Post on 16-Jul-2020
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
ACKNOWLEDGEMENTS
The Social Studies Office acknowledges the contributions made to the development of these materials by
all social studies staff and especially the following people:
Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade
Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott
Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove
Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel
Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla
Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel
Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter
Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby
Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart
Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart
Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds
Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips
Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt
Diana Jordan
Barbara Ann Lavelle
Cathy Bonneville Hix Social Studies Supervisor
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
COURSE DESCRIPTION: The course of study for grade eight is World Geography. The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world’s peoples and their cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial concepts of geography will be used as a framework for studying interactions between humans and their environments. Using geographic resources, students will employ inquiry, research, and technology skills to ask and answer geographic questions. Particular emphasis will be placed on students understanding and applying geographic concepts and skills to their daily lives.
THEME: The organizing theme for grade eight is INTERACTION.
KEY CONCEPTS: Students will learn that INTERACTION
defines the network of the language, themes and tools of geography used to study both the past and present world (Geographic Skills).
describes the intersection of positions on the earth’s surface, including the major physical and cultural features of each region (Place Geography).
describes the climate, topography, biogeography, natural resources, and processes that shape patterns on the earth’s surface (Physical Geography).
connects the features of a society as a way of life and the variance of these over time and place (Cultural Geography).
links the ways people make a living with the ways they trade with each other (Economic Geography).
relates politics and territory with the development of political structures over place and time (Political Geography).
conveys the impact of location and development on urban, suburban, and rural areas over time and place (Urban Geography).
explains society is interplay with the natural environment on local, regional, and global scales (Environmental Geography).
illustrates the geography of the past and how geographic patterns have changed over time (Historical Geography).
UNITS and UNIT SECTIONS: I. Introduction to Geography This unit introduces the student to basic geography.
the five themes of geography
the different types of geography
geographic vocabulary
global place geography
the use of the textbook and a variety of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
II. Physical Geography and Geographic Skills In this unit, students will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;
using geographic information to determine patterns and trends to understand world regions;
creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
evaluating sources for accuracy, credibility, bias, and propaganda;
using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
explaining indirect cause-and-effect relationships to understand geospatial connections;
analyzing multiple connections across time and place; and investigating and researching to develop student-produced products orally and in writing.
In this unit students will analyze how physical and ecological processes shape Earth’s surface by:
explaining regional climatic patterns and weather phenomena and their effects on people and places;
describing how humans influence the environment and are influenced by it; and
explaining how technology affects one’s ability to modify the environment and adapt to it.
III. Cultural Geography In this unit students will apply the concept of a region by:
explaining how characteristics of regions have led to regional labels;
describing how regional landscapes reflect the physical environment and cultural characteristics of their inhabitants;
analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide reg ions;
explaining how different cultures use maps and place names to reflect their regional perspectives; and
developing and refining mental maps of world regions.
In this unit students will apply social science skills to analyze past and present trends in human migration and cultural interaction diffusion by:
determining how they are influenced by social, economic, political, and environmental factors.; and
determining how they influence the current human characteristics of places and regions. In this unit students will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by:
explaining and evaluating reasons for the creation of different political divisions; and
describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
IV. Demographics, Economics & Political Geography In this unit students will apply social science skills to evaluate the significance of natural, human, and capital resources by:
comparing the distribution of major natural resources throughout world regions;
showing their influence on patterns of economic activity and land use; and
evaluating perspectives regarding the use of resources.
In this unit students will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by:
examining demographic data to determine the relative level of development;
distinguishing between developed and developing countries; and
comparing and contrasting the level of economic development to the standard of living and quality of life.
In this unit students will apply social science skills to analyze the patterns of urban development by:
applying the concepts of site and situation to major cities in each region;
explaining how the functions of towns and cities have changed over time; and
describing the unique influence of urban areas and challenges they face.
In this unit students will apply social science skills to analyze the impact of globalization by:
identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
describing ways that economic and social interactions change over time; and
mapping, describing, and evaluating economic unions.
V. United States and Canada In this unit students will analyze the characteristics of the United States and Canada by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
VI. Latin America and the Caribbean In this unit students will analyze the characteristics of the Latin America and the Caribbean region by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
VII. Europe
In this unit students will analyze the characteristics of the European region by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
VIII. Russia and Central Asia In this unit students will analyze the characteristics of the Russian and Central Asian regions by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes. IX. Sub-Saharan Africa In this unit students will analyze the characteristics of the Sub-Saharan Africa region by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
X. North Africa and Southwest Asia In this unit students will analyze the characteristics of the North African and Southwest Asian regions by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
XI. South and Southeast Asia In this unit students will analyze the characteristics of the South and Southeast Asian regions by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
XII. East Asia In this unit students will analyze the characteristics of the East Asian region by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
XIII. Australia and the Pacific Islands In this unit students will analyze the characteristics of the Australian and Pacific Island regions by:
identifying and analyzing the location of major geographic regions and major cities on maps and globes;
describing major physical and environmental features;
explaining important economic characteristics; and
recognizing cultural influences and landscapes.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT I: Introduction to Geography
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing.
ENDURING UNDERSTANDING: The interaction of humans with their environment affects the development of a region. CONCEPTUAL UNIT QUESTIONS (Essential Questions): What is geography? What are the essential terms needed to study geography? PREVIEW ACTIVITY: Students are asked to draw a map of the world using only their own mental map of the world. Students are encouraged to start with what they know and work out from that point. Praise and encouragement are offered for placing items in the correct hemisphere or region, not necessarily artistic skill. These maps are stored until the end of the year. At that point, students will repeat the activity to visualize their progress. Each student should get a blank sheet of paper and a copy of the student directions, which can be found in the Introduction to Geography folder from this link: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
PACING GUIDE:
UNIT
TIME FRAME
DATES
I. Introduction to Geography 4-5 days September
II. Physical Geography and Geographic Skills 20 days September
III. Cultural Geography 10-15 days October
IV. Demographics, Economics and Political Geography 25 days November/December
V. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
VI. Latin America and the Caribbean 15 days
VII. Europe 10 days
VIII. Russia and Central Asia 4 days
IX. Sub-Saharan Africa 15 days
X. North Africa and Southwest Asia 10 days
XI. South and Southeast Asia 15 days
XII. East Asia 15 days
XIII. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units.
WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
GIS Immigration Region Equator Africa
Maps Inhabitants Location Prime Meridian Antarctica
Globes Migrations Place Hemisphere Arctic Ocean
Satellite images Diversity Movement Latitude Asia
Diagrams Incentives Human Environment Interaction
Longitude Atlantic Ocean
Primary Sources Consequences Human Geography Absolute Location Australia
Data bases Perspective Physical Geography Relative Location Europe
Field Work Pacific Ocean Indian Ocean
Southern Ocean South America North America
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studies.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT II: Physical Geography and Geographic Skills
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have to led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; and e) developing and refining mental maps of world regions.
ENDURING UNDERSTANDING: Visual representations of geographic information provide an organized way of seeing the many elements in a place. “Relative to nature humans are not in control; nature still has the upper hand.” –National Geographic Video Nature’s Fury CONCEPTUAL UNIT QUESTIONS (Essential Questions): “What makes geography the science of place?” “How does the physical environment affect humans?” PREVIEW ACTIVITY: Post the quote from Nature’s Fury on the board. Ask students to respond in writing whether they agree or disagree, providing three examples supporting their stance and one example that challenges their stance. Open the class for a larger discussion by taking a quick class survey (nature versus humans have more control) and having a couple of students share out from each perspective. Connect student shares with what they will be studying in this unit on physical geography.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
XIV. Introduction to Geography 4-5 days September
XV. Physical Geography and Geographic Skills 20 days September
XVI. Cultural Geography 10-15 days October
XVII. Demographics, Economics and Political Geography 25 days November/December
XVIII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
XIX. Latin America and the Caribbean 15 days
XX. Europe 10 days
XXI. Russia and Central Asia 4 days
XXII. Sub-Saharan Africa 15 days
XXIII. North Africa and Southwest Asia 10 days
XXIV. South and Southeast Asia 15 days
XXV. East Asia 15 days
XXVI. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
Temperature Monsoons Agricultural terracing Savanna Semiarid
Precipitation Typhoons Orographic (Rainshadow) Effect
Steppe Arid
Seasons Hurricanes Deforestation Taiga Humid Continental
Latitude Tornadoes Desertification Tundra Highland
Elevation Erosion Acid rain Subarctic Tropical wet
Rain forest Deposition Reservoirs Icecap Tropical wet and dray
Middle latitude forest Natural hazards Irrigation Orographic precipitation
Desert Climate Climate change Pollution
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT III: Cultural Geography
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.3 The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants. c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions, and d) explaining how different cultural use maps and place names to reflect their regional perspectives.
ENDURING UNDERSTANDING: Shifting economic, political, environmental, and cultural elements contribute to change in beliefs, values and behaviors. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How have people been forced to change their culture? In a globalized society how do you retain a traditional culture? How and why do cultures change? PREVIEW ACTIVITY: Students will respond to scenarios based on their own cultural views. Then, they will be need to look at the same scenarios through the lens of another culture. See the handout in the Cultural Geography folder for details: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
PACING GUIDE:
UNIT
TIME FRAME
DATES
XXVII. Introduction to Geography 4-5 days September
XXVIII. Physical Geography and Geographic Skills 20 days September
XXIX. Cultural Geography 10-15 days October
XXX. Demographics, Economics and Political Geography 25 days November/December
XXXI. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
XXXII. Latin America and the Caribbean 15 days
XXXIII. Europe 10 days
XXXIV. Russia and Central Asia 4 days
XXXV. Sub-Saharan Africa 15 days
XXXVI. North Africa and Southwest Asia 10 days
XXXVII. South and Southeast Asia 15 days
XXXVIII. East Asia 15 days
XXXIX. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Cultural diffusion Traditions International Ethnic Group Polytheistic Religion
Globalization Migrations Material Culture Ethnicity United Nations (UN)
Multinationals Culture Monotheistic Religion Fundamentalism Acculturation
Cultural landscape Cultural Trait Nationalism Innovation Autonomy
Custom Cultural Diffusion Peacekeepers Ethnic Group
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its position on
the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT III: Cultural Geography
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.3 The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants. c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions, and d) explaining how different cultural use maps and place names to reflect their regional perspectives.
