History and Social Science Curriculum Guide World ......Spring 2010 8 Amherst County Public Schools World Geography SOL: WG.1d The student will use maps, globes, satellite images,

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History and Social Science

Curriculum Guide

World Geography

Spring 2010

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Amherst County Public Schools History and Social Science Curriculum Guide

Introduction

The history and social science curriculum in Amherst County Public Schools consists of 13 courses that span Kindergarten through Grade 12. Each course curricula is based on the Virginia Standards of Learning (SOL).

2010 curriculum and pacing guides address the 2008 revisions to the History and Social Science SOL. Each grade level curriculum guide contains objectives, suggested teaching activities, resources, related SOL, and assessment methods. Grade level teachers were asked to review the existing curriculum and pacing guides and provide editorial changes for content that was retained in the 2008 SOL and to provide instructional suggestions for the 2008 SOL revisions. Curriculum and pacing guide edits were made by the division SOL Resource Specialist for Social Studies. Draft document changes were distributed to teachers for review and input. Grade level meetings were scheduled for additional review and input before finalizing the document.

Objectives: The objectives are based on the SOL and the Curriculum Framework content. Every effort must be made to ensure student mastery of the objectives.

Suggested Activities: These activities are suggested, not required. Teachers may choose from these activity ideas or utilize other activities that are a strong instructional match for the learning styles of their students.

Resources: Resources may be located within the individual school building, be available through the Amherst County Public Schools Media Center, be available through the Internet, or be resources used by teachers and known to be appropriate for the content being instructed. The resources listed are suggestions. Teachers may use additional resources provided those resources comply with Amherst County Public School guidelines.

Related SOL: These are listed to assist teachers with drawing on the students’ prior knowledge, developing integrated lessons, linking content to reinforce student understanding, and reviewing content.

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Assessment: These are suggestions. Teachers should develop and utilize assessment means that provide valid and reliable feedback on the students’ level of mastery.

Teachers are expected to instruct to the objectives of the curriculum guide for their grade level/subject area and utilize strategies, activities, and resources that promote mastery of the SOL.

Pacing guides must be followed to ensure alignment with nine-week benchmark assessments.

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Amherst County Public Schools World Geography

SOL: WG.1a The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world’s countries, cities, and environments.

Objectives Suggested Activities/Tasks

Resources Related SOL

The student will be able to: 1) Use a variety of resources as listed in the Curriculum Framework to gather, classify, and interpret information about geographic regions. 2) Identify geographic information systems (GIS)

1) Students use maps, charts, graphs, et cetera from different resources to give a general description of a region. 2) Teacher led discussion of uses of the GIS

Terraserver.homeadvisor.msn.com: (use to compare topographical maps to satellite imagery) Desk atlas Maps Assorted pie charts, line and bar graphs, tables Photographs Globes Primary sources Internet resources United Streaming

Use of sources throughout the course.

Assessments

Teacher-made assessments, including paper and pencil, projects, and student activities.

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SOL: WG.1b The student will use maps, globes, satellite images, photographs, or diagrams to b) apply the concepts of location, scale, map projection, or orientation.



The student will be able to: 1) Define and identify absolute and relative location, compass rose, scale, latitude, longitude, orientation, and map distortion. 2) Locate places on the globe using latitude and longitude. 3) Use scale to measure distance on a map 4) Use a compass rose (cardinal and intermediate directions) to orient maps 5) Explain how relative location is used to describe places

1) Class defines and discusses terms and students practice those terms using maps. 2) Using relative location students draw a map to their house (strip map). 3) Students draw and label compass rose and locate places on a map using a compass rose

4) Students construct a scale bar for a given map and use it to find distances between given points. 5) Students use different maps for scale comparison 6) Students use latitude and longitude to locate points on a map

Terraserver.homeadvisor.msn.com: (use to compare topographical maps to satellite imagery) Desk atlas Maps Globes Internet resources United Streaming

WG.1a

Assessments


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6) Compare maps of different scale 7) Identify Mercator, Polar, and Robinson projections and the purposes of each 8) Differentiate the distortions of Mercator, Polar, and Robinson maps 9) Identify the four major map distortions

7) Students use a Venn diagram to compare distortions of Mercator, Robinson, and Polar maps.

