES

Striving Readers:

Create 4-Square Word Charts with illustrations/photos Build a Concept Cluster Pose and Answer Questions

Grade level/ Accelerated:

Create a photo Essay using Magazine Maker Write a Featured Article: write a feature article describing what the student learned and

highlighting major issues facing the reef today. Publish a Newspaper: creation of an issue of a one-page daily news bulletin for a day in the

1800’s in Australia.

Terminologyendangered species, invasive species, coral reef, indigenous, atoll, coral island, marine, exoskeleton, extinct, feral, marsupial, ice shelf, scientific station, urban

Materials & Texts

ESSENTIAL : National Geographic World Cultures and Georgraphy Copyright 2013: National Geographic Leaning, Cengage Learning

Cultures of the World copyright 2013/2012- ebooks (available in the RMS library)



Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as students’ progress through school. Using this tool, you can locate specific standards, anchors, and eligible content based on subject area and grade level or course. Select


the subject area and grade level, or select the course to view the related standards.PDE SAS


radnor high school · web viewthe trans-siberian railroad links the western and eastern parts of...

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