ENDURING UNDERSTANDING: Shifting economic, political, environmental, and cultural elements contribute to change in beliefs, values and behaviors. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How have people been forced to change their culture? In a globalized society how do you retain a traditional culture? How and why do cultures change? PREVIEW ACTIVITY: Students will respond to scenarios based on their own cultural views. Then, they will be need to look at the same scenarios through the lens of another culture. See the handout in the Cultural Geography folder for details: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
PACING GUIDE:
UNIT
TIME FRAME
DATES
XL. Introduction to Geography 4-5 days September
XLI. Physical Geography and Geographic Skills 20 days September
XLII. Cultural Geography 10-15 days October
XLIII. Demographics, Economics and Political Geography 25 days November/December
XLIV. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
XLV. Latin America and the Caribbean 15 days
XLVI. Europe 10 days
XLVII. Russia and Central Asia 4 days
XLVIII. Sub-Saharan Africa 15 days
XLIX. North Africa and Southwest Asia 10 days
L. South and Southeast Asia 15 days
LI. East Asia 15 days
LII. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Cultural diffusion Traditions International Ethnic Group Polytheistic Religion
Globalization Migrations Material Culture Ethnicity United Nations (UN)
Multinationals Culture Monotheistic Religion Fundamentalism Acculturation
Cultural landscape Cultural Trait Nationalism Innovation Autonomy
Custom Cultural Diffusion Peacekeepers Ethnic Group
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its position on
the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT IV: Demographics, Economics, and Political Geography
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
ENDURING UNDERSTANDING: How people manage the consumption, production, and distribution of goods and services will influence their lifestyle.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
CONCEPTUAL UNIT QUESTIONS (Essential Questions): What economic, demographic, and political indicators describes a culture’s quality of life? How do conflicts impact development? PREVIEW ACTIVITY: Use the slideshow found in the link to gain interest in reading demographic data. There is a placeholder slide for the video, Misleading Graphs. The video has to be downloaded from your Google account and linked to work properly. The show starts with a list of jobs the teacher has held. This helps remind students that they won’t be starting at the top of the business. This also provides the opportunity to remind students that anyone who is working to feed themselves and their family deserves respect regardless of occupation. The opening slides would have to change per teacher experience. The slides and video help students analyze economic and demographic information as a preview to the unit. https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
LIII. Introduction to Geography 4-5 days September
LIV. Physical Geography and Geographic Skills 20 days September
LV. Cultural Geography 10-15 days October
LVI. Demographics, Economics and Political Geography 25 days November/December
LVII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
LVIII. Latin America and the Caribbean 15 days
LIX. Europe 10 days
LX. Russia and Central Asia 4 days
LXI. Sub-Saharan Africa 15 days
LXII. North Africa and Southwest Asia 10 days
LXIII. South and Southeast Asia 15 days
LXIV. East Asia 15 days
LXV. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD World in the Balance: The Population Paradox – This two part DVD examine worldwide population trends. In the first segment, The People Paradox, NOVA profiles the population challenges of India, Kenya, and Japan. In China Revs Up, they explore the environmental implications of countries undergoing industrialization. WEBSITES
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Natural resources Primary Economic Activities Globalization Developed economies
Urbanization
Human resources Secondary Economic Activities
Economic Development Developing economies
Government policy
Capital resources Tertiary Economic Activities GDP per capita Standard of living Overpopulation
Renewable Quaternary Economic Activities
Urban-rural ratio Quality of life Religious persecution
Nonrenewable Interdependence Population growth rate Birth rate Political persecution
Infrastructure Imperialism Literacy rate Death rate Natural hazards
Investment Colonialism Life expectancy rate Migration Environmental degradation
Deforestation Commercial Agriculture Infant mortality rate Male/Female distribution
Arable land
Entrepreneurial abilities Subsistence Farming Urban/rural distribution Industrialization Refugees
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT V: United States and Canada
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.5 The student will analyze the characteristics of the regions of the United States and Canada by
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.16 The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; and c) describing the unique influence of urban areas and challenges they face. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): Which has greater impact on America’s development, physical or cultural characteristics?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
PREVIEW ACTIVITY: Draw a Venn Diagram on the board. In the overlapping space, have students share words that suggest ways in which Canada and the United States are alike. In the other sections have students list the differences between the two. Encourage students to consider physical and cultural features, including governments, language, and religion. This activity may also be completed in students’ interactive notebooks.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
LXVI. Introduction to Geography 4-5 days September
LXVII. Physical Geography and Geographic Skills 20 days September
LXVIII. Cultural Geography 10-15 days October
LXIX. Demographics, Economics and Political Geography 25 days November/December
LXX. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
LXXI. Latin America and the Caribbean 15 days
LXXII. Europe 10 days
LXXIII. Russia and Central Asia 4 days
LXXIV. Sub-Saharan Africa 15 days
LXXV. North Africa and Southwest Asia 10 days
LXXVI. South and Southeast Asia 15 days
LXXVII. East Asia 15 days
LXXVIII. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
Provinces Global Marketplace Sun Belt Multinational corporations
Multicultural Societies
Territories Diversified Economies Rust Belt Literacy Rate Rural
Land forms Forestry Wheat Belt Standard of Living Suburban
NAFTA Petroleum Harbor site Confluence site Urban
Infrastructure NATO Fall line site
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.5a
The student will analyze the characteristics of the regions of the United States and Canada by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
The United States and Canada are located on the North American continent. Canada is located north of the
United States of America. North America includes a variety of geographic regions.
Major regions of the United States
Northeastern United States
Midwest
South
West Major regions of Canada
Atlantic Provinces
Core Provinces
Prairie Provinces
Pacific Provinces and territories Major cities of the United States
Washington, D.C.
Chicago
New York City
Los Angeles
Houston Major cities of Canada
Toronto
Montreal
Ottawa
Québec City
Vancouver
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.5b
The student will analyze the characteristics of the regions of the United States and Canada by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
The United States and Canada
contain many of the major physical features in North America. The physical features of North
America have influenced the development
of the United States and Canada.
Major physical and environmental features
Rivers o St. Lawrence o Mackenzie o Mississippi o Colorado o Rio Grande
Other water features o Gulf of Mexico o Great Lakes o Arctic Ocean o Pacific Ocean o Atlantic Ocean o Hudson Bay o Niagara Falls
Land forms o Appalachian Mountains o Pacific Coastal Ranges o Rocky Mountains o Canadian Shield o Great Plains o Interior Lowlands o Atlantic Coastal Plain
Continental Divide o Varied climatic regions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.5c
The student will analyze the characteristics of the regions of the United States and Canada by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
The United States and Canada have a wide variety of natural resources. The abundance of natural resources helped the United States and Canada develop diversified economies.
Economic characteristics
Major exporters of technology, information systems, and foodstuff
Highly developed infrastructures
Highly diversified economies
Rich supply of mineral, energy, and forest resources
North American Free Trade Agreement (NAFTA)
Multinational corporations
A key center of world financial markets (New York Stock Exchange)
Economic growth
Disparity of income distribution
Export of culture via the global marketplace (e.g., McDonald’s, Coca-Cola, entertainment, fashion)
High literacy rate
High standard of living Major natural resources
Forestry
Petroleum
Minerals
Fertile soil
Water
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.5d
The student will analyze the characteristics of the regions of the United States and Canada by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
Europeans exerted the major cultural influences on the United States and Canada. Canada was initially settled primarily by the French and British. Western Europeans (from Britain, France, Spain, and Germany) settled in the United States. Every country has cultural landscapes that help define the national identity.
Cultural influences
Colonized by the Europeans
Multicultural societies
Increasingly diverse populations through immigration
Canada’s struggle to maintain a national identity
World’s longest unfortified border divides the United States and Canada
Democratic forms of government
Arts that reflect the cultural heritage of multicultural societies
North Atlantic Treaty Organization (NATO) Cultural landscape
Parliament Hill
CN Tower
U.S. Capitol
Golden Gate Bridge
Washington Monument
Rural, suburban, and urban landscapes
Diverse ethnic settlements (urban neighborhoods)
Bilingual signs
Influence of the automobile (e.g., gas stations, motels, interstate highways, drive-up services)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region;
Essential Understandings Essential Knowledge
Site and situation are important geographic concepts when studying the growth of cities. Patterns of urban development occur according to site and situation.
Terms to know
site: The actual location of a city
situation: Relative location (i.e., the location of a city with respect to other geographic features, regions, resources, and transport routes)
Examples of site (local characteristics)
Harbor sites: New York City; Istanbul, Turkey
Island sites: Hong Kong; Singapore
Fall line site: Richmond, Virginia
Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
Hilltop sites: Rome; Athens
Oasis site: Damascus, Syria
Sites where rivers narrow: London; Québec City Examples of situation (regional/global connections)
Baghdad: Command of land between the Tigris and Euphrates rivers
Istanbul: Command of straits and land bridge to Europe
Mecca, Saudi Arabia; Varanasi (Benares), India: Focal point of pilgrimage
Cape Town, South Africa; Hawaii, United States: Supply station for ships
Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time;
Essential Understandings Essential Knowledge
The functions of towns and cities change over time.
Functions of towns and cities
Security, defense
Religious centers
Trade centers (local and long distance)
Government administration
Manufacturing centers
Service centers
Education centers Examples of cities whose functions have changed over time
Rio de Janeiro: Move of Brazil’s capital from Rio de Janeiro to Brasilia
Pittsburgh, Pennsylvania: Early function connected to defense, then became steel-manufacturing center, later shifted to diverse services (financial, light manufacturing)
New York City: Changes in trade patterns—coastal and transatlantic trade, trade from the Great Lakes via the Erie Canal, worldwide trade and finances
Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by c) describing the unique influence of urban areas and challenges they face.
Essential Understandings Essential Knowledge
Urban populations exercise a powerful influence in shaping the world’s cultural, political, and economic ideas and systems. Urban development may lead to problems related to human mobility, social structure, and the environment.
Influences of urban areas on their regions and countries
Nation-building (monuments, symbols)
Transportation/communication hubs
Magnets for migration
Seedbeds of new ideas and technologies
Diversity, leading to creativity in the arts
Universities, educational opportunities
Corporate headquarters, regional offices
Media centers (news, entertainment) Problems associated with growth of urban areas
Transportation problems emerge, especially as automobile travel increases.
Rich and poor neighborhoods exist in different areas, isolated from one another.
Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a problem (e.g., for cities in Latin America, Africa, and Asia).
Air, water, and noise pollution increase.
Sprawl results in conversion of agricultural land to urban uses, especially in North America. In developing countries, major cities are connected more to regions outside the country than to regions within the country.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT VI: Latin America and the Caribbean
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
SOL WG.6 The student will analyze the characteristics of the Latin American and Caribbean regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How did the collision of three cultures contribute to Latin American society today? PREVIEW ACTIVITY: Examine the mural below. What do you see that you think reflects Latin American culture? Share your thoughts to create a brainstorm of class ideas. Post this list (with a copy of the mural) in the classroom for the unit. Refer back to it periodically, and revisit it at the end of the unit. Can students add anything? Do they want to make changes to their original ideas?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Source: http://www.geograph.ie/photo/1767536 This mural is actually located in Belfast, Northern Ireland. It was commissioned by Northern Ireland’s Latin America Association to celebrate Latin American culture.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
LXXIX. Introduction to Geography 4-5 days September
LXXX. Physical Geography and Geographic Skills 20 days September
LXXXI. Cultural Geography 10-15 days October
LXXXII. Demographics, Economics and Political Geography 25 days November/December
LXXXIII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
LXXXIV. Latin America and the Caribbean 15 days
LXXXV. Europe 10 days
LXXXVI. Russia and Central Asia 4 days
LXXXVII. Sub-Saharan Africa 15 days
LXXXVIII. North Africa and Southwest Asia 10 days
LXXXIX. South and Southeast Asia 15 days
XC. East Asia 15 days
XCI. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Where Angels Glide at Dawn: New Stories from Latin America by J.B. Lippincott, publisher. A collection of short stories by a variety of Latin American authors, including Ariel Dorfman, Julio Cortazar, and Maria Rosa Fort. The Jacob Ladder by Gerald Hausman and Uton Hinds. When his father leaves home, 12-year old Tall T struggles to hold his family together. A Jamaican coming-of-age story, rich in island culture. Red Midnight by Ben Michaelson. When soldiers burn his village and kill his family, Santiago escapes with his little sister to Florida, surviving horrendous odds. The Tequila Worm by Viola Canales. The story of a young girl in a Mexican barrio and her family.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
I Lived On Butterfly Hill by Marjorie Agosin. The story of a girl who has to leave Chile during the military coup. She stays in Maine for several years, then returns to Chile. Caminar by Skila Brown. Novel in verse about joining a guerrilla band to flee soldiers in 1981 Guatemala. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Harvest of Empire – This documentary is about the political and social roots behind migration from Latin America to the United States. A teacher’s guide with an annotated synopsis of the documentary and lessons plans are available on Blackboard: Social Studies Organization, under Documents tab. Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
Isthmus Cash crops Squatter settlements Subsistence farming NAFTA
Altiplano Food Crops maquiladora Plantation Agriculture Indigenous
Pampas Gauchos Land redistribution Slash-and-burn Agriculture Megacities
Llanos Deforestation Mestizos Orographic (Rainshadow) Effect
Archipelagoes Pollution Favela Organization of American States (OAS)
Vertical Zonation Income disparity Mulatos Itaipu Dam
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography
Location: Defined according to its position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.6a
The student will analyze the characteristics of the Latin American and Caribbean regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
Mexico, the Caribbean region, and Central America are located on the North American continent but are culturally tied to South America.