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SOL: WG.1c The student will use maps, globes, satellite images, photographs, or diagrams to c) develop and refine mental maps of world regions.



The student will be able to: 1) Explain the concept of a mental map 2) Develop and refine mental maps 3) Use mental maps to describe relative location in terms of reference points, geographic features, and human characteristics 4) Describe ways that mental maps can be developed

1) Students read periodicals and locate the relative location of an area being discussed. 2) Teacher led discussion that relates location to important geographic features or reference points (i.e. northern hemisphere). 3) Students brainstorm ways people use mental mapping in everyday life.

Periodicals Maps Internet resources United Streaming

WG.1a,b

Assessments


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SOL: WG.1d The student will use maps, globes, satellite images, photographs, or diagrams to d) create and compare political, physical, and thematic maps.



The student will be able to: 1) Define the term map 2) List and explain different ways information can be shown on a map 3) Identify different types of thematic maps and their uses 4) Use thematic maps to describe physical and human characteristics of a region

1) Teacher led discussion and notes. 2) Students work with map activities. 3) Students examine various types of thematic maps and complete activities using the content/information of each map. Concept should be reinforced throughout the year.

Examples of thematic maps as listed in curriculum framework Internet resources United Streaming

WG.1a,b,c

Assessments


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SOL: WG.1e The student will use maps, globes, satellite images, photographs, or diagrams to e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and

ambitions.



The student will be able to: 1) Describe how maps change over time 2) Explain why maps change overtime 3) List examples of how maps have change over time 4) Identify disputed areas resulting in map changes

1) Students compare maps from different time periods and discuss the changes. 2) Students examine maps of disputed areas and discuss the changes that have resulted. 3) Students discuss local disputed areas and the resulting changes. Use maps relating to regions throughout the year.

Maps from different time periods GIS Nystrom Desk Atlas Internet resources United Streaming

WG.1a,b,c,d

Assessments


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SOL: WG.2a The student will analyze how selected physical and ecological processes shape the Earth’s surface by a) identifying regional climatic patterns and weather phenomena and their effects on people and places.



The student will be able to:

1) Describe climate regions by their location and characteristics

2) Identify and explain the factors that influence climate

3) Describe weather phenomena unique to specific regions

4) Identify the relationship between climate and vegetation

5) Illustrate the relationship between people and their climate region

6) Locate climate regions on a world map or globe

7) Compare characteristics of different climate regions

1) Teacher led discussion of content and notes. 2) Students label climate and vegetation regions on a world map. 3) Students complete a chart identifying each climate regions including vegetation, precipitation, temperature and seasons, characteristics and location. 4) Given a climate region, students work in pairs to identify adaptations needed to survive in that region (crops, clothing, housing, human activities). 5) Students track weather systems over an assigned period of time.

Climate and vegetation maps Charts/graphs Teacher handouts www.noaa.gov Nystrom Desk Atlas Internet resources United Streaming

WG.1a,b

Assessments


http://www.noaa.gov/

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SOL: WG.2b The student will analyze how selected physical and ecological processes shape the Earth’s surface by b) describing how humans influence the environment and are influenced by it.



The student will be able to: 1) Explain how physical and ecological processes shape the earth’s surface 2) Explain how humans influence and are influenced by their environment 3) Identify or define: earthquakes floods volcanoes erosion deposition agricultural terracing polders deforestation desertification acid rain pollution reservoirs irrigation

1) Teacher led discussion and notes with examples regarding weathering and erosion. 2) Students participate in classroom experiment to demonstrate the effects of flooding and erosion. 3) Teacher led discussion of local examples on the effects of erosion (ex. gravel driveways). 4) Teacher led discussion of examples of human impact on the environment. 5) Students define vocabulary terms relating to physical and ecological processes.

