Neshaminy School District

Langhorne, Pennsylvania

Social Studies
7th Grade World Geography

Revised: August 2003

Prepared by: Susan Weber Beth Karp Bud Fishman Patricia Noonan

Neshaminy Seventh Grade: World Cultural Geography

National Standards
1. Examine, interpret and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes. Describe ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings. 3. Observe and speculate about social and economic effects of environmental changes and crises resulting from natural phenomena. Pennsylvania State Standards are met in the following areas: 1. 2. 3. 4. 5. Human Systems Physical Systems Places and Regions Uses of Geography Environment and Society

Course Framework
Pennsylvania, National, and Neshaminy Standards
Essential Questions answered in the Neshaminy Curriculum 1. Is ethnocentrism and patriotism the same thing? 2. Does every culture think in terms of national winners and losers and do all cultures define them in the same way? 3. Why do geographic commonalities of a region create a unique world-view? 4. What is it that unites a group of people? 5. How do human actions modify the physical environment and what impact does that change have on human culture? 6. How does cooperation and conflict among people affect the earths surface? Essential Content Includes: The Physical and Human systems of North America and Europe and how they contribute to the development of a western world view. Detailed study of the Location, Places (both physical and human characteristics), Interaction of people with the land, the Migration of people, trade, and ideas and the Regional perspectives of the people will establish the foundation of the program. The Physical and Human systems of Latin America lead to the laboratory for analysis of how geography (resources) created opportunities for European colonization and drastic environmental and societal changes within the geographic region. The wealth/standard of living presents the basis for the application of the world view concept formed by Westerners. Western prejudices and biases will be explored in analyzing the status of the political and economic growth of this region. The resource laden regions of the world can be victimized by resource starved countries around the world. The Physical and Human systems of Africa were dramatically influenced by the colonization patterns of Europeans. The rise of nationalism among African people removed direct European control and left the African people searching for the proper political and economic systems to move them into the future. The Places and Regions of Africa reflect different approaches to dealing with modernization. Geographic extremes on the continent make it difficult for single systems to adequately solve problems. The physical and human systems of Asia created unique regions (South Asia, East Asia, Southwest Asia, and Southeast Asia). Each region established cultural patterns in direct response to their geographic realities. The migration of ideas, people, and trade between regions influenced their world view.

Neshaminy Standards
Neshaminy students will: 1. Explain how people in North America developed a western world view based on a set of common characteristics. 2. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting in a label of either a winner or loser. 3. Explain how the geography effected European colonization and the rise and Impact of nationalism in Africa. 4. Justify how geography created unique cultures and world views in southwest, south, east and southeast Asia.

2.

Enduring Understandings
1. As the land shapes the people, the people shape the land. 2. Different is just different not necessarily wrong. 3. The people in each region develop a world view based on sets of common characteristics. 4. Ethnocentrism appears in all cultures. 5. The Interaction between people and nations creates winners and losers measured in the comparative levels of change and progress experienced by those societies.

Neshaminy District Performance Assessment: 7th Grade World Cultural Geography Students act as teachers presenting an update to the Neshaminy School Board on the development of the new seventh grade Geography course. Students are to present a 12 slide power point presentation that explains the American (western) world view. The slides need to explain each of the following characteristics: ethnocentrism, geography, government, economy, beliefs, culture and the stereotypes and prejudices that are part of how an American views the world.

7th grade World Geography Curriculum

Overarching Understandings :
1. As the land shapes the people, the people shape the land.

Overarching Essential Questions:

How is ethnocentrism like patriotism? Does every culture think in terms of national

2. Different is just different not necessarily wrong. 3. The people in each region develop a world-view based on sets of common characteristics.

winners and losers and do all cultures define them in the same way? Why do the geographic commonalties of a region create a unique worldview?

4. Ethnocentrism appears in all cultures. 5. The interaction between people and nations creates winners and losers measured in the comparative levels of change and progress experienced by those societies. How do human actions modify the physical environment and what impact does that change have on human culture? How does cooperation and conflict among people influence the earths surface?

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM COURSE LENGTH: 1 Year UNIT VALUE: 1 DATE: June 2002

ESSENTIAL QUESTIONS THAT THE COURSE CONTENT ANSWERS: 1. 2. 3. Is ethnocentrism patriotism? How does geographic variety benefit the people of a region? How has cultural diversity benefited and challenged the U.S.A. and Canada? 4. 5. 6. What are the common characteristics that create a world-view for a region? How has the European world-view influenced the North American world-view? Who are the worlds winners and losers in the eyes of western society?