Major regions and countries
North America o Mexico o Central America
– Guatemala – Honduras – Nicaragua – Costa Rica – Panama
o Caribbean – Cuba – Haiti – Dominican Republic – Jamaica
South America o Venezuela o Colombia o Brazil o Peru o Argentina o Chile
Major cities
Caracas
Sao Paulo
Rio de Janeiro
Mexico City
Lima
Santiago
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.6b
The student will analyze the characteristics of the Latin American and Caribbean regions by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
The physical features of Latin America and the Caribbean have influenced their settlement and development.
Major physical and environmental features
Major mountain ranges: Andes, Sierra Madres
Isthmus of Panama
Rain forests
Altiplano
Coastal desert: Atacama
Reversed seasons south of the equator
Amazon River Basin
Orinoco and Paraguay/Paraná rivers
Grasslands: Pampas, llanos
Tropical climates predominate
Volcanoes and earthquakes
Archipelagoes
Vertical zonation (tierra caliente, tierra templada, tierra fría)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.6c
The student will analyze the characteristics of the Latin American and Caribbean regions by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
The Latin American and Caribbean regions have a wide variety of natural resources. The abundance of natural resources helped the Latin American and Caribbean countries develop diversified economies.
Economic characteristics
Diverse economies
Subsistence farming
Plantation agriculture
Slash-and-burn agriculture
Cash crops and food crops
Cattle ranches, gauchos
Deforestation, especially in rain forests
Heavy smog, pollution: Mexico City
Disparity of income distribution
Panama Canal
North American Free Trade Agreement (NAFTA): Mexico, Canada, United States Major natural resources
Forestry
Minerals
Fertile soil
Water
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.6d
The student will analyze the characteristics of the Latin American and Caribbean regions by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
The major cultural influences on the Latin American and Caribbean regions were from indigenous (native) peoples’ influences. Europeans exerted major cultural influences on the Latin American and Caribbean regions. Mexico and most of Central and South America were initially settled primarily by the Spanish. There was some settlement by Britain and France. Brazil was primarily settled by Portugal. Africans who were brought to the area had a strong cultural impact on the regions. Every country has cultural landscapes that help define its national identity.
Cultural influences
Indigenous civilizations
African traditions
Influence of European colonization
Predominance of Roman Catholic religion
Rigid social structure
Location of settlements: coastal in South America
Megacities, squatter settlements
Rapid population growth
Out-migration Cultural heritage
Music: African influences, calypso, steel drum bands, reggae
Spanish, Portuguese languages Cultural landscape
Pyramids
Cathedrals
Machu Picchu
Tikal
Christ the Redeemer statue
Itaipu Dam
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
UNIT VII: Europe
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.7 The student will analyze the characteristics of the European region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.16 The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; and c) describing the unique influence of urban areas and challenges they face. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How has economic interdependence encouraged trust and/or led to disunity among countries? PREVIEW ACTIVITY: Students will make observations about the physical and cultural landscapes of various images from a Europe photo gallery. These photos, along with questions the teacher poses, cause students to consider what type of landscapes they consider European and make inferences about the location, people, and place in the images. Directions and the Europe photo gallery can be found in the Europe folder from
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
this link. https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdMDlCc19rWVNzRFk&usp=sharing
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
XCII. Introduction to Geography 4-5 days September
XCIII. Physical Geography and Geographic Skills 20 days September
XCIV. Cultural Geography 10-15 days October
XCV. Demographics, Economics and Political Geography 25 days November/December
XCVI. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
XCVII. Latin America and the Caribbean 15 days
XCVIII. Europe 10 days
XCIX. Russia and Central Asia 4 days
C. Sub-Saharan Africa 15 days
CI. North Africa and Southwest Asia 10 days
CII. South and Southeast Asia 15 days
CIII. East Asia 15 days
CIV. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Girl of Kosovo by Alice Mead. Based on a true story, a testimony to the horrors of war, and a powerful account of human resilience and the process of overcoming bitterness. For the Love of Venice by Donna Jo Napoli. Percy is a teenage boy spending the summer in Venice while his father is designing a seawall to help alleviate the city’s flooding problem. Many social and political issues. The Other Side of Truth by Beverley Naidoo. After their mother’s murder, Sade and her brother are smuggled to London to live with an uncle. Their plans fall apart, however, and the two are sent to foster homes. Teenage Refugees from Eastern Europe Speak Out by Carl Rollyson. Teenagers from Eastern European countries tell their own stories of life after the fall of communism. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA
https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units.
Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world.
Sporcle
www.sporcle.com This is a quiz site for practically everything including history and geography.
Geoguessr
www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth.
Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Peninsulas NATO Nationalism Prime Minister Chunnel
Fjord Hilltop site Constitutional Monarchy Alliance European Union (EU)
North Atlantic Drift Land bridge Dike, polder Annex Trade Interdependence
Polders Strait Holocaust Arable Infrastructure
Chernozem Euro Imperialism Autonomy Neutral
Industrial Revolution navigable
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.7a
The student will analyze the characteristics of the European region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
Europe, considered the third-smallest continent, is the western peninsula of Eurasia and is located in the Northern Hemisphere.
Major regions and countries
Northern Europe o Ireland, United Kingdom, Norway, Sweden, Denmark, Baltic states
Low Countries o Belgium, Netherlands, Luxembourg
Central Europe o France, Germany, Switzerland, Austria
Mediterranean Europe o Portugal, Spain, Italy, Greece, Balkan states
Eastern Europe o Poland, Hungary, Czech Republic, Romania, Ukraine
Major cities
London
Paris
Berlin
Rome
Athens
Kiev
Vienna
Budapest
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.7b
The student will analyze the characteristics of the European region by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
Europe is composed of many peninsulas, islands, large plains, and mountains.
Major physical and environmental features
Part of large landmass called Eurasia
Peninsulas: Iberian, Italian, Scandinavian, Balkan
Islands: Great Britain, Ireland, Sicily, Iceland
Mountains: Alps, Pyrenees
North European Plain
Fjords
Water features o Rivers: Danube, Rhine, Seine o Seas: Mediterranean, Baltic, Black, North o Oceans: Atlantic, Arctic o Strait of Gibraltar
Varied climatic regions: middle to high latitudes
Effects of the North Atlantic Drift and prevailing westerlies on Europe’s climates
Reclaimed land: Polders in the Netherlands
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.7c
The student will analyze the characteristics of the European region by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
Europe’s abundance of natural resources has helped to develop and shape lifestyles and the economy.
Economic characteristics
Mountain regions: Tourism, recreation, mineral resources
Areas threatened by air and water pollution because of industry o Rivers and canals serving as major transportation links o Oil reserves in the North Sea
Well-educated work force: Industrial and technological societies
Advanced farming techniques, high crop yields, fertile soils, black earth (chernozem)
Well-developed infrastructure (e.g., the Chunnel)
Differences in Western and Eastern European industrial development due to differing economic systems in prior years
Replacement of communism with capitalism in Eastern Europe
European Union; trade interdependence
Large role of government in some economies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.7d
The student will analyze the characteristics of the European region by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
Europe’s cultural landscape has been and is currently being changed by its settlers and by global, religious, and ethnic conflicts. As a result, diversity has increased.
Cultural influences
Birthplace of western culture: Greece and Rome
Spread of European culture to many other parts of the world (through exploration, colonization, imperialism)
Birthplace of the Industrial Revolution
Highly urbanized
Many ethnic groups with different languages, religions, and customs
Sporadic conflict among groups (wars, revolutions)
One of the world’s most densely populated areas
North Atlantic Treaty Organization (NATO) Cultural landscape
Westminster Abbey, Big Ben, Tower of London
Notre Dame, Arc de Triomphe, Louvre, Eiffel Tower
Colosseum, Leaning Tower of Pisa, St. Peter’s Basilica
Parthenon
Windmills
Neuschwanstein Castle
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region;
Essential Understandings Essential Knowledge
Site and situation are important geographic concepts when studying the growth of cities. Patterns of urban development occur according to site and situation.
Terms to know
site: The actual location of a city
situation: Relative location (i.e., the location of a city with respect to other geographic features, regions, resources, and transport routes)
Examples of site (local characteristics)
Harbor sites: New York City; Istanbul, Turkey
Island sites: Hong Kong; Singapore
Fall line site: Richmond, Virginia
Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
Hilltop sites: Rome; Athens
Oasis site: Damascus, Syria
Sites where rivers narrow: London; Québec City Examples of situation (regional/global connections)
Baghdad: Command of land between the Tigris and Euphrates rivers
Istanbul: Command of straits and land bridge to Europe
Mecca, Saudi Arabia; Varanasi (Benares), India: Focal point of pilgrimage
Cape Town, South Africa; Hawaii, United States: Supply station for ships
Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time;
Essential Understandings Essential Knowledge
The functions of towns and cities change over time.
Functions of towns and cities
Security, defense
Religious centers
Trade centers (local and long distance)
Government administration
Manufacturing centers
Service centers
Education centers Examples of cities whose functions have changed over time
Rio de Janeiro: Move of Brazil’s capital from Rio de Janeiro to Brasilia
Pittsburgh, Pennsylvania: Early function connected to defense, then became steel-manufacturing center, later shifted to diverse services (financial, light manufacturing)
New York City: Changes in trade patterns—coastal and transatlantic trade, trade from the Great Lakes via the Erie Canal, worldwide trade and finances
Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by c) describing the unique influence of urban areas and challenges they face.
Essential Understandings Essential Knowledge
Urban populations exercise a powerful influence in shaping the world’s cultural, political, and economic ideas and systems. Urban development may lead to problems related to human mobility, social structure, and the environment.
Influences of urban areas on their regions and countries
Nation-building (monuments, symbols)
Transportation/communication hubs
Magnets for migration
Seedbeds of new ideas and technologies
Diversity, leading to creativity in the arts
Universities, educational opportunities
Corporate headquarters, regional offices
Media centers (news, entertainment) Problems associated with growth of urban areas
Transportation problems emerge, especially as automobile travel increases.
Rich and poor neighborhoods exist in different areas, isolated from one another.
Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a problem (e.g., for cities in Latin America, Africa, and Asia).
Air, water, and noise pollution increase.
Sprawl results in conversion of agricultural land to urban uses, especially in North America. In developing countries, major cities are connected more to regions outside the country than to regions within the country.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT VIII: Russia and Central Asia
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.8
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The student will analyze the characteristics of the Russian and Central Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.16 The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; and c) describing the unique influence of urban areas and challenges they face. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How has past and present political unrest affected the former Soviet Republics?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
PREVIEW ACTIVITY: In this preview the teacher projects two political maps: one of the Soviet Union, 1991 and the former Soviet Union, 1992. The teacher then asks a series of spiral questions that help students read the maps for meaning. The map and instructions can be found in the folder titled, Unit VIII: Russia and Central Asia.
https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
CV. Introduction to Geography 4-5 days September
CVI. Physical Geography and Geographic Skills 20 days September
CVII. Cultural Geography 10-15 days October
CVIII. Demographics, Economics and Political Geography 25 days November/December
CIX. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
CX. Latin America and the Caribbean 15 days
CXI. Europe 10 days
CXII. Russia and Central Asia 4 days
CXIII. Sub-Saharan Africa 15 days
CXIV. North Africa and Southwest Asia 10 days
CXV. South and Southeast Asia 15 days
CXVI. East Asia 15 days
CXVII. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Girl of Kosovo by Alice Mead. Based on a true story, a testimony to the horrors of war, and a powerful account of human resilience and the process of overcoming bitterness. Teenage Refugees from Eastern Europe Speak Out by Carl Rollyson. Teenagers from Eastern European countries tell their own stories of life after the fall of communism. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVD Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028
CultureGrams database World History in Context database
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
Tundra Icons Eurasia Heavy Industry Peter the Great
Taiga Matryoshka dolls Siberia Kremlin Privatization
Steppe Mosques Bolshevik Revolution Lake Baykal Red Square
Chernozem Minarets Catherine the Great Light Industry Soviet
Fertile Triangle Tran-Siberian Railroad Contaminate Meltdown Toxic
Permafrost Chernobyl (pollution) Coup Capitalism
Tsar/Czar Aral Sea Ethnic Minority Nationalism
Communism Confluence site Free Market Economy Nuclear Power
Command economy Ural Mountains Glasnost Perestroika
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.