Videos a) “Blue Planet” b) .”Hawaiian Volcanoes” c) “Mt. St. Helens” Pictures Experiment materials Internet resources United Streaming Teacher made handouts

WG.1a,b,c,d,e WG.2a

Assessments


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6) Students label a map showing examples of changing landscapes and environmental changes given in the Curriculum Framework. 7) Students research current examples of physical and ecological processes and describe the impact of those processes.

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SOL: WG.2c The student will analyze how selected physical and ecological processes shape the Earth’s surface by c) explaining how technology affects one’s ability to modify the environment and adapt to it.



The student will be able to: 1) Explain how people use technology to modify and adapt to their physical environment 2) Explain how the environment influences peoples’ lifestyles

1) Teacher led discussion of how technology has changed our environment – as listed in the Curriculum Framework. 2) Using scenarios, teacher led discussion of environmental impact on humans and vice versa.

Photographs Teacher made handouts Scenarios Internet resources United Streaming

WG.1a,b,c,d,e WG.2a,b

Assessments


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SOL: WG.3a The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels.



The student will be able to: 1) Define region and give examples 2) Explain the unifying characteristics used to identify regions, both physical and cultural 3) Analyze ways regional labels reflect changes in peoples’ perceptions 4) Locate the physical regions: Sahara Taiga Rainforest Great Plains Low Countries 5) Locate the cultural regions identified in the Curriculum Framework

1) Students label the ten cultural regions of the Curriculum Framework on a map and list characteristics of each region (language, religion, landforms, and climate).

2) Students locate and give characteristics of physical regions.

3) Students use thematic maps to identify regions based on religion.

4) Students label given political regions on a world map.

5) Students analyze data from charts/graphs showing characteristics of regions: a) Notes/discussion b) Identify regional political organizations and their purpose

World maps Thematic maps Photos, charts and graphs Teacher made notes and handouts Videos (Amazon, Costa Rica, Sahara, Nile River, etc.) – show portions of each to describe different regions. Internet resources

United Streaming

WG.1a,b,c,d,e WG.2a,b

Assessments


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SOL: WG.3b The student will apply the concept of a region by b) explaining how regional landscapes reflect the physical environment and the characteristics of their

inhabitants.



The student will be able to: 1) Define the concept regional landscape 2) Explain how regional landscapes are influenced by cultural characteristics of their inhabitants 3) Identify the architectural structures unique to each region 4) Explain how physical characteristics influence regional landscapes

1) Teacher led discussion and notes. 2) Students develop a poster depicting the various structures, statues, and monuments reflecting characteristics of each region. Students present information about their poster to the class. 3) Students develop a power point presentation with slides of the posters. 4) Students label maps showing various statues and monuments of the Curriculum Framework.

Internet resources United Streaming Photos Teacher made resources Maps

WG.1a,b,c WG.2a,b,c WG.3a

Assessments


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SOL: WG.3c The student will apply the concept of a region by c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link

or divide regions.



The student will be able to: 1) Identify cultural characteristics that can link or divide regions 2) Evaluate how language, ethnic heritage and religion can either link or divide a region 3) Identify examples of religion as a divisive force 4) Identify the locations of the language and ethnic heritage cultural characteristics in the Curriculum Framework

1) Teacher led discussion and notes including the examples given in the Curriculum Framework. 2) Students view and discuss thematic maps to show differences between languages and ethnic heritage within regions. 3) Students label a world map with the language and ethnic heritage regions given in the Curriculum Framework. 4) Students research the ethnic heritage regions given in the Curriculum Framework.

Video – Religions of the World Maps Teacher made materials Internet resources United Streaming

WG.3a,b

Assessments


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SOL: WG.4 (General) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Locate and analyze the physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica 2) Describe ways human-environment interaction affects the development of a region 3) Identify the criteria used to determine a country’s relative importance

1) Student label physical and political maps of assigned regions. 2) Students develop posters and oral presentations on the physical, economic and cultural characteristics of particular countries in the regions. 3) Students research news articles and current events of assigned region(s) and share results with the class. 4) Students generate post cards and travel brochures or assigned regions or countries. 5) Students create travel brochures to advertise an assigned region.

