World Geography Unit 6 Physical and Human Systems of … · World Geography Unit 6 ... The balanced assessment plan included in this unit is presented as a series of suggested activities

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and

Teacher Commentary for the World Geography Course.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

WORLD GEOGRAPHY FRAMEWORK UNIT 6

UPDATED 09/01/2008 Page 1 of 7

Copyright 2007 © All Rights Reserved

World Geography Unit 6 – Physical and Human Systems of Europe

Elaborated Unit Focus

In this unit, students will understand that the interaction of physical and human systems

has shaped contemporary Europe. Through cooperative group learning, students create a

public policy report that analyzes the impact of physical and human systems on

sustainable development in the region, including Russia. Using Unit Connecting

Themes, students will understand how the development of culture - which includes

various ethnic and religious groups and their customs and traditions - is influenced by

geography. The Unit Connecting Theme of human environmental interaction will help

students understand how physical systems such as physical features, topography and

climate impact population distribution in the region as well as environmental issues

associated with industrial and natural resource development. The Unit Connecting

Theme of location will help students understand that the location of major physical

features and climate zones impacts the population distribution and trade in the region.

Also, the Unit Connecting Theme of movement/ migration will help students understand

Europe’s highly integrated transportation network.

Standards/Elements

SSWG6 The student will describe the interaction of physical and human systems

that have shaped contemporary Europe.

a. Describe the location of major physical features and their impact on Europe.

b. Describe the major climates of Europe and how they have affected Europe.

c. Analyze the importance of Europe’s coastal location, climatic characteristics, and

river systems regarding population, economic development, and world influence.

d. Describe the various ethnic and religious groups in Europe and the influence of

geography on those groups and their major customs and traditions.

e. Explain why Europe has a highly integrated network of highways, waterways,

railroads, and airline linkages.

f. Analyze the impact of geography on Russia in terms of population distribution,

trade, and involvement in European affairs.

g. Analyze the environmental issues associated with industrial and natural resource

development in Europe, including Russia.

http://www.georgiastandards.org







Enduring Understandings/Essential Questions

The student will understand that the culture of a society is the product of the

religion, beliefs, customs, traditions, and government of that society.

How do customs and traditions contribute to the formation of culture?

To what extent does religion impact the formation of culture?

How does cultural diffusion impact culture, including customs and traditions?

How do changes in political systems impact society?

The student will understand that humans, their society, and the environment affect

each other.

How does physical geography impact cultural geography?

How does cultural geography impact physical geography?

How does this interrelationship impact the environment?

To what extent does industrial development and natural resource development

impact the environment?

The student will understand that location affects a society’s economy, culture, and

development.

How does location impact population density?

To what extent does location impact the economy, culture and development?

How does location create intended and unintended consequences?

The student will understand that the movement or migration of people and ideas

affects all societies involved.

How does movement or migration impact population growth?

How does movement or migration impact cultural diffusion?

To what extent do transportation networks impact population, economic

development and global influence?

*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected

that the teacher complete all assessments for a successful unit.

Balanced Assessment Plan

Description of Assessment Standard/

Element

Type of

Assessment

Students research population growth and migration patterns

among European nations over the past several decades.

Students create a t-chart by listing positive and negative

impacts of population growth. Discussion with students

concerning their results should lead them to see multiple points

of view and to understand that an event or occurrence can

create intended and unintended consequences.

Specifically, students discuss shifts in population distribution

and density that correspond to historic events (ie. ethnic

conflict on the Balkan Peninsula, the breakup of the Soviet

Union, the breakup of the Soviet bloc of central and eastern

Europe).

6a, 6b,6c,

6d,6e,6f

* Observation

* Dialogue and

Discussion

* Constructed

Response

* Self-

Assessment

* Charts

* Multiple

Choice Quiz or

Essay







Students obtain maps of the region that show physical features.

Based upon research and data, students will create a physical

geography map with a key that includes the location of major

physical features such as rivers, lakes, oceans, mountains and

deserts. Based upon research and data, students will create a

physical geography map with a key that includes the major

climates of each region.

6a, 6b

* Observation

* Dialogue and

Discussion

* Self-

Assessment

* Multiple

Choice Quiz or

Test

Students read current event articles about positive and negative

impacts of changes created by the formation of the European

Union. Students analyze these articles to identify key issues

and/or problems and methods of alleviating negative impacts.