A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.8a
The student will analyze the characteristics of the Russian and Central Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
Asia is the largest continent, covering one-third of Earth’s land area. Russia and Central Asia occupy flat plains that stretch across the western and central areas, while the southern and eastern areas are mountainous.
Major countries
Russia
Kazakhstan
Uzbekistan
Turkmenistan Major cities
Moscow
St. Petersburg
Novosibirsk
Vladivostok
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.8b
The student will analyze the characteristics of the Russian and Central Asian regions by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
Asia makes up the eastern portion of Eurasia. Varied physical and environmental features greatly influence the abundance and use of Asia’s natural resources.
Major physical and environmental features
Vast land area: Spans two continents (Europe and Asia)
Vast areas of tundra, taiga, and steppe
Varied climatic regions
Permafrost found in high latitudes
Black earth belt (rich chernozem soil)
Mountains (e.g., Ural Mountains, which divide Europe from Asia, Caucasus)
Siberia (“the sleeping land”), located east of the Urals
Water features o Volga River o Ob River o Amur River o Lake Baikal o Caspian Sea o Aral Sea o Pacific Ocean o Arctic Ocean
Some rivers flow northward to the Arctic Ocean
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.8c
The student will analyze the characteristics of the Russian and Central Asian regions by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
Within the past 100 years, Russia and Central Asia have experienced long periods of economic and political change.
Economic characteristics
Transition from command economy to a limited market economy
Farming and industry concentrated in the Fertile Triangle region, rich chernozem soils (wheat farming)
Infrastructure: Trans-Siberian Railway, systems of rivers, canals, and railroads
Energy resources: Hydroelectric power, oil, natural gas
Exporters of oil, natural gas, and mineral resources
Russian natural resources not fully developed due to climate, limited transportation links, and vastness of the country
Foreign competition for investment in the region (oil pipelines)
Widespread pollution due to growth in industry
Shrinking of the Aral Sea, declining cotton production in Central Asia
Political and economic difficulties after the breakup of the Soviet Union
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.8d
The student will analyze the characteristics of the Russian and Central Asian regions by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
A massive area, extremes in climate, and historic events have created a diverse cultural landscape that combines the customs and traditions of various ethnic groups.
Cultural influences
Diverse ethnic groups, customs, and traditions (many people of Turkic and Mongol heritage) Cultural heritage
Ballet
Fabergé eggs
Music
Icons
Matryoshka dolls Cultural landscape
Russian Orthodox churches (e.g., St. Basil’s Cathedral, Moscow)
Red Square
The Kremlin
Mosques, minarets
Siberian villages
Soviet-style apartment blocks
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region;
Essential Understandings Essential Knowledge
Site and situation are important geographic concepts when studying the growth of cities. Patterns of urban development occur according to site and situation.
Terms to know
site: The actual location of a city
situation: Relative location (i.e., the location of a city with respect to other geographic features, regions, resources, and transport routes)
Examples of site (local characteristics)
Harbor sites: New York City; Istanbul, Turkey
Island sites: Hong Kong; Singapore
Fall line site: Richmond, Virginia
Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
Hilltop sites: Rome; Athens
Oasis site: Damascus, Syria
Sites where rivers narrow: London; Québec City Examples of situation (regional/global connections)
Baghdad: Command of land between the Tigris and Euphrates rivers
Istanbul: Command of straits and land bridge to Europe
Mecca, Saudi Arabia; Varanasi (Benares), India: Focal point of pilgrimage
Cape Town, South Africa; Hawaii, United States: Supply station for ships
Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time;
Essential Understandings Essential Knowledge
The functions of towns and cities change over time.
Functions of towns and cities
Security, defense
Religious centers
Trade centers (local and long distance)
Government administration
Manufacturing centers
Service centers
Education centers Examples of cities whose functions have changed over time
Rio de Janeiro: Move of Brazil’s capital from Rio de Janeiro to Brasilia
Pittsburgh, Pennsylvania: Early function connected to defense, then became steel-manufacturing center, later shifted to diverse services (financial, light manufacturing)
New York City: Changes in trade patterns—coastal and transatlantic trade, trade from the Great Lakes via the Erie Canal, worldwide trade and finances
Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by c) describing the unique influence of urban areas and challenges they face.
Essential Understandings Essential Knowledge
Urban populations exercise a powerful influence in shaping the world’s cultural, political, and economic ideas and systems. Urban development may lead to problems related to human mobility, social structure, and the environment.
Influences of urban areas on their regions and countries
Nation-building (monuments, symbols)
Transportation/communication hubs
Magnets for migration
Seedbeds of new ideas and technologies
Diversity, leading to creativity in the arts
Universities, educational opportunities
Corporate headquarters, regional offices
Media centers (news, entertainment) Problems associated with growth of urban areas
Transportation problems emerge, especially as automobile travel increases.
Rich and poor neighborhoods exist in different areas, isolated from one another.
Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a problem (e.g., for cities in Latin America, Africa, and Asia).
Air, water, and noise pollution increase.
Sprawl results in conversion of agricultural land to urban uses, especially in North America. In developing countries, major cities are connected more to regions outside the country than to regions within the country.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT IX: Sub-Saharan Africa
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.9
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The student will analyze the characteristics of the Sub-Saharan African region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How does Africa’s physical and human geography impact Africa today? PREVIEW ACTIVITY: Students will take a true or false “quiz” on Sub-Saharan Africa. This “quiz” serves an anticipation guide of the content covered in the unit. Students will take notes at they review the answers. See the quiz and answer sheet for details: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
CXVIII. Introduction to Geography 4-5 days September
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
CXIX. Physical Geography and Geographic Skills 20 days September
CXX. Cultural Geography 10-15 days October
CXXI. Demographics, Economics and Political Geography 25 days November/December
CXXII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
CXXIII. Latin America and the Caribbean 15 days
CXXIV. Europe 10 days
CXXV. Russia and Central Asia 4 days
CXXVI. Sub-Saharan Africa 15 days
CXXVII. North Africa and Southwest Asia 10 days
CXXVIII. South and Southeast Asia 15 days
CXXIX. East Asia 15 days
CXXX. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Things Fall Apart by Chinua Achebe. The simple story of a man living in a Nigerian village during European occupation. Waiting for the Rain by Sheila Gordon. A collection of 10 short stories about South Africa, 5 by black, 5 by white South Africans. The Return by Sonia Levitin. Desta and other members of her Beta Yisorel family (black Jews suffering discrimination in Ethiopia) finally flee the country and reach Israel through Operation Moses. Journey to Jo’burg by Beverley Naidoo. During South Africa’s apartheid era, two youngsters trek to Johannesburg to find their mother and save their little sister. A Long Way Gone by Ishmael Beah. Chilling memoir of a child soldier in Sierra Leone that tells the personal story of Ishmael’s life in the army, his escape, and finally his rehabilitation following years of abuse, murder, and war. A Long Walk to Water by Linda Sue Park Details the conflict in Sudan between tribes, the refugee conflict, and the lengths women must go to to fetch fresh water on a daily basis. Highlights the story of a native son who travels from his country only to return to build wells to help his people. Accessible for all reading levels. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS Danger of a Single Story - In this Ted Talk, Chimamanda Ngozi Adichie describes her experience growing up in Nigeria. She discusses stereotypes and cautions the audience about using one person to represent a region. It can be accessed using the following link: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story God Grew Tired of Us - DVD - This is the story of the Lost Boys (from Sudan). It shows their migration, life as refugees, and struggles with acculturating to life in the United States.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The Good Lie - DVD - Sudanese refugees make their way to Kansas City and experience the ups and downs of life here in America while searching for family back in Sudan and Kenya. Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Invictus - DVD - Nelson Mandela and the South African Rugby. Tells the story of how Mandela managed to bring unity to South Africa after apartheid by rallying behind the South African team as they struggle to win the World Cup. Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Plateau Cash crops African Union (AU) Food Crops Nomadic herding
Escarpments Food crops Islam Raw Materials Slash-and-burn agriculture
Cataracts Infrastructure Nomadic Genocide Sahel
Landlocked Per capita income Pastoralism Despot Colonization
Desertification Refugees Rift Valley Dictator Mosques
Subsistence agriculture Griots Deforestation Apartheid Minarets
Sanction Plantation agriculture Escarpments World Bank Cash Crops
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.
A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.9a
The student will analyze the characteristics of the Sub-Saharan African region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
Africa is the second-largest continent and is situated over both sides of the equator, which provides for the variation in its vegetation, climate, and population structures. Sub-Saharan Africa’s economic and political development has been influenced by colonialism, local African cultures, and changes in the gold-trading empires.
Major regions and countries
West Africa: Senegal, Mali, Niger, Nigeria, Côte d’Ivoire
Horn of Africa: Ethiopia, Somalia, Kenya
Central Africa: Tanzania, Rwanda, Democratic Republic of Congo, Gabon
Southern Africa: Botswana, South Africa, Mozambique, Madagascar, Namibia Major cities
Lagos
Dakar
Johannesburg
Nairobi
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.9b
The student will analyze the characteristics of the Sub-Saharan African region by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
Although the continent of Africa is covered by an enormous plateau, the Sub-Saharan African region contains very distinctive landforms, water features, and landlocked countries.
Major physical and environmental features
Continent composed of a huge plateau, escarpments
River transportation impeded by waterfalls, rapids, and cataracts
Location of equator through middle of region; similar climatic patterns north and south of the equator
Smooth coastline; few harbors
Large number of landlocked countries
Limited fertility of rain-forest soils
Limited water resources
Kalahari, Namib, and Sahara Deserts
Sahel
Desertification
Bodies of water o Nile River o Zambezi River o Niger River o Congo River o Atlantic Ocean o Indian Ocean o Red Sea o Lake Victoria
Nature preserves and national parks
Great Rift valley o Mt. Kilimanjaro o Victoria Falls
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.9c
The student will analyze the characteristics of the Sub-Saharan African region by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
The limited economic development of the Sub-Saharan economy can be traced to many historical factors. Colonial governments, for example, structured many national economies to become mineral or commodity exporters. These economies are dependent on imports for equipment, capital goods, consumer goods, and technology.
Economic characteristics
Large percentage of population engaged in agriculture (primary activity)
Subsistence agriculture
Nomadic herding
Slash-and-burn agriculture
Plantation agriculture
Cash crops and food crops
Poorly developed infrastructure
Substantial mineral wealth (diamonds, gold, and other metals)
Major exporters of raw materials
Wide range of per capita incomes
Productivity that lags behind population growth
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.9d
The student will analyze the characteristics of the Sub-Saharan African region by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
A variety of cultural traditions exist as a result of the diversity of ethnicities and populations throughout the region. This range of ethnicity can be found both from state to state and within states.
Cultural characteristics
Uneven population distribution
Many ethnic groups, languages, and customs
Large numbers of refugees as a result of political, ethnic, and environmental crises
Knowledge of history through oral tradition (i.e., through griots) Cultural heritage
Masks
Sculpture
Dance
Music, drumming
Colorful traditional dress
Jewelry
Griots Cultural influences
European influences from colonization and decolonization have greatly influenced the region. Cultural landscape
Markets
Churches
Mosques, minarets
Villages
Modern city cores and schools
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
UNIT X: North Africa and Southwest Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.10 The student will analyze the characteristics of the North African and Southwest Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.16 The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; and c) describing the unique influence of urban areas and challenges they face. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): Is the Middle East destined to be a region of conflict?