NATIONAL GEOGRAPHY STANDARDS STUDENTS WILL ACHIEVE IN THIS COURSE: 1. Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes 2. Describe ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings 3. Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought CONTENT TOPICS AND CORRESPONDING PENNSYLVANIA STATE STANDARDS IN GEOGRAPHY 7.1 Basic Geographic Literacy Explain geographic tools and their uses. Explain and locate places and regions. 1. How regions are created to interpret Earths complexity 2. How characteristics contribute to regional changes. 3. How culture and experience influence perceptions of places and regions. 4. How structures and alliances impact regions. 5. How regions are connected. 7.2 The Physical Characteristics of Places and Regions. Explain the Physical characteristics of places and regions. 7-3 The Human Characteristics of Places and Regions Explain the human characteristics of places and regions by their POPULATION characteristics. (Distribution, Demographics, Movement) Explain the human characteristics of places and regions by their CULTURAL characteristics. (Ethnicity, Distribution, Diffusion). Explain the human characteristics of places and regions by their SETTLEMENT characteristics. Explain the human characteristics of places and regions by their ECONOMIC activities. Explain the human characteristics of places and regions by their POLITICAL activities. 7.4 The Interactions Between People and Places. Explain the impacts of physical systems on people. Explain the impacts of people on physical systems.

COURSE OF STUDY:

7th Grade World Geography

STANDARD#1: Explain how people in North America developed a western world-view based on a set of common characteristics. Student Learning Standards/Indicators 1. What does the geographic variety of North America reveal about the people in the region? Document/illustrate the physical and human characteristics of North America through map design and description. 1. Essential Content, Skills, Knowledge Locate and analyze the North American geographic regions and apply them to various map designs. Include landforms and water bodies specific to this region. Have students practice the terms by describing them and drawing them. All geographers do the following five things with the land: (M.M.D.C.A.) Map, Measure, Describe, Compare, and Analyze. The teacher should focus his/her lessons on these uses of geography: Map: Physical, Political, and Land Use and Resource Maps (Area Value Maps maps used to describe specific types of comparison.) Map the following: A. Political Maps Canada and the United States (countries, provinces, states, national capitals, major cities [New York, Boston, Philadelphia, Chicago, Atlanta, New Orleans, Miami, St. Louis, San Francisco, Los Angeles, Dallas, Honolulu, and Anchorage, Toronto, Montreal, Vancouver, Winnipeg, and Edmonton]). B. Physical Maps Describe the elevation of land and describe water systems. Use international color codes. 1. Create maps locating the following land regions: Atlantic and Gulf Coastal Plain, Appalachian Mts., Central Lowlands, Great Plains, Rocky Mts., and Coastal Ranges (Sierra Nevada, Cascades and Coast Mts.), Great Basin (Intermontane), The Continental Divide, and The Canadian Shield 2. Create maps locating the following water bodies: major oceans and seas surrounding the continent, Great Lakes, Mississippi-Missouri-Ohio River System, St. Lawrence, Mackenzie and Columbia and Colorado and the Rio Grande Suggested Learning Activities and Instructional Strategies 1. World Explorer People, Places, and Cultures Unit 2 Chapters 4, 7 and 8 Outline maps United States United States regional maps Northeast South Midwest West Social Studies Geography and Skills Book (54) Unit 2 Teacher Source Book for Chapters 4, 7, 8 Creating Travel Posters for National Parks Cooperative Learning Activity Unit 2 Chapter Support pp 104-107

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#1:. Explain how people in North America developed a western world-view based on a set of common characteristics. Student Learning Standards/Indicators Essential Content, Skills, Knowledge C. Land Use and Resource Maps The range of uses of earths surface made by humans. Uses are classified as urban, rural, agricultural, forested, etc. with more specific sub-classifications useful for specific purposes (e.g., low-density residential, light industrial, nursery crops, cash crops). [PA Geography Standards] Economic maps demonstrating patterns of agriculture, forestry, mining, manufacturing and services in the region. (GIS design and reading will help with the creation of these types of maps.) Students should realize that North America is particularly fortunate in the abundance of land resources available to its population. Define world-view a set of assumptions that people use to view and think about the world around them. These assumptions are based on communication, technology, values, beliefs, experiences, and knowledge. Therefore, the formation of a persons world-view includes stereotypes, prejudices, ethnocentric beliefs, personal interpretation of factual knowledge and the general consensus of that interpretation on a regional or cultural basis. Geographic Location Political Traditions and Degree of Human Rights Wealth/Standard of Living Religious Values Industrialization/Economic Technology Military Strength Level of Education Gross Domestic Product Communication-Technology Family Values Common History and Traditions 2. Canada and the United States have a common set of political, economic, and social principles established in the British tradition. Those common traditions have evolved to adapt to the vast numbers of people Suggested Learning Activities And Instructional Strategies

2.

What are the characteristics of a world-view? Describe the common characteristics that make up a world-view.

2. Lesson Plans on stereotypes and prejudices from www.peacecorps.gov/wws/guides/looking/lesson2y.html *see Ancillary

3.

What created the North American world-view and what are the effects of viewing the world from this perspective?