Atlas Periodicals Internet resources United Streaming Newspapers Charts Graphs

WG.1-3, 5-12

Assessments


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4) Describe how elements of the physical environment (mountains, deserts, bodies of water) influence the economic and cultural characteristics of a region 5) Identify and describe key terms/vocabulary for each region

6) Teacher led discussion with notes and study questions: a) GDP b) Land area c) Population characteristics d) Resources – natural and human e) Alliances – political, economic and military This general section of WG.4 will be used with all of the world regions in WG.4.

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SOL: WG.4 – (Latin America) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Identify the vertical zonation of the Andes Mountains 2) Describe the diverse economies of the region 3) Identify the reasons for and the impact of deforestation of the rain forest 4) Explain the influence of European colonization on: a) architecture b) social structure c) music and dance d) religion

1) Review WG.4 (General) 2) Students complete a chart of vertical zonation – temperature, elevation, vegetation, and crops. 3) Students research human-environment interaction within the rain forest. 4) Teacher led discussion and notes on history and geography of the region. 5) Students locate countries, cities, physical features, and resources of the region on a continental or world map.

Vertical zonation chart Videos: Amazon: Land of the Flooded Forest (VT 58048) Rain Forest (VT 58190, VT 58187) Photographs of the Region Internet resources United Streaming Maps Globe Atlas

WG.1-3, 5-12

Assessments


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SOL: WG.4 (North Africa and Southwest Asia) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Describe the positive and negative effects of oil 2) Explain the importance of water to an arid environment 3) Describe factors that unite and divide the ethnic groups: religion, language, traditions, and economic ability 4) Explain how location affects the economic and political importance of the region 5) Identify the importance of OPEC to the world economy 6) Compare this region to others studied

1) Review WG.4 (General) 2) Students research the different ethnic groups of the region and report findings. 3) Teacher led class discussion about the on-going conflicts in the region. 4) Students locate countries, cities, physical features, and resources of the region on a continental or world map. 5) Students complete a comparison table of the economic and cultural characteristics of Latin America and this region.

Video: The Giant Nile: Wild River (VT 59068) Video: Sahara Region and Religions of the World (Judaism, Christianity, Islam) Internet resources United Streaming Maps Globe Atlas

WG.1-3, 5-12

Assessments


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SOL: WG.4 (Sub-Saharan Africa) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Identify physical features that have slowed the development of the region 2) Discuss demographics typical of developing countries in this region 3) Describe factors that have led to the population distribution and different languages and customs in this region 4) Identify potential revenue sources of this region 5) Compare this region to others studied

1) Review WG.4 (General).

2) Students label and use different thematic maps for population and natural resources.

3) Students create a poster of the demographics of the developing countries.

4) Students locate countries, cities, physical features, and resources of the region on a continental or world map.

5) Students create posters highlighting the economic and cultural characteristics of the region.

6) Students complete comparison charts of regions studied.

VIDEO: Creatures of the Namib (VT 58038) Videos on Kenya and South Africa Internet resources United Streaming Maps Globe Atlas

WG.1-3, 5-12

Assessments


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SOL: WG.4 (South Asia, Southeast Asia, East Asia) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Identify the natural hazards of the region and explain the influence (positive and negative) of those hazards on the region 2) Compare and contrast the various economies of the region 3) Describe the impact of the population on the economies and explain how countries are responding to the growth 4) Describe the major religions of the region and their resulting conflicts

1) Review WG.4 (General). 2) Students research the products exported to the United States from East Asia and create a chart or graph on the information. 3) Students create a mobile depicting the major religions of the region and the resulting conflicts. 4) Students complete a T-chart about the positive and negative influences of the natural hazards of the region. 5) Students complete card sorts of key information for this and other regions.

Videos: “Windows to the World” – India, China, Japan, Vietnam and Thailand. Internet resources United Streaming Maps Globe Atlas

WG.1-3, 5-12

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5) Explain the caste system and how it has hindered India’s development 6) Identify the importance of the East Asian countries on the global economy 7) Compare this region to others studied

6) Students locate countries, cities, physical features, and resources of the region on a continental or world map. 7) Students write a comparison paper for Latin American and this region.