PREVIEW ACTIVITY: Students will take a true or false “quiz” on North Africa and Southwest Asia. This “quiz” serves an anticipation guide of the content covered in the unit. Students will take notes at they review the answers. See the quiz and answer sheet for details: https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT TIME FRAME DATES
CXXXI. Introduction to Geography 4-5 days September
CXXXII. Physical Geography and Geographic Skills 20 days September
CXXXIII. Cultural Geography 10-15 days October
CXXXIV. Demographics, Economics and Political Geography 25 days November/December
CXXXV. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
CXXXVI. Latin America and the Caribbean 15 days
CXXXVII. Europe 10 days
CXXXVIII. Russia and Central Asia 4 days
CXXXIX. Sub-Saharan Africa 15 days
CXL. North Africa and Southwest Asia 10 days
CXLI. South and Southeast Asia 15 days
CXLII. East Asia 15 days
CXLIII. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Habibi by Naomi Shihab Nye. 14 -year old Palestinian American Liyana Abboud must learn to fit into a new world and understand the political conflicts when her family moves from St. Louis to Jerusalem. Children of Israel, Children of Palestine: Our Own True Stories by Laurel Holliday. What is it like to grow up in the war zone of the Middle East? That is the subject of this collection, which begins with memories about childhood before the 1948 war and ends with accounts of young Palestinians and Israelis growing up now. Santa Claus in Baghdad by Elsa Marston. Collection of 8 tales based in the Middle East that dispel stereotypes and provide a glimpse of what it’s like to be a young person in the Arab world today. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS To Die in Jerusalem – DVD – This HBO documentary explores the Palestinian-Israeli conflict through the personal loss of two families. Children of Heaven - DVD - This is an Iranian foreign film that shows life in a developing country. Conflict Zone- YouTube - National Geographic documentary examining the Arab-Israeli conflict. 4 parts Maps of War - In less than two minutes, this website has a great visual of the major world religions, as well as the imperial history of the Middle East. It can be accessed using the following link: http://mapsofwar.com/ Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028
CultureGrams database
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Steppes Canal Bazaars League of Arab States Theocracy
Strait Guest workers Suq/Souk Aswan High Dam Secularism
Peninsula Sea lanes Middle East Desalinization Embargo
Alluvial soils Urbanization Land bridge Minarets Islam
Delta regions Modernization Strait OPEC Christianity
Oases Monotheistic Oasis site Qu’ran (Koran) Judaism
Wadis Nomadic Imam Partition
Pastoralism Mosques Sect Autonomy
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.
A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.10a
The student will analyze the characteristics of the North African and Southwest Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
Known also as the Middle East, the North African and Southwest Asian regions are comprised of various countries on two continents.
Major regions and countries
North Africa o Morocco, Libya, Egypt, Sudan
Southwest Asia o Turkey, Syria, Israel, Saudi Arabia, Kuwait, Qatar, United Arab Emirates (UAE), Iraq, Iran,
Afghanistan Major cities
Baghdad
Cairo
Istanbul
Jerusalem
Mecca
Tehran
Dubai
Rabat
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.10b
The student will analyze the characteristics of the North African and Southwest Asian regions by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
Physical and environmental features such as peninsulas, mountains, rivers, seas, and deserts have created borders, influenced interactions, and led to isolation.
Major physical and environmental features
Crossroads of Europe, Africa, and Asia
Desert and semiarid climates: Sahara, steppes
Mountains o Atlas o Taurus o Zagros
Water features o Mediterranean Sea o Red Sea o Black Sea o Persian/Arabian Gulf o Strait of Hormuz o Bosporus Strait o Dardanelles Strait o Nile River o Tigris River o Euphrates River
Seasonal flooding, alluvial soils, delta regions, oases, wadis
Peninsulas o Sinai o Arabian
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.10c
The student will analyze the characteristics of the North African and Southwest Asian regions by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
Most of the economies in North Africa and Southwest Asia are dominated by the petroleum industry.
Economic characteristics
Heavy reliance on primary economic activity (oil drilling, agriculture, pastoralism)
Major producer of the world’s oil
Oil revenues: Positive and negative effects
Organization of the Petroleum Exporting Countries (OPEC)
Water: The region’s most precious resource
Great variation in standard of living, ranging from very high to poverty-stricken
Regional conflicts; political unrest that affects tourism
Aswan High Dam: Positive and negative effects
Suez Canal: Enhanced shipping routes in the region
Guest workers
Wide range of per capita incomes and levels of development
Contemporary trade routes (sea lanes)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.10d
The student will analyze the characteristics of the North African and Southwest Asian regions by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
The cultural landscapes of the North African and Southwest Asian regions are influenced by religious traditions and ongoing modern conflicts.
Cultural influences
Rapid urbanization
Modernization centered in urban areas while traditional life continues in rural areas
Population unevenly distributed
Arab countries and Arabic language
Non-Arab countries: Turkey, Iran, and Israel
Birthplace of three major monotheistic religions: Judaism, Christianity, and Islam
Conflict over Israel/Palestine
Nomadic lifestyles
Art that reflects the diversity of religions (e.g., stained glass, geometric tiles, calligraphy, mosaics, prayer rugs)
Cultural landscape
Mosques, minarets
Church of the Holy Sepulcher
Hagia Sophia
Bazaars, suqs (souks)
Western Wall
Dome of the Rock
Kaaba
Pyramids
Walled cities
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region;
Essential Understandings Essential Knowledge
Site and situation are important geographic concepts when studying the growth of cities. Patterns of urban development occur according to site and situation.
Terms to know
site: The actual location of a city
situation: Relative location (i.e., the location of a city with respect to other geographic features, regions, resources, and transport routes)
Examples of site (local characteristics)
Harbor sites: New York City; Istanbul, Turkey
Island sites: Hong Kong; Singapore
Fall line site: Richmond, Virginia
Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
Hilltop sites: Rome; Athens
Oasis site: Damascus, Syria
Sites where rivers narrow: London; Québec City Examples of situation (regional/global connections)
Baghdad: Command of land between the Tigris and Euphrates rivers
Istanbul: Command of straits and land bridge to Europe
Mecca, Saudi Arabia; Varanasi (Benares), India: Focal point of pilgrimage
Cape Town, South Africa; Hawaii, United States: Supply station for ships
Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time;
Essential Understandings Essential Knowledge
The functions of towns and cities change over time.
Functions of towns and cities
Security, defense
Religious centers
Trade centers (local and long distance)
Government administration
Manufacturing centers
Service centers
Education centers Examples of cities whose functions have changed over time
Rio de Janeiro: Move of Brazil’s capital from Rio de Janeiro to Brasilia
Pittsburgh, Pennsylvania: Early function connected to defense, then became steel-manufacturing center, later shifted to diverse services (financial, light manufacturing)
New York City: Changes in trade patterns—coastal and transatlantic trade, trade from the Great Lakes via the Erie Canal, worldwide trade and finances
Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by c) describing the unique influence of urban areas and challenges they face.
Essential Understandings Essential Knowledge
Urban populations exercise a powerful influence in shaping the world’s cultural, political, and economic ideas and systems. Urban development may lead to problems related to human mobility, social structure, and the environment.
Influences of urban areas on their regions and countries
Nation-building (monuments, symbols)
Transportation/communication hubs
Magnets for migration
Seedbeds of new ideas and technologies
Diversity, leading to creativity in the arts
Universities, educational opportunities
Corporate headquarters, regional offices
Media centers (news, entertainment) Problems associated with growth of urban areas
Transportation problems emerge, especially as automobile travel increases.
Rich and poor neighborhoods exist in different areas, isolated from one another.
Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a problem (e.g., for cities in Latin America, Africa, and Asia).
Air, water, and noise pollution increase.
Sprawl results in conversion of agricultural land to urban uses, especially in North America. In developing countries, major cities are connected more to regions outside the country than to regions within the country.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT XI: South and Southeast Asia
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.11
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The student will analyze the characteristics of the South Asian and Southeast Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: There are both costs and benefits of globalization to a nation’s economy, policies, demographics, and culture. CONCEPTUAL UNIT QUESTION (Essential Question): Do the benefits of globalization outweigh its costs? PREVIEW ACTIVITY: Students will explore the impact of globalization by looking at their shirt, shoes, and cars. See the activity for details. https://drive.google.com/open?id=0BySl24GaKHVdMDlCc19rWVNzRFk
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
CXLIV. Introduction to Geography 4-5 days September
CXLV. Physical Geography and Geographic Skills 20 days September
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
CXLVI. Cultural Geography 10-15 days October
CXLVII. Demographics, Economics and Political Geography 25 days November/December
CXLVIII. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
CXLIX. Latin America and the Caribbean 15 days
CL. Europe 10 days
CLI. Russia and Central Asia 4 days
CLII. Sub-Saharan Africa 15 days
CLIII. North Africa and Southwest Asia 10 days
CLIV. South and Southeast Asia 15 days
CLV. East Asia 15 days
CLVI. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Homeless Bird by Gloria Whelan. 13-year old Koly journeys from poverty in rural India to an arranged marriage to widowhood and independence in the holy city of Vrindavan. Rice without Rain by Minfong Ho. After social rebels convince the headman of a small village in northern Thailand to resist the land rent, his 17-year-old daughter Jinda finds herself caught up in the student uprising in Bangkok. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Typhoons Subsistence agriculture Batik Hinduism Deforestation
Tsunamis Commercial agriculture Mosques Islam Global market
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Monsoons Environmental
degradation Minarets Christianity Plateau
Arable land Green revolution Pagodas Taj Mahal Densely populated
Strait Rural Temples Ankor Wat Sparsely populated
ASEAN Urban Shrines Buddhism Polytheism
Stupa Terraced rice fields
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.
A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.11a
The student will analyze the characteristics of the South Asian and Southeast Asian regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
South Asia consists of countries that reach from eastern India to China. Southeast Asian island nations in the Pacific, South Asia, and Southeast Asia are extensions of the Asian continent.
Major regions and countries
South Asia o Pakistan o Nepal o Bangladesh o India
Southeast Asia o Philippines o Indonesia o Thailand o Cambodia o Myanmar (Burma) o Vietnam o Singapore
Major cities
New Delhi
Mumbai
Bangkok
Islamabad
Manila
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.11b
The student will analyze the characteristics of the South Asian and Southeast Asian regions by b) describing major physical and environmental features.
Essential Understandings Essential Knowledge
There are varying physical features that distinguish the mainland from the islands of the South Asian and Southeast Asian regions. The region lies between the tropics, with temperatures that are generally warm.
Major physical and environmental features
Influence of mountains on population, settlements, movement, and climate
Mountains o Himalayas o Western and Eastern Ghats o Hindu Kush
Varied climatic regions, ranging from low- to middle-latitude climates
Natural hazards: Flooding, typhoons, volcanic eruptions, earthquakes, and tsunamis
Influence of wind and water (rivers, seas, ocean currents, and monsoons) on agriculture, trade, and transportation
Bodies of water o Arabian Sea o Indian Ocean o Bay of Bengal o Ganges River o Indus River o Brahmaputra River o Mekong River o Straits of Malacca
Abundant arable land
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.11c
The student will analyze the characteristics of the South Asian and Southeast Asian regions by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
The economies of South and Southeast Asia have seen rapid integration into the global economy, which has led to many benefits and challenges.
Economic characteristics
Varied economies in the region, ranging from subsistence and commercial agriculture to high-tech industrial manufacturing and service industries
Increased participation in global markets
Environmental degradation
Deforestation
Fishing
ASEAN (Association of Southeast Asian Nations)
Rice, tropical crops, cotton, tea
Green revolution
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.11d
The student will analyze the characteristics of the South Asian and Southeast Asian regions by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
A distinctive feature of the region is its cultural diversity. In the past, differences in the physical environment have enabled various areas to develop in isolation and adapt to the environment. Over the years, external influences have given way to a blend of different customs and traditions.