3. World Explorer People, Places, and Cultures Chapter 15 Section 2, 3, 4 (378-386) Define: Renaissance

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#1:. Explain how people in North America developed a western world-view based on a set of common characteristics. Student Learning Standards/Indicators (A) Analyze a North Americans experiences and beliefs that shape his/her world-view. Develop the criteria to evaluate the success of the various regions of the world and explain why North Americans view themselves as winners. Reflect on the ethnocentrism, stereotypes and prejudices of the citizens in this region. Document the relationship between the ideas and traditions of Europe and how they contributed to the North American worldview. Argue that the European and the North American world-view combine to create a Western World-View. Essential Content, Skills, Knowledge who migrated to this continent. Conflict and cooperation forced this combination of British traditions with the various cultural needs of their immigrant populations. Both countries developed a democratic form of government that is immersed in a sense of human dignity protecting individual rights through a constitutional system. The United States established a written constitution and a democratic republic. In this system of government the people select their representatives and those representatives govern the local, state, and national governments. Each government is bound by the U.S. Constitution (the supreme Law of the Land). Canada has maintained a closer connection to the United Kingdom in its governmental structure. Canadas system of government is called a Constitutional Monarchy. The people of Canada elect representatives to govern themselves and they also recognize the Monarch (Queen) of Great Britain as their figurehead leader. However, the Prime Minister of Canada governs the country. Aside from this technicality in governmental design, both nations agree on the same principles of human rights. These principles include: Rights of the individual The people elect their rulers All people are equal under the law All people have dignity and worth in the society regardless of their social condition Government exists for the welfare of all the people Therefore, a North American tends to judge other nations and people by the standards established above. This type of ethnocentrism (ability to view our particular culture a political winner) influences how these people relate to the world. Suggested Learning Activities And Instructional Strategies Middle Class Humanism Revolution Scientific Revolution Imperialism Nationalism Industrialism Communism Chapter 3 Section 4 (54-56) Types of Governments Chapter 8 Section 1 (141-144) Case Study an example of Democracy in Action in Quebec

(B)

(C) (D)

(E)

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM

STANDARD#1: Explain how people in North America developed a western world-view based on a set of common characteristics. Student Learning Standards/Indicators 4. What does the geographic variety of Europe reveal about the people in the region? Document/illustrate the physical and human characteristics of Europe through map design and description. 4. Essential Content, Skills, Knowledge Canada and the United States have capitalistic economic systems. This is a market economy in which supply and demand drive the production of goods and services. Each individual chooses their role in this free enterprise system. Capitalism fits well with democratic principles of government found within the North American region. Winners (and/or losers) are easily identified, as the accumulation of wealth is the overriding factor. A nations wealth can be measured in terms of the Gross Domestic Product (GDP) and the standard of living enjoyed by its citizens. This could include education, health, and the amount of consumable goods available to the average citizen. The wealth of this region is directly related to the unique geographical setting of the continent. Since resources are unevenly distributed across the earth and this region abounds in the Earths resources, North Americans tend to view the nations of the rest of the world as poor and therefore, losers. The religious background of the region, JudeoChristian, focuses the peoples attention on world problems from the perspective of both religions. Religious persecution became the reason behind the immigration of people to North America. Therefore, their descendents hold to principles that focus on individualism, personal choice, respect for human life, freedom of religion, and monotheism. These principles often conflict with the way other people live their lives in other countries. These principles are passed down to the young through the family and other institutions like the church and state (schools). They tend to become the lens through which people view the outside world. Suggested Learning Activities and Instructional Strategies Chapter 3, Section 4 (52-54) Economic Systems Social Studies Geography and Skills Book (62) Strongly Suggested Activity Evaluate a European Country as a winner or loser geographically, politically, and economically. Students look at the benefits of that countrys geography, type of government, and standard of living. Students present their information in a poster.

5.

Chapter 16, Sections 1 and 2 (291-298) Chapter 6, Sections 1, 2, 3 (105-116) Producing a Concert Cooperative Learning Activity Unit 2 Chapter Support PP 112-115

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#1: Explain how people in North America developed a western world-view based on a set of common characteristics. Student Learning Standards/Indicators Essential Content, Skills, Knowledge The values of these two nations compels a vast expenditure of their wealth and resources to support, defend, and spread those values to people throughout the world. This large outlay of funds and resources are often found in the support of a powerful military complex. This military is used to not only protect the individual nation, but to police the world and make it safe for democracy. Both nations have advanced networks and levels of technology and communication. Utilizing these systems the culture of North America and its values permeate the world. While both help make life in Canada and the U.S.A. easier and more affluent, they also spread both the positive and negative images that wealth presents to the rest of the world. 6. Western Civilization is based on the principles derived from Greek democracy and Roman republicanism. It includes the development and spread of Christianity, the humanism espoused during the Renaissance, and social and economic changes found in the political, scientific and industrial revolutions. These principles migrated to North America with the vast immigrant populations leaving Europe. Suggested Learning Activities and Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#1: Explain how people in North America developed a western world-view based on a set of common characteristics. Student Learning Standards/Indicators 5. 7. Essential Content, Skills, Knowledge Locate and analyze the European geographic regions and apply them to various map designs. Include landforms and water bodies specific to this region. Have students practice the terms by describing them and drawing them. All geographers do the following five things with the land: (M.M.D.C.A.) Map, Measure, Describe, Compare, and Analyze. The teacher should focus his/her lessons on these uses of geography: A. Map: Physical, Political, and Land Use and Resource Maps (Area Value Maps maps used to describe specific types of comparison.) Map the following: Political Maps All the countries of Europe including Eastern Europe and Russia. Students should note selected major cities (populations of approx. 2 million +): London, Paris, Moscow, St. Petersburg, Berlin, Madrid, Rome, Athens, Vienna, Lisbon, Budapest, and Warsaw. Physical Maps Locate and label the Northwestern Highlands, North European Plain, Central Uplands, Alpine Mt. System, Siberia, Scandinavian Peninsula, Iberian Peninsula, Italian Peninsula, Balkan Peninsula, Jutland Peninsula, Arctic Ocean, Atlantic Ocean, Mediterranean Sea, Black Sea, Baltic Sea, North Sea, Straits of Gibraltar, English Channel, European rivers (Thames, Danube, Volga, Rhine, Seine, Po) islands and archipelagoes (British Isles, Sicily, Sardinia, Corsica, Crete, and Balearic Islands) and mountain ranges (Alps, Pyrenees, Apennines, Balkan, and Kjolen) Land Use Maps Creation and interpretation of Population Density maps. Suggested Learning Activities and Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD # 1: Explain how people in North America developed a western world-view based on a set of common characteristics. Assessment for Course Standards Use teacher designed and text generated tests and quizzes. Materials/Technology for Course Standards World Geography, People, Places and Cultures. Chapter Support for Unit 2 and Unit 4 Outline Maps Peace Corps Lesson Plans Social Studies and Geography Skills booklet Prentice Hall Videos