Assessments


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SOL: WG.4 (Europe) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Describe the demographics that characterize Europe as a developed region 2) Explain reasons for Europe being a developed region 3) Explain the economic differences in Eastern and Western Europe 4) Identify the major transportation networks and infrastructure of Europe 5) Describe the role of government in Europe – welfare states

1) Review WG.4 (General). 2) Students compare population pyramids of Europe and Latin America and discuss reasons for the differences. 3) Students research current events articles on ethnic conflicts of this region and report findings. 4) Group discussion on the division and unification of Europe – pre, during, and post cold war period. 5) Using “Upfront: World Atlas Issue” students use charts and maps to draw comparisons between Europe and the World.

Upfront magazine Population Pyramid Video – European overview (physical, political, cultural) Internet resources United Streaming Maps Globe Atlas World Almanacs

WG.1-3, 5-12

Assessments


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6) Explain how ethnic diversity causes conflict in Northern Ireland and the Balkans 7) Explain the influence of waterways on the economic and cultural development of the region 8) Compare this region to others studied

6) Students locate countries, cities, physical features, and resources of the region on a continental or world map. 7) Students research assigned topics (economic and cultural characteristics) of the region and create a poster display of information. 8) Students choose a European, African, and Latin American country and research and compare the demographics that are typical for a developed economy.

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SOL: WG.4 (Russia and Central Asia) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Identify the problems associated with transitioning from communism to a free-market economy 2) Explain how geographic features have limited the development of Russia’s natural resources 3) Identify Russia’s natural resources 4) Discuss how the Russian environment was exploited under communist control 5) Compare this region to others studied

1) Review WG.4 (General). 2) Students locate and label natural resources on resource maps. 3) Students research the exploitation of the environment under Soviet control. 4) Teacher led discussion of the transition from a communist to a free-market economy. 5) Students locate countries, cities, physical features, and resources of the region on a continental or world map. 6) Students complete comparison tables of this region and others studied.

Video – Russia (Overview) Internet resources United Streaming Maps Globe Atlas World Almanacs

WG.1-3, 5-12

Assessments


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SOL: WG.4 (United States and Canada) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Identify the political divisions of the United States and Canada 2) Identify the physical regions (including climate) of the United States and Canada 3) Describe how the United States is a “Culture Hearth” for the world 4) Compare/contrast Canada to the United States 5) Identify the importance of Alliances – NAFTA, NATO 6) Compare this region to others studied

1) Review WG.4 (General). 2) Students develop a list of products imported/exported between the United States, Canada and the world. 3) Teacher led discussion of the role of NATO and the United States in the world today. 4) Students write a one page comparison of the United States and Canada. 5) Students create a mobile to demonstrate the influence of the United States and Canada on the rest of the world (Culture Hearth).

Video: Touring Americas Nat’l Parks (VT 58841) Video – Regions of the United States Internet resources United Streaming Maps Globe Atlas World Almanacs

WG.1-3, 5-12

Assessments


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5) Students locate countries, cities, physical features, and resources of the region on a continental or world map. 6) Students complete card sorts of important physical, economic, and cultural characteristics of this regions and other studied. 7) Students complete a T-chart comparing the economic characteristics of the United States and Canada with Latin America

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SOL: WG.4 (Australia and the Pacific Islands and Antarctica) The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica.



The student will be able to: 1) Identify unique fauna and flora of each of the regions and explain the reasons for their development 2) Describe the different types of Pacific Islands- volcanic, coral, and continental 3) Explain how importation of non-native species has upset the ecosystem of Australia 4) Describe the features that limit the development of this region 5) Compare this region to others studied

1) Review WG.4 (General). 2) Students in small groups research the native flora and fauna of the region and prepare a report and poster. 3) Students locate countries, cities, physical features, and resources of the region on a continental or world map. 4) Students complete comparison exercises of this region to others studied. 5) Students research assigned topics of this region. 6) Students create travel brochures for this region.