Cultural influences
Areas of extremely dense and sparse population
Contrast between rural and urban areas
Religious diversity: Hinduism, Islam, Buddhism, Christianity
Religious conflicts (Hindu vs. Muslim) Cultural heritage
Silks
Batik
Jewels Cultural landscape
Taj Mahal
Angkor Wat
Mosques, minarets
Pagodas
Temples and shrines
Terraced rice fields
Stupas
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT XII: East Asia
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.12
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The student will analyze the characteristics of the East Asian region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.16 The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; and c) describing the unique influence of urban areas and challenges they face. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How does a nation address the challenges of a growing or shrinking population?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
PREVIEW ACTIVITY: Ask students, “Given what you know about population changes (as studied in the Demographics Unit) so far, predict what might be some challenges of a growing or shrinking population.” You might consider dividing the class in half, assigning one half to answer the growing population question and the other half the shrinking population issue. Have several students share their responses. Then explain that students will be studying this region focusing in on countries that are addressing the issues that come with a growing (China) and shrinking (Japan) populations.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIME FRAME
DATES
CLVII. Introduction to Geography 4-5 days September
CLVIII. Physical Geography and Geographic Skills 20 days September
CLIX. Cultural Geography 10-15 days October
CLX. Demographics, Economics and Political Geography 25 days November/December
CLXI. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
CLXII. Latin America and the Caribbean 15 days
CLXIII. Europe 10 days
CLXIV. Russia and Central Asia 4 days
CLXV. Sub-Saharan Africa 15 days
CLXVI. North Africa and Southwest Asia 10 days
CLXVII. South and Southeast Asia 15 days
CLXVIII. East Asia 15 days
CLXIX. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Year of Impossible Goodbyes by Sook Nyul Choi. A North Korean family barely survives the Japanese occupation during WWII, only to find that after the war, they must flee Russian Communists. Traveling Man: The Journey of Ibn Battuta by James Rumford. Readers join the Marco Polo of the Islamic world on his epic 14th century journey from Morocco to China. Chinese Cinderella by Adeline Yen Mah. The author returns to her roots to paint an authentic portrait of twentieth century China as well as to tell the story of her painful childhood and her courage and triumph over despair. Red Scarf Girl by Ji-li Jiang. Memoir from China’s Cultural Revolution through the eyes of the 12-year old author. Boy on the Lion Throne: The Childhood of the 14th Dalai Lama by Elizabeth Cody Kimmel. The book chronicles the Dalai Lama’s life from a simple mountain village to the thousand-room Potala Palace, as well as his perilous escape into exile. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
DVDS Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world. Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
http://www.gapminder.org/ This site contains graphs of demographics. The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.
Subsistence agriculture Pagodas Archipelago Environmental Degradation
Harbor sites
Commercial agriculture Temples Ring of Fire Densely populated Confucianism
Global Market Shrines Loess Sparsely populated Daoism
Shipping Magnets Terraced rice fields Three Gorges Dam Ideograms Shintoism
Deforestation Island site Ancestors Proliferation Demilitarized Zone (DMZ)
Seismic Alluvial Plain
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.
A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.12a
The student will analyze the characteristics of the East Asian region by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
The physical landscape of East Asia includes peninsulas and archipelagos.
Major countries
Mongolia
China (People’s Republic of China)
Japan
Taiwan (Republic of China)
North Korea
South Korea Major cities
Tokyo
Beijing
Shanghai
Hong Kong
Seoul
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.12b
The student will analyze the characteristics of the East Asian region by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
The vast land expanses of East Asia include plateaus, plains, basins, foothills, mountains, and varied waterways.
Major physical and environmental features
Influence of mountains on population, settlements, movement, and climate o Mountains: Himalayas and Mount Fuji o Flooding and wind
Varied climatic regions, ranging from low- to middle-latitude climates
Natural hazards: Typhoons, volcanic eruptions, earthquakes, and tsunamis
Bodies of water o Pacific Ocean o Sea of Japan/East Sea o Yangtze River (Chang Jiang) o Yellow River (Huang He) o South China Sea
Abundant arable land o Loess o Plateau of Tibet o Gobi Desert
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.12c
The student will analyze the characteristics of the East Asian region by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
Many East Asian countries are a crucial link in the production network and are under competitive pressure. Their cooperative relations with neighboring countries put them in a position to upgrade their industrial capabilities from low-tech to high-tech.
Economic characteristics
Varied economies in the region, ranging from subsistence and commercial agriculture, to high-tech industrial manufacturing, to service jobs
Strong participation in global markets
Automotive
Electronics
Shipping magnates
China is in transition from a centrally planned economy
Environmental degradation
Deforestation
Fishing
Rice
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.12d
The student will analyze the characteristics of the East Asian region by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
The East Asian region traces its cultural landscape back to ancient civilizations that arose in China and influenced the region.
Cultural influences
Areas of both extremely dense and sparse population
Contrast between rural and urban areas
Religious diversity: Buddhism, Christianity, Taoism, Shintoism, Confucianism
Respect for ancestors Cultural heritage
Silks
Wood and ivory carvings
Ideograms, unique alphabets Cultural landscape
Great Wall of China
Pagodas
Temples and shrines
Terraced rice fields
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16a
The student will apply social science skills to analyze the patterns of urban development by a) applying the concepts of site and situation to major cities in each region;
Essential Understandings Essential Knowledge
Site and situation are important geographic concepts when studying the growth of cities. Patterns of urban development occur according to site and situation.
Terms to know
site: The actual location of a city
situation: Relative location (i.e., the location of a city with respect to other geographic features, regions, resources, and transport routes)
Examples of site (local characteristics)
Harbor sites: New York City; Istanbul, Turkey
Island sites: Hong Kong; Singapore
Fall line site: Richmond, Virginia
Confluence sites: Khartoum, Sudan; Pittsburgh, Pennsylvania
Hilltop sites: Rome; Athens
Oasis site: Damascus, Syria
Sites where rivers narrow: London; Québec City Examples of situation (regional/global connections)
Baghdad: Command of land between the Tigris and Euphrates rivers
Istanbul: Command of straits and land bridge to Europe
Mecca, Saudi Arabia; Varanasi (Benares), India: Focal point of pilgrimage
Cape Town, South Africa; Hawaii, United States: Supply station for ships
Novosibirsk, Vladivostok: Cities that grew up along the Trans-Siberian Railway
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16b
The student will apply social science skills to analyze the patterns of urban development by b) explaining how the functions of towns and cities have changed over time;
Essential Understandings Essential Knowledge
The functions of towns and cities change over time.
Functions of towns and cities
Security, defense
Religious centers
Trade centers (local and long distance)
Government administration
Manufacturing centers
Service centers
Education centers Examples of cities whose functions have changed over time
Rio de Janeiro: Move of Brazil’s capital from Rio de Janeiro to Brasilia
Pittsburgh, Pennsylvania: Early function connected to defense, then became steel-manufacturing center, later shifted to diverse services (financial, light manufacturing)
New York City: Changes in trade patterns—coastal and transatlantic trade, trade from the Great Lakes via the Erie Canal, worldwide trade and finances
Mining towns, “ghost” towns: Resource depletion, changes in the environment
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.16c
The student will apply social science skills to analyze the patterns of urban development by c) describing the unique influence of urban areas and challenges they face.
Essential Understandings Essential Knowledge
Urban populations exercise a powerful influence in shaping the world’s cultural, political, and economic ideas and systems. Urban development may lead to problems related to human mobility, social structure, and the environment.
Influences of urban areas on their regions and countries
Nation-building (monuments, symbols)
Transportation/communication hubs
Magnets for migration
Seedbeds of new ideas and technologies
Diversity, leading to creativity in the arts
Universities, educational opportunities
Corporate headquarters, regional offices
Media centers (news, entertainment) Problems associated with growth of urban areas
Transportation problems emerge, especially as automobile travel increases.
Rich and poor neighborhoods exist in different areas, isolated from one another.
Providing essential services (e.g., fresh water, sewage disposal, electricity, schools, clinics) becomes a problem (e.g., for cities in Latin America, Africa, and Asia).
Air, water, and noise pollution increase.
Sprawl results in conversion of agricultural land to urban uses, especially in North America. In developing countries, major cities are connected more to regions outside the country than to regions within the country.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT XIII: Australia and Pacific Islands
STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL WG.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by: a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments; b) using geographic information to determine patterns and trends to understand world regions; c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions; d) evaluating sources for accuracy, credibility, bias, and propaganda; e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives; f) explaining indirect cause-and-effect relationships to understand geospatial connections; g) analyzing multiple connections across time and place; h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places; b) describing how humans influence the environment and are influenced by it; and c) explaining how technology affects one’s ability to modify and adapt to the environment. SOL WG.3 The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels; b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants; c) analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; d) explaining how different cultures use maps and place names to reflect their regional perspectives; and e) developing and refining mental maps of world regions. SOL WG.4 The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions; b) showing the influence of resources on patterns of economic activity and land use; and c) evaluating perspectives regarding the use of resources. SOL WG.13
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
The student will analyze the characteristics of the Australian and Pacific Islands regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes; b) describing major physical and environmental features; c) explaining important economic characteristics; and d) recognizing cultural influences and landscapes. SOL WG.14 The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development; b) distinguishing between developed and developing countries; and c) comparing and contrasting the level of economic development to the standard of living and quality of life. SOL WG.15 The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
and b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions. SOL WG.17 The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade; b) describing ways that economic and social interactions change over time; and c) mapping, describing, and evaluating economic unions. SOL WG.18 The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions; and b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
ENDURING UNDERSTANDING: Cultural identity defines this region. When cultures interact, they sometimes adopt and adapt to each other’s customs or characteristics. Both colonization and globalization impacts the region. Development is often connected to natural resources. CONCEPTUAL UNIT QUESTION (Essential Question): How does location shape life within the borders of island and island nations? PREVIEW ACTIVITY: Have students list animals they associate with Australia. List some of the animals as students share out. Share that some animals (rabbits and toads) were introduced to Australia and have become invasive species to the island due to lack of predators. Project a world map with Australia and the Pacific Islands circled. Ask students explain how it’s location in the world and the fact it is an island might impact life for a country like Australia. Connect the conversation to how they’ll study the location of Australia and the Pacific Islands and how it shapes their everyday lives.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
UNIT
TIME FRAME
DATES
CLXX. Introduction to Geography 4-5 days September
CLXXI. Physical Geography and Geographic Skills 20 days September
CLXXII. Cultural Geography 10-15 days October
CLXXIII. Demographics, Economics and Political Geography 25 days November/December
CLXXIV. United States and Canada 3 days The remaining units follow a regional approach. The sequence of regions varies depending on factors such as available resources within your school, current events, and integration with core subjects.
CLXXV. Latin America and the Caribbean 15 days
CLXXVI. Europe 10 days
CLXXVII. Russia and Central Asia 4 days
CLXXVIII. Sub-Saharan Africa 15 days
CLXXIX. North Africa and Southwest Asia 10 days
CLXXX. South and Southeast Asia 15 days
CLXXXI. East Asia 15 days
CLXXXII. Australia and Pacific Islands 1 day
LITERATURE AND OTHER RESOURCES: LITERATURE Mutiny on the Bounty by Charles Bernard Nordhoff. The famous 1787 mutiny of the crew of the Bounty, a British war vessel, against their infamous captain, William Bligh. Kon Tiki: Across the Pacific by Raft by Thor Heyerdahl. To prove that Polynesia could have been settled by pre-Incas from South America, the author and five men sailed across the Pacific on a replica of an ancient balsa-log raft. Scholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. It has great current event articles, editorial cartoons, and debate features. Useful for all units. DVDS Human Planet -DVD- These video clips highlight life (physical and cultural) around the world. The full compilation of videos can be accessed using the DVD but some video clips can be accessed using the following link: http://www.bbc.co.uk/nature/humanplanetexplorer/ Discovery Atlas – DVD – These videos come from the documentary television series on the Discovery Channel and focus on the cultural and natural aspects of featured countries: China, Italy, Brazil, Australia, Mexico, South Africa, India, France Japan, Egypt, and Russia. Each country feature is a 40-minute documentary that follows the lives and individual struggles of locals, while taking an in-depth look at the country’s history and culture. WEBSITES NewsELA https://newsela.com/ This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for all units. Sheppard Software http://www.sheppardsoftware.com/European_Geography.htm This website allows students to quiz themselves on maps of the world.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Sporcle www.sporcle.com This is a quiz site for practically everything including history and geography. Geoguessr www.geoguessr.com This is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken. Also uses Google Earth. Kahoot https://kahoot.it/#/ This allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able to download the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate! Quizlet https://quizlet.com Online flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. App available for iPhones and iPads. CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/ This site is great for researching demographics, economics and politics of all countries. Gapminder http://www.gapminder.org/ This site contains graphs of demographics.