Small group and whole class discussion should help students

to understand intended and unintended consequences result

from change and to draw conclusions and make

generalizations about emergent culture in Europe.

Suggestion for article:

Use the internet to locate National Geographic Society’s

publication index. Search for the article entitled “Continental

Shift.” (http://publicationsindex.nationalgeographic.com)

This 2004 article discusses geographic changes experienced by

travelers in ten countries, all of which joined the European

Union after the collapse of communism in the former Soviet

bloc of central and eastern Europe. Also, this article includes

photographs, maps, lists of new EU members and countries

seeking EU status as well as discussion regarding economic

issues and currency, use of checkpoints, and major languages.

6c, 6e,

6f, 6g

* Dialogue and

Discussion

* Self-

Assessment

* Essay Test

or Journal

Writing

* Current

Event Analysis

Students conduct research, utilizing textbooks, the internet or

other reference materials, to determine countries that held

membership in the European Union before and several years

after the collapse of communism in the former Soviet Union.

Students create color-coded political maps based on research

of their textbooks, the internet or other reference materials that

illustrate which European countries were democratic or

communist during the Cold War. Include Russia (the former

Soviet Union) in the map of the region.

Next, students transfer their research on EU membership status

to the map through the use of symbols. This will help students

visually to draw conclusions and make generalizations

regarding political and economic integration of the EU.

6c, 6f, 6g * Observation

* Dialogue and

Discussion

* Self-

Assessment

* Multiple

Choice Quiz

* Maps

http://publicationsindex.nationalgeographic.com/







Students obtain statistics from countries in Europe and Russia

and create country profiles. Include categories such as major

physical features, major climates, population, per capita

income, ethnic and religious groups, natural resources and

major industries.

Students compare and contrast the demographic statistics to

draw conclusions and make generalizations. Have students

pay special attention to the data from countries that hold

membership in the European Union.

6a, 6b,

6c, 6d,

6e, 6f, 6g

* Observation

* Dialogue and

Discussion

* Constructed

Response

* Self-

Assessment

* Cooperative

Groups

(Think-Pair-

Share)

Students create a t-chart based upon research of various ethnic

and religious groups in the region, including major customs,

traditions and locations of these groups. Students create a

cultural special purpose map showing the location of various

ethnic and religious groups in the region. Students compare

and contrast this map with the physical features maps to draw

conclusions and make generalizations.

6a, 6b,

6c, 6d

* Observation

* Dialogue and

Discussion

* Constructed

Response

* Self-

Assessment

* Multiple

Choice Quiz

Students obtain special purpose maps of the region that feature

cultural features such as population density. Based upon

research and data, students will create a population density

map. Students analyze the population density maps with the

physical features map and climate zone maps to draw

conclusions and make generalizations.

6a, 6b,

6c,6e,6f

* Observation

* Dialogue and

Discussion

* Constructed

Response

* Self-

Assessment

* Multiple

Choice Quiz

* Special

Purpose Maps

Students pretend they are reporters for a major American

newspaper, working in the London bureau. Students formulate

appropriate research-based questions for country leaders in this

world region related to addressing concerns regarding ethnic

conflict, economic development, population growth, trade and

environmental issues. Students should include questions that

include Russia’s role in European affairs.

6a, 6b,6c,

6d, 6e,

6f, 6g

* Observation

* Dialogue and

Discussion

* Cooperative

Groups

(Think-Pair-

Share)

FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT,

PLEASE VISIT http://www.georgiastandards.org/socialstudiesframework.aspx

http://www.georgiastandards.org/socialstudiesframework.aspx







RESOURCES

http://www.eurunion.org/policyareas/environment.htm

This page, from the Delegation of the European Union Commission to the United States,

highlights the European Union’s environmental policy, explaining how EU programs aim

for environmental protection. This site includes links to various European Commission

websites, EU environmental legislation, action plans and statistics. Also, this site

includes links to key issues including air, climate change, environmental economics,

health, sustainable development and waste.

http://ec.europa.eu/environment/eussd/index.htm

This site focuses on sustainable development in the EU, according to this European

Commission website. Specifically, information is available on the EU sustainable

development strategy, including an outline of the strategy’s seven major objectives,

initial project efforts and changes, as well as links to various reference documents.

http://europa.eu/pol/env/overview_en.htm

This site provides an overview of European Union activities on the environment.