Video – Australia Internet resources United Streaming Maps Globe Atlas World Almanacs

WG.1-3, 5-12

Assessments


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SOL: WG.5 The student will compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of natural and capital resources.



The student will be able to: 1) Identify characteristics of human populations 2) Compare and contrast the distribution, growth rates, and characteristics of human population in terms of settlement patterns and the location of natural and capital resources a) population density according to location b) how populations differ from region to region over time c) growth rates influenced by human, environmental, economic, and political activities

1) Students define and discuss: population distribution population density growth rates death/birth rates literacy rates life expectancy infant mortality ethnicity urban rural GDP (per capita) 2) Students compare/contrast an economic activity map with a population distribution map/density map.

Teacher notes Desk atlases Maps Assorted graphs Internet resources United Streaming

WG.6 WG.7b WG.10a WG.11a-c WG.12 a-b

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3) Teacher led class discussion and notes about factors that influence human population distribution and human population density. 4) Students complete related charts and graphs: a) population density b) world map showing population centers c) population pyramids d) bar graphs e) line graphs f) pie graphs 5) Students working in pairs develop a poster showing how natural and capital resources influence distribution, growth rates, and characteristics of human population.

Assessments


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SOL: WG.6 The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.



The student will be able to: 1. Explain how social, economic, political and environmental factors influence human migration and cultural interaction 2. Describe how human migration has influenced cultural landscapes 3. Recognize how modern transportation and communication are encouraging levels of cultural interaction worldwide

1. Teacher led discussion of push and pull factors that influence migration. Given various scenarios, students decide whether push or pull. 2. Teacher led discussion about distinction between emigrant and immigrant. 3. Students develop report/poster on the cultural impacts of migration on the United States (food, language, sports, architecture, clothes, religion, music, etc.) 4. Students research and write a report about an architectural example in a country that was influenced by migration. Ex. Churches in Latin Am. (See SOL3b.)

Teacher notes Encyclopedia Internet resources United Streaming World Almanac

WG.3b WG.5 WG.7b WG.10a WG.11a-c WG.12a-b

Assessments


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SOL: WG.7a The student will identify types of natural, human, and capital resources and explain their significance by a) showing their influence on patterns of economic activity and land use.



The student will be able to: 1) Distinguish among natural, human, and capital resources 2) Explain how natural, human and capital resources influence patterns of economic activity and land use 3) Explain how resource values change over time 4) Describe the three levels of economic activity 5) Recognize that the distribution of resources is not equitable 6) Relate economic activity to patterns of land use

1) Students define and discuss: resource renewable resource non-renewable resource natural resource man-made human resource capital resource infrastructure primary economic act secondary economic act tertiary economic act interdependence fossil fuels hydro-electric nuclear power 2) Teacher led discussion about the changing values of oil, uranium, et cetera over time. 3) Students list different types of resources by category (natural, human, capital).

Teacher notes Maps/charts Teacher generated materials Internet resources United Streaming

WG.5 WG.7b WG.8 WG.9a-d WG.10a WG.11a-c WG.12a,b

Assessments


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4) Teacher led discussion and notes about the three levels of economic activity. 5) Students compare a resource map to an economic activity map of a given region and write a paragraph of the analysis. 6) Students create a flow chart showing how energy resources and technology have changed over time. 7) Given pictures of various economic activity students sort them by level.

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SOL: WG 7b The student will identify types of natural, human, and capital resources and explain their significance by b) evaluating perspectives and consequences regarding the use of resources.



The student will be able to: 1) Identify factors that influence the use of resources 2) Evaluate perspectives and consequences regarding use of resources 3) Explain the cost and benefits of using resources (advantages/disadvantages)

1) Teacher led discussion comparing neighboring countries and how they use their resources based on government priorities and cultures i.e. North and South Korea, and other selected countries. 2) Teacher led discussion of how the value of resources changes over time. 3) Teacher led discussion of how fossil fuels and acid rain, rain forests depletion, Chernobyl, et cetera effect the environment and the benefits of the use of resources. 4) Students research current environmental issues related to natural resource use and report findings.