The following databases are provided by APS library services: http://www.apsva.us/Page/13028 CultureGrams database World History in Context database Opposing Viewpoints in Context database TapQuiz Maps (app for studying country locations)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.
Vegetation Sparsely populated Alien Species Primary economic activities
Outback
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Volcanic islands Subsistence farming Endemic Species Tertiary economic
activities Maori
Coral islands Indigenous Atoll Quaternary economic activities
Aborigines
Continental islands Thatched-roof dwellings Marsupial Lagoon Oceania
Arid Continental Island Volcanic Island Coral Island
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVnFhdFUtdlliREE&usp=sharing SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,
and environments;
Essential Understandings Experiences may include but are not limited to the following:
Synthesizing involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study.
A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere.
Use a variety of sources to collect information about a location. Describe the impact of the location’s geography on its social and cultural development. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Databases o Primary sources o Diagrams
Examine and analyze information about cities, countries, regions, and environments. Use the information gathered to gain a new and deeper understanding of inhabitants, resources, land and water usage, transportation methods, and communications.
Examine and analyze geographic information and demographic data. Use the information gathered to gain a new and deeper understanding of economic development.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using geographic information to determine patterns and trends to understand world regions;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. Knowledge of geography and application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment for problem solving and historical understanding. The physical geography of a location had a direct impact on the lives of people in world regions and how they adapted to their environment. Five Themes of Geography Location: Defined according to its
position on the earth’s surface; where is it?
Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like?
Region: A unit on the earth's surface that has unifying characteristics; how are places similar or different?
Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another?
Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?
Use a variety of sources to collect information about a location. Describe how people have adapted to the earth’s features. Tools and sources to consider for data collection may include the following: o GIS (Geographic Information Systems) o Field work o Satellite images o Photographs o Maps, globes o Charts and graphs o Databases o Primary sources o Diagrams
Analyze the relationship between physical and human geography.
Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends.
Examine maps of a location before and after a major conflict to discuss how the conflict influenced the social, political, and economic landscapes of the region.
Use maps to explain how the location of resources influences the patterns, trends, and migration of the population.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
Essential Understandings Experiences may include but are not limited to the following:
Interpreting involves the process of explaining or translating information. Interpreting begins with observation of data and then requires students to extract significant information embedded within data in order to draw conclusions.
Interpret a variety of thematic maps to draw conclusions about a region or country.
Gather information from a variety of sources to create a chart or graph depicting characteristics of a world region.
Gather information about the push and pull factors of a region. Create a chart differentiating between economic, political, and social factors.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating sources for accuracy, credibility, bias, and propaganda;
Essential Understandings Experiences may include but are not limited to the following:
It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. The context from the time period of a primary or secondary source can influence the information included. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.
Develop criteria or questions to evaluate a source. Consider the following when evaluating a source: o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists
Select a current issue or regional concern. Explore multiple sources that report the same event, issue, or concern. Examine the information to determine the accuracy and validity of the sources. Events, issues, or concerns may include the following: o War conflict o Immigration o Environmental issues o Geographic boundaries
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
Essential Understandings Experiences may include but are not limited to the following:
The skill of comparing and contrasting perspectives involves breaking down information and then categorizing it into similar and dissimilar pieces.
Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from a variety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmental Web sites; social or political blogs with an environmental focus). Compare and contrast varying perspectives on the issue to gain an understanding of historical, cultural, political, and regional perspectives, including the following: o The impact on the inhabitants of the region o Policies to regulate, encourage, or discontinue activities
Create a post for a social media platform highlighting an issue of environmental concern or benefit.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
f) explaining indirect cause-and-effect relationships to understand geospatial connections;
Essential Understandings Experiences may include but are not limited to the following:
A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. There can be multiple causes and effects. An indirect cause-and-effect relationship usually takes time to establish. Such relationships are often unforeseen, unplanned, or connected to the main causes and effects. Explaining includes justifying why the evidence credibly supports the claim. Diversity creates a variety of perspectives, contributions, and challenges.
Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes. o Categorize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.
Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structures of o a region o standard of living/quality of life o developing/developed countries.
Create flow charts, storyboards, and timelines to explore multiple causes and effects.
Determine how the choices of selected people/groups influence o a region o standard of living/quality of life o developing/developed countries.
Examine both intended and unintended consequences of an event, including the following questions: o What was the context for the event to take place? o What actions were taken? o What was the result of these actions?
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) analyzing multiple connections across time and place;
Essential Understandings Experiences may include but are not limited to the following:
Analyzing includes identifying the important elements of a topic. Analytical thinking is further strengthened when connections are made between two or more topics.
Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue has changed over time. Organize significant historical events and people that have influenced the issue. Issues may include the following: o Movement o Region o Human-environment interactions o Location and place
Identify how cultures change to reflect the following: o Advancements o Conflicts o Diversity o Movements and migrations o Human-environment interactions
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
Essential Understandings Experiences may include but are not limited to the following:
Decision-making models serve several purposes. They can help us
make decisions for the future
better understand the choices people faced in the past
analyze the outcomes of the decisions that people already made.
Decision making involves determining relevant and irrelevant information. Effective decision-making models
compare the expected costs and benefits of alternative choices
identify the costs and benefits of specific choices made.
Incentives are actions or rewards that encourage people to act. When incentives change, behavior changes in predictable ways.
Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:
Use a cost-benefit analysis chart:
What are the consequences of ethanol fuel subsidies?
BEFORE THE CHOICE WAS MADE
Expected Costs Expected Benefits
Higher monetary costs Lower carbon dioxide emissions
AFTER THE CHOICE WAS MADE—OUTCOME
Unintended Consequences Intended Consequences
Since ethanol is made from corn (in the United States), using it for fuel increased food prices, especially the price of food for livestock. Furthermore, using more resources to grow corn leads to negative consequences for the environment, such as soil erosion, deforestation, and loss of biodiversity.
In Brazil and the United States, gasoline for cars now typically contains a certain percentage of ethanol. This decreases the emission of carbon dioxide from motor vehicles.
Decision:
Problem: Rural Brazilian residents making a choice to migrate
Criteria
Alternatives Income Family impact Transportation
Remain in the countryside
Move to megacities
Remain in the countryside and commute to megacities
Decision:
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;
Essential Understandings Experiences may include but are not limited to the following:
Plagiarism is the unauthorized use or theft of intellectual property. There are consequences of plagiarism, according to the guidelines established by local school divisions and the law.
Promote collaboration with others both inside and outside the classroom. Examples of collaboration may include the following: o Socratic Seminar o Two-way journaling o Digital media (e.g., videoconferences)
Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.
Provide other students with constructive feedback on written assignments via the peer-editing process.
Include the use of proper reference citations and distinguish one’s own ideas from information created or discovered by others.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings Experiences may include but are not limited to the following:
Experiences in the classroom provide opportunities for students to read, think, speak, and write about social science content. The skill of investigating involves acting like a detective—formulating questions and proactively setting out to try to answer them. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce. Student inquiry drives the design process. Specifically, students
formulate a question to investigate
create a goal/hypothesis
conduct research and collaborate with teacher and peers
revisit and revise the goal/hypothesis, if necessary
create a product
write a reflection on the process involved to arrive at the product.
Write a college admission essay for an archaeology program. Provide details in the essay about a specific region of interest. Discuss how the practice of archaeology has changed over time.
Create an online video presentation describing the interactions of humans with weather within a specific region at a specific point in time.
Create a gallery exhibit for the National Gallery of Art that illustrates the geography of a specific region at a specific point in time. Make recommendations for artifacts, documents, or displays to be included. Provide a justification for each item.
Write a letter of support on behalf of the United States for a U.S. ambassador of a region in turmoil due to movement and increases in the refugee population. The letter should acknowledge the social, political, economic, and geographic conditions of the region, how the region has been affected by the recent population increase, and the support the United States would be willing to provide.
Use interactive maps and satellite/aerial imagery of a region to write a proposal for an organization that will work to provide clean water to residents of an impoverished region. The proposal should highlight the rights and responsibilities of the citizens and the changes the region has experienced over time that have affected its clean water.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Climate is defined by certain characteristics. Climate patterns result from the interplay of common elements. Climatic regions have distinctive vegetation. Certain weather phenomena are unique to specific regions. Climate and weather phenomena affect how people live in different regions.
Climatic characteristics
Temperature
Precipitation
Seasons (hot/cold, wet/dry) Climatic elements
Influence of latitude
Influence of winds
Influence of elevation
Proximity to water
Influence of ocean currents World climatic regions
Low latitudes (e.g., tropical wet, tropical wet and dry, arid, semiarid, highland)
Middle latitudes (e.g., semiarid, arid, humid continental)
High latitudes (e.g., subarctic, tundra, icecap) Vegetation regions
Rain forest
Savanna
Desert
Steppe
Middle-latitude forest
Taiga
Tundra
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2a (continued)
The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;
Essential Understandings Essential Knowledge
Weather phenomena
Monsoons: South and Southeast Asia
Typhoons: Western Pacific Ocean
Hurricanes: Atlantic Ocean and Eastern Pacific Ocean
Tornadoes: United States Climate has an effect on
crops
clothing
housing
natural hazards.
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2b
The student will analyze how physical and ecological processes shape Earth’s surface by b) describing how humans influence the environment and are influenced by it;
Essential Understandings Essential Knowledge
Physical and ecological processes shape Earth’s surface. Humans both influence and are influenced by their environment.
Physical and ecological processes
Earthquakes
Floods
Volcanic eruptions
Erosion
Deposition Human impact on environment
Water diversion/management o Aral Sea o Colorado River o Dams (e.g., Aswan High Dam, Three Gorges Dam, Itaipu Dam) o Canals o Reservoirs o Irrigation
Landscape changes o Agricultural terracing (e.g., in China, Southeast Asia) o Polders (e.g., in the Netherlands) o Deforestation (e.g., in Nepal, Brazil, Malaysia) o Desertification (e.g., in Africa, Asia)
Environmental changes o Acid rain (e.g., forests in Germany, Scandinavia, China, Eastern North America) o Pollution (e.g., in Mexico City, Chernobyl; oil spills) o Potential climate change (e.g., changes in sea level, temperature, and weather patterns)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.2c
The student will analyze how physical and ecological processes shape Earth’s surface by c) explaining how technology affects one’s ability to modify and adapt to the environment.
Essential Understandings Essential Knowledge
Technology has expanded people’s ability to modify and adapt to their physical environment.
Influence of technology
Agriculture (e.g., fertilizers, mechanization)
Energy usage (e.g., fossil fuels, nuclear, hydroelectric, wind, solar)
Transportation (e.g., road building, railways, suburbs, mass/rapid transit, airport expansion) Environmental impact on humans
Settlement patterns
Housing materials
Agricultural activity
Types of recreation
Transportation patterns
Need for disaster planning
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3a
The student will apply the concept of a region by a) explaining how characteristics of regions have led to regional labels;
Essential Understandings Essential Knowledge
Regions are areas of Earth’s surface that share unifying characteristics. Regions may be defined by physical or cultural characteristics. Regional labels may reflect changes in people’s perceptions.