District wide-performance assessment on the North American worldview. This is focused on recognizing the strengths and weakness of this world-view. The student role is that of a retiring ambassador of the United States to the U.N. You have been asked to brief the new ambassador on the effects that his/her American world-view will have on your positions. The students briefing must include the strengths and weaknesses of that world-view in an international setting.

Remediation Strategies Guide to the Essentials Section by Section Reading Support

Enrichment Strategies Creating Travel Posters for National Parks Cooperative Learning Activity Unit 2 Chapter Support pp. 104-107 Producing a Concert Cooperative Learning Activity Unit 2 Chapter Support PP 112-115

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting in a label of either a winner or loser. Student Learning Standards/Indicators 1. What does the geographic variety of Latin America reveal about the people of the region? Document/illustrate the physical and human characteristics of Latin America through map design and description. 1. Essential Content, Skills, Knowledge Locate and analyze the Latin American geographic regions (Central America, Caribbean, and South America) and apply them to various map designs. Include landforms and water bodies specific to this region. Map: Physical, Political, Land Use and Resource Maps. Map the following: A. Political Maps All countries and capitals of Central and South America and the major countries in the Caribbean. B. Physical Maps Describe the elevation of land and water systems. Use international color codes. 1. Central America - Pacific Ocean, Caribbean Sea, Gulf of Mexico, Gulf of California, Panama Canal, Rio Grande, Yucatan peninsula, Sierra Madre Occidental, Sierra Madre Oriental, Isthmus of Panama, Lake Nicaragua Caribbean Gulf of Mexico, Caribbean Sea, Atlantic Ocean, Straits of Florida, Greater Antilles, Lesser Antilles, Hispaniola. South America Atlantic Ocean Pacific Ocean, Caribbean Sea, Amazon River/Basin, Orinoco River, Strait of Magellan, Tierra del Fuego, Rio de la Plata, Angel Falls, Lake Maricaibo, Lake Titicaca, Atacama Desert, Andes mountains, Cape Horn, the Pampas, Patagonia Suggested Learning Activities And Instructional Strategies 1. World Explorer People, Places, and Cultures Unit 3 Chapter 9 Outline Maps Mexico and Central America Caribbean South America Unit 3 Teacher Source Book for Chapter 9 Unit 3 Chapter 9 Transparancies

2.

3.

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting in a label of either a winner or loser. Student Learning Standards/Indicators 2. Analyze the geographical, political, economic, cultural characteristics and fundamental beliefs that create a Latin American worldview. Analyze any western bias that lead to stereotypical or prejudicial conclusions about Latin America. (This element is included in the information listed in the essential content, skills and knowledge for Standard 2). Essential Content, Skills, Knowledge 2 and 3. Apply the worldview template to Latin America using the terms winners and losers. Keep in mind that these terms relate to an American worldview based on our stereotypes and prejudices dominated by our preference for democracy and our economic success. A. Latin America is a region of variety, contrast, and extremes. Its rugged mountains, dense tropical rainforests, and rushing rivers are valuable natural resources, but can make travel and communication difficult. 1. Latin Americas natural resources (minerals and fertile soil) and climate make them a winner. 2. The resources are often inaccessible and/or it is environmentally unwise to use them (ex: cutting down the rainforest for farmland) thus making them losers. B. Latin America values democracy. However, they have in bad economic times traded democratic leadership for a dictatorship which promises prosperity. 1. Countries in Latin America copied the United States model of revolution against colonial powers. (This makes them winners). 2. Countries in Latin America also copied the US model of democratic government with a multi-party system and peaceful transfer of powers. (This makes them winners). 3. Sometimes the governments call themselves democracies when they are actually dictatorships. (This makes them losers). Suggested Learning Activities And Instructional Strategies 2 and 3. World Explorer People, Places, and Cultures Unit 3 Chapters 10, 11, 12, 13 Unit 3 Teacher Source Book for Chapters 10-13 Unit 3 Transparencies Prentice Hall Video on Latin America Share the Music Cooperative Learning Activity Unit 3 Chapter Support pp 109-112

3.