Information regarding Environment 2010: Our Future, Our Choice (an action program

that corresponds to EU environmental policy) highlights climate change, habitats, health-

related environmental concerns, natural resources and waste. The site also identifies five

major objectives of the European Commission, highlights the relationship between

environmental protection, while remaining globally competitive.

http://europa.eu/pol/env/index_en.htm

This site provides details of European Union activities on the environment. Specifically,

links are provided to legislation summaries on topics such as sustainable development,

waste, noise, water, air pollution, and climate change. Also, links are available to the

legislative committees on the environment, the European Environment Agency, legal

texts and other reference materials including press releases and reports of EU activities.

http://www.nationalgeographic.com/eye/overpopulation/effect.html

This National Geographic page highlights the human impacts of overpopulation. Specific

topics addressed include floods and dams, ozone and pollution, deforestation and

desertification, each of which includes a link for further information. Each additional

link includes an introduction, the affect, the phenomena and the science of that topic.

Video is also provided.

http://publicationsindex.nationalgeographic.com

Use the internet to locate National Geographic Society’s publication index and search for

the article entitled “Continental Shift.” This article discusses geographic changes

experienced by people of 10 nations, which joined the European Union after the collapse

of communism in the former Soviet bloc of central and eastern Europe. Also, this article

includes photographs, maps, a list of new EU members and countries seeking EU status,

economic issues and currencies, use of checkpoints, and language.

http://www.eurunion.org/policyareas/environment.htm

http://ec.europa.eu/environment/eussd/index.htm

http://europa.eu/pol/env/overview_en.htm

http://europa.eu/pol/env/index_en.htm

http://www.nationalgeographic.com/eye/overpopulation/effect.html

http://publicationsindex.nationalgeographic.com/







http://www.southerncenter.org

The Southern Center for International Studies provides information regarding various

world regions, aiming to internationalize the thinking of the American public.

Information is available on multifaceted aspects of world regions including physical and

human systems, maps, charts, graphs, and historical background readings.

http://unstats.un.org/unsd/default.htm

The United Nations maintains a population information network. This site contains links

to information on addresses population, social development, statistics and related

concerns such as sustainable development and women. It includes links to regional

commissions, programs and specialized agencies.

http://web.worldbank.org

The World Bank site contains population data on numerous countries including life

expectancy and population density, as well as related links to health and nutrition. The

site contains links to World Bank programs, publications, events and frequently asked

questions.

http://www.prb.org

The Population Reference Bureau site features information that reflects its mission to

“inform people around the world about population, health, and the environment, and

empowers them to use that information to advance the well-being of current and future

generations.” This site includes feature articles and specific links to global issues on

gender, HIV/AIDS, environment, urbanization and youth. This site also features a link

for educators.

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

Updated through July 2007, the World Factbook contains maps, charts and graphs as well

as information on the physical features, the people, government, the economy,

communications, transportation, military and transnational issues.

http://www.cnn.com

Current events relating to various world regions are available through the CNN site.

http://nieonline.com/ajc

Current events relating to various world regions are available through Newspapers in

Education. Affiliated with Newspapers in Education, teacher information is available.

This site includes special weekly features such as Geography in the News, Current Events

Quiz, and Cartoons for the Classroom. This site is linked to the Atlanta Journal

Constitution.

http:// www.usnewsclassroom.com

Current events relating to various world regions are available through this site, based

upon the current events magazine, US News & World. A teacher’s guide is available.

http://www.southerncenter.org/

http://unstats.un.org/unsd/default.htm

http://web.worldbank.org/

http://www.prb.org/

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

http://www.cnn.com/

http://nieonline.com/ajc

http://www.usnewsclassroom.com/







*This unit was created by Cathy Powell and Nadine Wright with additional input from the GaDOE Social

Studies staff and the Social Studies Advisory Council. It was updated 1/28/2007.

Documents

World Geography Unit 6 Physical and Human Systems of … · World Geography Unit 6 ... The balanced assessment plan included in this unit is presented as a series of suggested activities