Teacher Notes Maps Video – Human Environmental interactions (Chernobyl, Acid Rain) Internet resources United Streaming

WG.5 WG.6 WG.7a WG.10a WG11a-c WG.12a-b

Assessments


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SOL: WG 8 The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life.



The student will be able to: 1) Identify the factors that distinguish developed and developing countries 2) Given specific examples, distinguish developed and developing countries 3) Describe how economic development may vary within a country 4) Explain how resources and technology influences quality of life 5) Identify the indicators of economic development 6) Identify the indicators for standard of living and quality of life

1) Review vocabulary from WG.5 and WG.7a. 2) Assigned various countries students list the economic indicators (per capita GDP, literacy rate, life expectancy, infant mortality, population age distribution, and population growth) to determine whether a country is developed or developing. 3) Teacher led discussion of how access to resources and capital determine economic development, i.e. Caribbean Islands (foreign owned businesses). 4) Using the indicators for standard of living and quality of life, students compare assigned countries.

Teacher Notes World Almanacs Atlases Maps Scholastic magazine Internet resources United Streaming

WG.5 WG.7a,b WG.9 a-d

Assessments


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SOL: WG.9a-d The student will analyze the global patterns and networks of economic interdependence by a) identifying factors, including comparative advantage, that influence economic activities and trade. b) describing ways that economic and social interactions have changed over time. c) mapping, describing and evaluating the formation of economic unions.



The student will be able to: 1) Identify factors that influence economic activities 2) Explain comparative advantage and its relationship to international trade 3) Explain the effects of the unequal distribution of resources 4) Explain why nations engage in trade 5) Describe ways that economic and social interactions have changed over time 6) Describe and evaluate the formation of economic unions

1) Students draw comparisons between maps and graphs on resources, GDP per capita and literacy rates of specific countries. 2) Students brainstorm a list of advantages and disadvantages of coastal countries compared to landlocked countries. Students place information into a Venn diagram. 3) Teacher led discussion that introduces examples of economic and political organizations (EU, NAFTA, ASEAN, OPEC) and compares advantages and disadvantages of economic unions.

Maps Graphs Charts Teacher notes Periodicals Video clips on the effects of international trade Internet resources United Streaming

WG.9b-d WG.8 WG.7a WG.10b-c

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4) Teacher led discussion and notes on comparative advantage and how select countries use their resources. 5) Students complete a table on the imports/exports of select countries and how they relate to their natural resources. 6) Teacher led discussion and notes about how economic and social interactions have led to migration from rural to urban areas, cottage industry to factory, growth of service industries with improved technology, communication and transportation. 7) Teacher provided explanation of how today’s technology has led to widespread marketing of commercial products. 8) Students research as assigned economic union with emphasis on current global status and impact.

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SOL: WG.10a The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by a) explaining and analyzing reasons for the creation of different political divisions.



The student will be able to: 1) Identify the reasons for political divisions 2) Explain why political divisions generate conflict and cooperation 3) Recognize the different political divisions at local and regional level

1) Teacher led discussion and notes relating political divisions to regions and reasons for developing political divisions. 2) Students examine maps of the different types of political divisions at the local and state levels. 3) Teacher led discussion and notes about reasons for conflict and cooperation among political divisions. Students create graphic organizers of the conflicts and cooperation. 4) Students define political division and gerrymandering

Teacher notes Maps – local and state Internet resources United Streaming

WG.5 WG.6 WG.7b WG.11a-c WG.12a-b

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SOL: WG.10b The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by b) analyzing ways cooperation among political jurisdictions is used to solve problems and settle disputes.



The student will be able to: 1) Analyze reasons for political divisions on the national and international level 2) Identify examples of political divisions at the national and international levels 3) Explain reasons for cooperation and conflict on the national and international level 4) Identify and explain the purpose of major economic and political alliances

1) Teacher led discussion and notes about the reasons for political divisions on the nationa/international levels including the reasons for conflict and cooperation. 2) Students complete reports on the following alliances: NATO, EU, OPEC, NAFTA, Commonwealth of Nations, UN, Red Cross, Red Crescent, OAS, League of Arab States, ASEAN, AU, Law of the Sea, Peace Corps, Antarctica Treaty. and present reports to the class.