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting in a label of either a winner or loser. Student Learning Standards/Indicators Essential Content, Skills, Knowledge C. Latin America with the exception of Cuba has market economies. Although Latin America is rich in resources, countries have often chosen to develop one-resource economies. When this resource fails, the countrys economy suffers. Because these economies are unsuccessful, the people have a lower standard of living than in the United States. 1. A one-resource economy is based on the production of one major resource or crop. The countries may not have the money to develop other resources or chose not to diversify. Examples of nations who depended on one resource or crop include: Venezuela oil, El Salvador coffee, Mexico oil, Ecuador oil, Trinidad oil, Brazil coffee, Colombia coffee, Jamaica bauxite. Other nations may depend on cotton and sugar cane. A one resource economy could be considered a loser. 2. One resource economies can fail for a variety of reasons: 1) drop in price, 2) weather, 3) plant disease, 4) overproduction, and 5) natural disasters. These can have a devastating effect on a one resource economy and therefore, making it a loser economy. D. Some fundamental beliefs of Latin America include: nationalism, westernization, and no imperialism. These beliefs are similar to those held in the United States, therefore, could be considered winner beliefs. 1. Latin American countries call themselves democracies. 2. Latin American countries rebelled against Spanish and Portuguese colonial rulers which took place shortly after the American Revolution. Suggested Learning Activities And Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting in a label of either a winner or loser. Student Learning Standards/Indicators Essential Content, Skills, Knowledge Suggested Learning Activities And Instructional Strategies

3. Latin American countries believe in nationalism, the right of people to rule themselves. 4. Latin American countries are not imperialistic having been colonies themselves. They have not been in a position militarily or economically to colonize other regions. 5. Latin American countries are located in the west, but are not included in the term westernization (being like the United States and Europe). They tend to model themselves after the United States hoping to achieve a higher standard of living. Some people attempt to leave Latin America for the economic and educational benefits found in the United States, but some return home for cultural reasons. E. Culture of Latin America is strongly influenced by their period of Spanish rule. With the exception of Brazil whose chief language is Portuguese, the dominant language in Latin America is Spanish. The Spanish and Portuguese also brought Roman Catholicism to their colonies. Roman Catholic beliefs and customs have been embraced by the people. The Latin American nations have developed a unique blend of cultures mixing European, native Indian, African, and Mestizo traditions and customs. They have also developed unique Latin American customs such as: Carnival, calypso music, steel drums, reggae music, etc. Since all regions of the world are ethnocentric, all cultures including Latin America consider themselves winners for developing a unique style

. COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting in a label of either a winner or loser.

Assessment for Course Standards

Materials/Technology for Course Standards

Use teacher designed and text generated tests and quizzes. Goal: Determine a way to use the resources in the rainforest. Role: A member of the Brazilian Interior Ministers staff Audience: Proposal for presentation to the President of Brazil. Scenario: Write a position paper discussing your views and ideas about the conservation, preservation, and utilization of the rainforest. How will your plan best benefit Brazil and meet the increasing environmental pressures placed on Brazil by the rest of the world? Project: Documented five paragraph persuasive essay. (Documented list three sources) Standard: PA Writing Rubric (Time allotment 2 days in clases for research, 3 days at home to write)

World Geography, People, Places and Cultures Chapter Support for Unit 3 Outline Maps Social Studies and Geography Skills booklet Prentice Hall Videos

Remediation Strategies Guide to the Essentials Section by Section Reading Support

Enrichment Strategies Unit 3 Chapter Support Making a Relief Map Simulation: Who Should Control the Panama Canal? Creating a Magazine Story Show Fern Gully (Video) National Geographic video on the Coast Rica rainforest Webquests Latin America: cte.jhu.edu/techacademy/fellows/JonesS/webquest/swjindex _htm3.html Travel to Latin America: www.lr.k12.nj.us/site/cherokee/library/stokes.htm Latin America Quest: riverview.mints.more.net/rodenborn/latinam/latin_America.htm Interact Simulation - Amigos

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Student Learning Standards/Indicators 1. What does the geographic variety of Africa reveal about the people of the region? Document/illustrate the physical and human characteristics of Africa through map design and description. Essential Content, Skills, Knowledge 1. Locate and analyze the African geographic regions (West, East, Central and South) and apply them to various map designs. Include landforms and water bodies specific to this region. Map: Physical, Political, Land Use and Resource Maps. Map the following: A. Political Maps All countries of West, East, Central and South Africa. Major cities of Capetown, Joahannesburg, Pretoria, Nairobi, Abuja, Monrovia, Khartoum, Accra. B. Physical Maps Describe the elevation of land and water systems. Use international color codes. 1. Create maps locating the following land regions: Great Rift Valley, Sahara, Sahel, Mt. Kilimanjaro, Serengeti Plain, Namib and Kalahari deserts, Cape of Good Hope, Congo Basin 2. Create maps locating the following water forms: Congo River, Zambezi River, Limpopo River, Nile River, Lake Victoria, Lake Tanganika, Lake Chad, Atlantic Ocean, Indian Ocean, Orange River, Senegal River, Niger River, Mozambique Channel, Gulf of Guinea, Red Sea 1. Suggested Learning Activities And Instructional Strategies World Explorer, Peoples, Places, and Cultures Unit 5, Chapter 19 Unit 5, Teacher Source book for Chapter 19 Unit 5 Transparencies Outline maps of Africa Africa Regional maps Activity unit Chapter support pages 104-107 Cooperative Learning Activity Magazine article on an African River