Internet Library Periodicals Teacher created materials Internet resources United Streaming

WG.1d WG.3c

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SOL: WG 11a The student will analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region.



The student will be able to: 1) Distinguish between site and situation 2) Apply the concepts of site and situation to major cities in each region: a) Growth of cities b) Patterns of development

1) Teacher led discussion of site and situation (explain) and ways they effect urban development, Using maps: a) Students use site to identify the actual location of cities (ex. harbor, island, hilltop, confluence, fall line, oases). b) Students use situation to explain why the cities developed at a particular location (ex. trade routes, control of surrounding land, focal point of pilgrimages, supply stations for ships, etc.). 2) Locate cities (from the Curriculum Framework) on a map and explain why they developed.

Maps Teacher notes Internet resources United Streaming

WG.5 WG.6 WG.7b WG.10a WG.11a,c WG12a,b

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SOL: WG 11b The student will analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time.



The student will be able to: Explain how the functions of cities and towns have changed over time

1) Students brainstorm the functions of cities and towns and how the functions have changed over time. Brainstorming is followed by a teacher led discussion about the functions of towns and cities and how they changed over time. Ex. Pittsburgh, New York City, Rio de Janeiro, et cetera. 2) Students Think, Pair, Share about how Amherst and Lynchburg have changed and are changing.

Teacher notes Maps Internet resources United Streaming

WG.5 WG.6 WG.7b WG.10a WG.11a-c WG.12a-b

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SOL: WG.11c The student will analyze the patterns of urban development by c) describing the unique influence of urban areas and some challenges they face.



The student will be able to: 1) Describe the unique influence of urban areas in a region and some challenges faced by urban areas 2) Explain how major cities in developing countries rely on international connections more than local connections

1) Students list services provided by urban areas. 2) Students list problems associated with the growth of urban areas. 3) Teacher led discussion and notes for information not covered by student lists.

Teacher created notes Pictures of urban and rural areas Internet resources United Streaming

WG.5 WG.6 WG.7b WG.10a WG.11a-c WG.12a-b

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SOL: WG.12a The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions.



The student will be able to: 1) Discuss geographic applications at the local and regional levels 2) List examples of geographic applications in the local community

1) Working in small groups students discuss seven ways: a) they use geographic knowledge and skills in their daily lives. b) geographic knowledge is used by visitors traveling to new areas. c) geographic knowledge helps people comprehend national and world events. Each group presents conclusions to the class. 2) Teacher led discussion about zoning laws, why certain areas are zoned for industrial or residential use, and potential problems that can generally be avoided when zoning laws are respected.

Maps Newspapers Magazines Government officials

Internet resources United Streaming

WG.1-11

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3) Students draw a county map of Amherst, including schools, highways, business districts, etc. Compare and contrast with official county map. 4) Students examine local Amherst county maps and discuss local zoning and land use. 5) Given a list of three proposals for local zoning changes, students working in pairs discuss the pros and cons of each proposal. Each pair shares their ideas with the class and the class comes to a consensus about the proposals. 6) Guest speaker from local zoning authority or Board of Supervisors.

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SOL: WG.12b The student will apply geography to interpret the past, understand the present, and plan for the future by b) relating current events to the physical and human characteristics of places and regions.



The student will be able to: Explain how current events are connected to the geographical characteristics of places and regions

1) Students, given an assigned topic, make connections between geographic characteristics and current situations by using newspapers, scholastic magazines, and other media resources. 2) Using maps students locate and discuss areas where tensions have arisen (ex. SW Asia). Including the ways in which cultural, ethnic, and religious differences lead to conflict over land. 3) Students locate on maps and discuss the ways in which natural disasters have altered the physical geography of areas around the world.

Newspapers Magazines Maps Internet resources United Streaming

WG.1-11

Assessments


Documents

History and Social Science Curriculum Guide World ......Spring 2010 8 Amherst County Public Schools World Geography SOL: WG.1d The student will use maps, globes, satellite images,