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Student Learning Standards/Indicators 2. Analyze the geographical, political, economic, cultural characteristics and fundamental beliefs that create a African worldview. Analyze any western bias that lead to stereotypical or prejudicial conclusions about Africa. (This element is included in the information listed in the essential content, skills and knowledge for Standard 2). Essential Content, Skills, Knowledge 2 and 3. Apply the worldview template to Africa using the terms winners and losers. Keep in mind that these terms relate to an American worldview based on our stereotypes and prejudices dominated by our preference for democracy and our economic success. A. African cultures have been shaped by the need to survive in nearly every type of land on earth. The geography of Africa presents huge barriers to movement, such as giant deserts and thick rainforests, vast savannas subject to desertification (deforestation), rivers filled with cataracts, and escarpments leading to high plateaus. 1. Define: plateau, escarpment, Cataract, elevation, sahel, savanna, desertification, tributary, source and mouth of rivers. 2. Africas mineral resources and swift rivers (hydroelectricity) make them a winner. 3. Fertile soil is limited. Desertification destroys farmland and new farmland cannot be created by cutting down the rainforest. Desertification occurs from recurring drought, removal of trees, and overgrazing of cattle. This combination of natural geography and human choices in using the land makes them losers. Suggested Learning Activities And Instructional Strategies 2/3. World Explorer, People, Places, and Cultures Unit 5, Chapters 20, 21, 22, 23 Teacher Source book, Transparencies Social and Geography Skills book page 25, 26

3.

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Student Learning Standards/Indicators Essential Content, Skills, Knowledge B. The political development of African nations was hindered by a period of colonization that lasted into the Twentieth century. Most African nations are democratic by name; however, these nations have had difficulty maintaining democratic governments. 1. Great Britain, France, Germany, Portugal, Belgium, Italy, and Spain colonized Africa. These colonies existed for the benefit of the mother country. With the exception of South Africa, most European nations did not create large settlements in Africa due to the harsh climate. This long period of colonization is a loser situation. 2. Most African nations achieved independence following World War II (see Nationalism under fundamental beliefs) and sought to establish democratic governments. Americans consider this desire to be a winner. 3. African governments have been unstable for many reasons including: modern political boundary lines based on European needs as opposed to tribal regions (Burundi and Rwanda and/or Nigeria), African leaders had little experience in governing, economic problems, difficulty in accepting majority rules compared to traditional method of consensus, and building stable government takes time. The inability to maintain stable governments is a loser situation. Suggested Learning Activities And Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Student Learning Standards/Indicators Essential Content, Skills, Knowledge Many African nations have experienced a series of coup, military takeovers (example: Ghana). Coups are loser experiences. C. Africa, like Latin America, relied on one resource economies based on the needs of the colonizing nations. Africa needs to diversify to be successful economically. 1. Africa has an abundance of mineral resources including diamonds, gold, copper, bauxite, and petroleum. These tend to be concentrated in certain countries. This makes some nations winners and some losers (have and have nots). 2. Africas climate is conducive for growing cash crops on large plantations. These crops include cotton, sugar, cacao, coffee and tea. These are some of the same cash crops of Latin America creating competition between two regions with economic difficulties. This is a losing situation for both regions. 3. Most African farmers are subsistence farmers. Nations cannot develop economically until a minority of farmers can support a majority of workers. Subsistence farming is a losing situation. 4. Outside of South Africa, there is very little industry. South Africa due to its climate advantages, European settlement and heritage, and vast resources is a winner. Lack of industrial development makes most of sub-Saharan Africa losers. 4. Suggested Learning Activities And Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Student Learning Standards/Indicators Essential Content, Skills, Knowledge D. Africans embrace the following fundamental beliefs: democracy, revolution, and nationalism. 1. After World War II, Africans desired independence from colonial rulers. Nationalism developed as a means to achieve independence. This desire to be independent is a winner. 2. Pan-Africanism is a movement of cooperation and unity among Africans helped African nations achieve independence and stability. This movement is also a winner. E. The cultures of Africa are varied. Since all regions of the world are ethnocentric, all cultures including African consider themselves winners for developing a unique style. 1. North African culture is greatly influenced by Islam and the nomadic lifestyle found in desert regions. 2. West African culture is rich in history and cultural diversity. The West African civilizations of Ghana, Mali, and Songhai prove the ability of Africa to achieve civilization without the help of outside influences. However, Muslims did trade (gold/salt) with these kingdoms, which led to Islamic influences on the culture. Suggested Learning Activities And Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Student Learning Standards/Indicators Essential Content, Skills, Knowledge 3. East Africa developed the Swahili culture, which is a mix of Bantu and Arab traditions. The Bantu people migrated from West Africa across the continent. The Arab peoples used the monsoons to trade with East Africa. Africans developed city-states along the coast. Central and South Africa developed the Kongo Kingdom and the kingdom of Zimbabwe. The Kongo Kingdom was destroyed by the European slave trade. Zimbabwes history is a mystery. Europeans destroyed evidence attempting to prove that white men built it. This is one example of western ethnocentrism that only they could have developed advanced civilizations. Many regions of African are influenced by colonial rule. The European countries brought their language, religion, democracy and technology. They also brought their own European conflicts (Boer War in South Africa and their race for colonies which was one of the causes of World War I) to the African continent. Suggested Learning Activities And Instructional Strategies

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COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD #3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa. Assessment for Course Standards Use teacher designed and text generated tests and quizzes. Youve Come A Long Way, Baby Goal: Analyze the development of independent countries in Africa. Role: News reporter for a major newspaper in Egypt, Algeria, Nigeria, Ghana, South Africa, Rwanda, Burundi, Kenya, Democratic Republic of Congo (choose from the countries you used) Audience: Readers of the paper/Citizens of the country Scenario: It is the anniversary of Independence Day in your country, write a news article describing how the country has developed and changed since their victory for independence. Project: Write a news article that includes 1) a paragraph reviewing the rise of nationalism and your nations struggle for independence, 2) paragraphs explaining political and economic developments and cultural changes made since independence, and 3) a paragraph on your hopes for the future. List three documented sources. Standard: PA Writing Rubric Suggestion: Since African nations experiences are similar to Latin Americas, model the process by reviewing the information necessary using Mexico as an example. This should be a class activity prior to students writing their own. Include steps 1) review independent movement against colonial ruler, 2) identify political, economic, and cultural changes that have occurred since independence, 3) envision the future political and economic goals within the nations unique culture. Time: Model (1 day) Writing (2-3 days depending on the amount of writing process used (conferencing, etc) Remediation Strategies Guide to essentials Section by Section Reading Support Remediation Strategies Enrichment Strategies Cross curriculum unit with Language Arts explore African folk tales, example Cow-tail Switch and Other West African Tales (class set at Poquessing) and other folk tales. Africa: A History Denied Time/Life Videos Strange Creatures of the Namib National Geographic Videos African Wildlife National Geographic Videos Materials/Technology for Course Standards World Geography, People, Places, and Cultures Chapter Support for Unit 5 Outline Maps Social Studies and Geography Skills booklet Prentice Hall Videos

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia. Student Learning Standards/Indicators 1. What does the geographic variety of Asia reveal about the people of the region? Document/illustrate the physical and human characteristics of Asia through map design and description. Essential Content, Skills, Knowledge 1. Locate and analyze the Asian geographic regions (Southwest, South, East, and Southeast) and apply them to various map designs. Include landforms and water bodies specific to this region. Map: Physical, Political, Land Use and Resource Maps. Map the following: A. Political Maps All countries and capitals of Asia. Use regional maps (southwest, south, east, southeast) to chunk the information. Also include: Bombay, Calcutta, India; Shanghai, Hong Kong, China; and Kyoto, Hiroshima, Japan; and Mecca and Medina, Saudi Arabia. B. Physical Maps Describe the elevation of land and water systems. Use international color codes. 1. Southwest Asia Mediterranean Sea, Red Sea, Persian Gulf, Arabian Sea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Jordan River, Dead Sea, Elbruz, Zagros, Taurus, Pontic, Caucasus mountains, Syrian desert, Rub al Khali (Empty Quarter), Negev desert. 2. South Asia Arabian Sea, Indian Ocean, Bay of Bengal, Indus River, Ganges River, Brahmaputra River, Ganges Delta, Himalayas, Hindu Kush, Mt. Everest, Western and Eastern Ghats, Deccan Plateau. Suggested Learning Activities And Instructional Strategies 1. World Explorer People, Places, and Cultures Unit 6 Chapter 24 Outline Maps Asia by region South, Southwest, East, Southeast Unit 6 Teacher Source Book for Chapter 24 Unit 6 Chapter 24 Transparencies The Mount Everest Story - Cooperative Learning Activity Unit 6 Chapter Support pp. 107-110

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia. Student Learning Standards/Indicators Essential Content, Skills, Knowledge Suggested Learning Activities And Instructional Strategies

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Analyze the geographical, political, economic, cultural characteristics and fundamental beliefs that create various Asian worldviews. Analyze any western bias that led to stereotypical or prejudicial conclusions about Asia. (This element is included in the information listed in the essential content, skills, and knowledge for Standard 2)

East Asia: Pacific Ocean, South China Sea, East China Sea, Yellow Sea, Sea of Japan, Huang He, Yangtze (Chiang Jiang), Korea Strait Tibetan Plateau, Kunlun Shan, Tian Shan, Himalayas, Altai mountains, Gobi desert, Honshu, Kyushu, Hokkaido, Shikoku. Southeast Asia: Pacific Ocean, South China Sea, Philippine Sea, Java Sea, Mekong River, Irrawaddy River, Strait of Malacca, Java, Sumatra, Borneo, New Guinea, Luzon islands, Indochina and Malay peninsulas.

2 and 3. Apply the worldview template to Asia using the terms winners and losers. Keep in mind that these terms relate to an American worldview based on our stereotypes and prejudices dominated by our preference for democracy and our economic success. A. Physical barriers created unique regions in Asia. Geography helped some areas to be winners enabling to develop distinctive cultures. 1. The Hindu Kush and Himalayas separate southwest, south, and southeast Asia from China and each other. 2. Various bodies of water cut the region into large peninsulas with unique climate patterns. 3. The rivers served as cradles for three of the major civilizations of this region. 4. Climates vary from very dry deserts to moist wet climates suitable to maintain the large populations found in the south, southeast, and east Asia.

2 and 3. World Explorer People, Places, and Cultures Unit 6 Chapters 25-28 Unit 6 Teacher Source Book for Chapters 25-28 Unit 6 Transparencies Reporting on Hinduism and Buddhism Cooperative Learning Activity Unit 6 Chapter Support pp. 111-114 Simulation: Presentation on Desert Farming Cooperative Learning Activity Unit 6 Chapter Support pp. 123-126

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia.

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia. Student Learning Standards/Indicators Essential Content, Skills, Knowledge C. The economies of Asia primarily rely on agriculture. Some nations have become industrialized on both a large and small scale. Resources are found in many areas. The oil reserves located in Southwest Asia have made that region an economic winner, whereas, the regions that still rely heavily on agriculture are losers. D. Some nations of Asia have embraced democracy as one of their fundamental beliefs. Most of the countries are against imperialism as a result of being colonized. Communism, first established in the Soviet Union, is currently practiced in China, Laos, North Korea, and Vietnam. Communism is an economic system that has only existed with an authoritarian form of government. In theory, communism appears to meet the economic needs of the people equally. In practice, the government restricts the rights of the individuals. Americans perceive this as a loser. E. The cultures of Asia are greatly influenced by the many religions practiced in this region. Today the religious beliefs and practices help to define the many cultures of this vast region. The five major religions of the world all began in Asia. The geography of Asia affects where each of these religions spread. At times religious beliefs became a source of political and social conflict. Since all regions of the world are ethnocentric, all cultures including Asian consider themselves winners for developing a unique style. 1. Southwest Asia Judaism, Christianity, and Islam all began in southwest Asia. These three religions have similar histories and beliefs; however, they have caused conflict in this region. Islam is a way of life. Muslims must follow the Five Pillars of Faith. Suggested Learning Activities And Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia. Student Learning Standards/Indicators Essential Content, Skills, Knowledge 2.South Asia Hinduism and Buddhism developed in India. a. Hinduism is also a way of life. Hindus believe in polytheism, reincarnation, karma, dharma, and a caste system. b. Buddhism was started by Siddhartha Guatama who was searching for an end to suffering. Buddhists also believe in reincarnation, nirvana, the Four Noble Truths, and the Eightfold Path. c. Southeast Asia: Buddhism is the main religion in this region. There are many sects of Buddhism in this region. d. East Asia: Buddhism is prevalent in China, the Koreas, and Japan. 1) China developed two religions (philosophies): Confucianism and Taoism (Daoism). 2) Japans native religion is Shinto. Shinto is the state religion and the emperor is considered a god. Suggested Learning Activities And Instructional Strategies

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD#4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia. Assessment for Course Standards Use teacher designed and text generated tests and quizzes. District Assessment National Geographic Search for Feature Article Goal: To demonstrate the uniqueness of one of the following countries: India, Pakistan, China, Japan, Saudi Arabia, Israel, Vietnam, North or South Korea. Role: a member of the Department of Public Relations from Asian country. Audience: a researcher from National Geographic Society Scenario: An Asian fair to promote the unique geography, culture and worldview of your country. Your job is to develop a presentation that will encourage National Geographic to choose your country to be featured in their magazine article on the different ways that countries view the world. Project: Group: Prepare a visual presentation on an Asian country. The presentation must include a tri-fold display board that reflects the worldview template created at the beginning of the year. Groups must also use at least two types of technology. Examples: wordprocessing, Internet, powerpoint, video clips, tape recordings (music, speeches). Focus on the unique culture of the region, include: physical and political geography, political, economic, beliefs and cultural characteristics that influence this regions worldview. Individual: Process student thinking in creating the presentation: Answer the following questions: 1. How is (Asian countrys) worldview similar to/different from a western worldview? 2. How were my views of this country shaped by my western worldview and how have they changed now that I studied the country? (Include any stereotype, prejudice or bias.) 3. How might a citizen of your Asian country react to a western worldview of that nation? (Defend your Asian countrys worldview against the western view of that nation.) Standard: Rubric for displays (Teacher Support book Unit 6, page 118 and/or 129) can be used as a model. Remediation Strategies Guide to the Essentials Section by Section Reading Support Enrichment Strategies Lost Civilizations Tibet Time/Life Videos Little Buddha video Warlords of Japan Interact Simulation Ancient Warriors Samurai History Channel video Confucius A & E Biography Materials/Technology for Course Standards World Geography, People Places, and Cultures Chapter Support for Unit 6 Outline Maps Social Studies and Geography Skills Book Prentice Hall Videos

COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia. Student Learning Standards/Indicators Essential Content, Skills, Knowledge Suggested Learning Activities And Instructional Strategies