Regions are used to simplify the study and understanding of the world. Physical regions
Sahara
Taiga
Rain forest
Great Plains
Low Countries (Belgium, the Netherlands, and Luxembourg) Examples of cultural regions
Language o Latin America o Francophone world
Ethnic o Chinatowns o Kurdistan o Arab region
Religion o Islam o Buddhism o Roman Catholicism
Economic o Wheat belts o European Union (EU)
Political o North Atlantic Treaty Organization (NATO) o African Union (AU)
Regional labels reflecting changes in perceptions
Middle East
Sun Belt
Rust Belt
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3b
The student will apply the concept of a region by b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;
Essential Understandings Essential Knowledge
Regional landscapes are influenced by climate and underlying geology. Regional landscapes are influenced by the cultural and political characteristics of their inhabitants. Regional landscapes are influenced by human-environment interactions. Elements of the physical environment, such as major bodies of water and mountains, influence the economic and cultural characteristics of regions.
Physical characteristics
Landforms affect transportation, population distribution, and the locations of cities.
Water features and mountains act as natural political boundaries (e.g., Rio Grande, Pyrenees). Cultural characteristics
Architectural structures o Religious buildings (e.g., mosques, churches, synagogues, temples, pagodas) o Dwellings/housing
Human interactions with environment
Deforestation: Amazon Basin, Nepal, Malaysia
Acid rain: Black Forest
Decreased soil fertility: Aswan High Dam
Desertification: Africa, Asia
Impact of physical elements
Example: Major bodies of water o Rio Grande: Forms boundary o Ob River: Flows northward into the Arctic Ocean o Zambezi River: Provides water power o Ganges and Brahmaputra rivers: Are flood hazards
Example: Mountains o Rocky Mountains: Create rain shadows on leeward slopes o Himalayas: Block moisture, creating steppes and deserts in Central Asia
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD 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;
Essential Understandings Essential Knowledge
Cultural difference and similarities can link or divide regions. People closely identify with the cultural characteristics of their region of origin.
Language
Arab world: Arabic
Hispanic America: Spanish
Brazil: Portuguese
Canada: French and English
Switzerland: Multiple languages
English: International language Ethnic heritage
Former Yugoslavia: Serbs, Croats, Bosnians, Albanians
Burundi and Rwanda: Hutus and Tutsis
United States, Switzerland: Multiple ethnicities united in one country
Korea, Japan: Predominantly single ethnicity
Cyprus: Greeks and Turks Religion as a unifying force
Hinduism
Buddhism
Judaism
Christianity
Islam Religion as a divisive force
Conflicts between Hindus and Muslims in Pakistan and India
Conflicts between Catholics and Protestants in Northern Ireland
Jews, Christians, and Muslims all claiming Jerusalem as their religious heritage site
Conflicts between Sunni and Shi’a
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3d
The student will apply the concept of a region by d) explaining how different cultures use maps and place names to reflect their regional perspectives;
Essential Understandings Essential Knowledge
Maps and other visual images reflect changes in perspective over time. People use maps to illustrate their perspectives of the world.
Knowledge
Map of Columbus’s time
Map of the world today
GIS (Geographic Information Systems) Perspectives of the world
Australians putting the South Pole at the top of the map
Asian maps centered on the Pacific Ocean
European and American maps centered on the Atlantic Ocean Place names
Taiwan, Republic of China
Palestine, Israel, West Bank, Gaza
Arabian Gulf vs. Persian Gulf
Sea of Japan vs. East Sea
Middle East vs. North Africa and Southwest Asia Boundaries
Africa: In 1914; in present day after independence in the late twentieth century
Europe: Before World War II; after World War II; since 1990
Russia and the former Soviet Union
Middle East: Before 1948; after 1967
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.3e
The student will apply the concept of a region by e) developing and refining mental maps of world regions.
Essential Understandings Essential Knowledge
Mental maps are based on objective knowledge and subjective perceptions. Mental maps help us carry out daily activities, give directions to others, and understand world events. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places.
Term to Know
mental map: An individual’s internalized representation of aspects of Earth’s surface Ways mental maps can be developed and refined
Comparing sketch maps to maps in atlases or other resources
Describing the location of places in terms of reference points (e.g., the equator, prime meridian)
Describing the location of places in terms of geographic features and landforms (e.g., west of the Mississippi River, north of the Gulf of Mexico)
Describing the location of places in terms of their human characteristics (e.g., languages; types of housing, dress, recreation; customs and traditions)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4a
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by a) comparing the distribution of major natural resources throughout world regions;
Essential Understandings Essential Knowledge
Economic activity can be classified as primary, secondary, tertiary, or quaternary. Natural, human, and capital resources influence human activity in regions. Resources are not distributed equally. The availability of natural resources is directly connected to the economic activity and culture of a region.
Natural resources
Renewable: Soil, water, forests
Nonrenewable: Fossil fuels (oil, coal, natural gas) and metals (gold, iron, copper, bauxite) Human resources
Level of education
Skilled and unskilled laborers
Entrepreneurial and managerial abilities Capital resources
Level of infrastructure
Availability and use of tools, machines, and technologies Levels of economic activity
Primary: Dealing directly with resources (e.g., fishing, farming, forestry, mining)
Secondary: Manufacturing and processing (e.g., steel mills, automobile assembly, sawmills)
Tertiary: Services (e.g., transportation, retail trade, information technology services)
Quaternary: Service sector concerned with collection, processing, and manipulation of information and capital (e.g., finance, administration, insurance, legal services)
Effects of unequal distribution of resources
Interdependence of nations, trading in goods, services, and capital resources
Uneven economic development; dependence on outside assistance
Energy producers and consumers
Imperialism/Colonialism
Conflict over control of resources Influence of natural resources on economic activity
Fertile soil and availability of water lead to agriculture.
Natural resources and availability of human resources lead to industry.
High levels of human resources and capital investment can overcome a lack of natural resources (e.g., as in Japan).
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4b
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by b) showing the influence of resources on patterns of economic activity and land use;
Essential Understandings Essential Knowledge
The location of resources influences economic activity and patterns of land use.
Patterns of land use
Economic activities that require extensive areas of land (e.g., commercial agriculture) vs. those that require limited areas (e.g., subsistence farming)
Land uses that are compatible with each other (e.g., open spaces and residential) vs. land uses that are not compatible (e.g., landfills and residential)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.4c
The student will apply social science skills to evaluate the significance of natural, human, and capital resources by c) evaluating perspectives regarding the use of resources.
Essential Understandings Essential Knowledge
The value of resources has changed over time. Technology has a great impact on the availability and the value of resources.
Changes in the use of energy resources and technology over time
Wood (deforestation)
Coal (pollution, mining problems, competition with oil and gas)
Petroleum (transportation, environmental considerations)
Nuclear (contamination, waste)
Solar, wind (cost, aesthetics)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.13a
The student will analyze the characteristics of the Australian and Pacific Islands regions by a) identifying and analyzing the location of major geographic regions and major cities on maps and globes;
Essential Understandings Essential Knowledge
The Australian and Pacific Islands regions have vast and diverse landforms, resources, people, cultures, and economies.
Major countries
Australia
New Zealand Major cities
Canberra and the Australian Capital Territory (ACT)
Sydney
Auckland
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.13b
The student will analyze the characteristics of the Australian and Pacific Islands regions by b) describing major physical and environmental features;
Essential Understandings Essential Knowledge
The Australian and Pacific Islands regions contain peninsulas, volcanoes, coral reefs, and an abundance of islands.
Major physical and environmental features
Wide range of vegetation, from tropical rain forests to desert shrubs (Australia is mostly desert)
The Great Dividing Range
The Great Barrier Reef
Australia: Isolation, resulting in unique animal life
Pacific Islands: Volcanic, coral, or continental
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.13c
The student will analyze the characteristics of the Australian and Pacific Islands regions by c) explaining important economic characteristics;
Essential Understandings Essential Knowledge
The physical environment of the region influences the distribution of economic activities.
Economic characteristics
Air and water travel bring goods and services to remote areas
Arid areas of Australia well suited to cattle and sheep ranching
Consequences of introducing nonnative plants and animals
Ranching, mining (primary activities)
Communication and financial services (tertiary and quaternary activities)
Tourism and traditional economies in the Pacific Islands
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.13d
The student will analyze the characteristics of the Australian and Pacific Islands regions by d) recognizing cultural influences and landscapes.
Essential Understandings Essential Knowledge
Although many locations are isolated and populations are small, the vast ocean environment of the region influences contemporary culture.
Cultural influences
Pacific Islands are sparsely populated.
Most of Australia’s population lives near the coasts.
Traditional culture continues to shape life in the Pacific Islands.
Lifestyles range from subsistence farming to modern city living.
Cultures reflect the interaction of European and indigenous cultures (e.g., Maori, Aboriginal people). Cultural landscape
Sydney Opera House
Cattle and sheep stations (Australia)
Thatched-roof dwellings (Pacific Islands)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14a
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by a) examining demographic data to determine the relative level of development;
Essential Understandings Essential Knowledge
Levels of economic development vary from country to country and from place to place within countries.
Indicators of economic development
Urban–rural ratio
Labor force characteristics (primary, secondary, tertiary, and quaternary sectors)
Gross Domestic Product (GDP) per capita
Educational achievement
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14b
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by b) distinguishing between developed and developing countries;
Essential Understandings Essential Knowledge
Many criteria are used to assess the standard of living and quality of life.
Demographics typical of developed economies
High per capita Gross Domestic Product (GDP)
High life expectancy
Low population growth rate
Low infant mortality rate
High literacy rate Demographics typical of developing economies
Low per capita Gross Domestic Product (GDP)
Low life expectancy
High population growth rate
High infant mortality rate
Low literacy rate Differences between developed and developing nations
Access to natural resources
Access to capital resources (investment in technology and infrastructure)
Number and skills of human resources
Levels of economic development
Standard of living and quality of life
Relationships between economic development and quality of life
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.14c
The student will apply social science skills to compare and contrast the distribution, growth rates, and characteristics of human population by c) comparing and contrasting the level of economic development to the standard of living and quality of life.
Essential Understandings Essential Knowledge
Availability of resources and technology influences economic development and quality of life.
Characteristics of human populations
Birth and death rates (war, disease, migration)
Age distribution
Male/female distribution
Life expectancy
Infant mortality rate
Urban/rural distribution
Gross Domestic Product (GDP)
Education Factors that influence population growth rates
Modern medicine and hygiene
Education
Industrialization and urbanization
Economic development
Government policy
Role of women in society
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15a
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by a) determining how human migration and cultural diffusion are influenced by social, economic, political, and environmental factors;
Essential Understandings Essential Knowledge
Migrations occur because of social, economic, political, and environmental factors. Migrations have influenced cultural landscapes. Modern transportation and communication encourage higher levels of cultural interaction worldwide.
Push factors
Overpopulation
Religious persecution
Lack of job opportunities
Agricultural decline
Conflict
Political persecution
Natural hazards (e.g., droughts, floods, famines, volcanic eruptions)
Limits on personal freedom
Environmental degradation Pull factors
Religious freedom and/or religious unity
Economic opportunity
Land availability
Political freedom and stability
Ethnic and family ties
Arable land Impact of migrations on regions
Language
Religion and religious freedom
Customs and traditions
Cultural landscape
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.15b
The student will apply social science skills to analyze past and present trends in human migration and cultural diffusion by b) determining how human migration and cultural diffusion influence the current human characteristics of places and regions.
Essential Understandings Essential Knowledge
Various technological and digital platforms increase the capacity for cultural diffusion and global interactions to occur.
Evidence of cultural interaction
Diffusion of United States culture to other regions
Popularization of other cultural traditions in the United States
Refugee crises around the world due to conflict or oppression
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a
The student will apply social science skills to analyze impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Resources are not equally distributed. Economic activities are influenced by availability of resources, cultural values, economic philosophies, and levels of supply and demand for goods and services. No country has all the resources it needs to survive and grow. Nations participate in those economic activities compatible with their human, natural, and capital resources. International trade fosters interdependence.
Term to know
comparative advantage: The ability of countries to produce goods and services at lower relative costs than other countries, resulting in exports of goods and services
Factors that influence economic activity
Access to human, natural, and capital resources, such as o skills of the work force o natural resources o new technologies o transportation and communication networks.
Access to funds (investment capital) to purchase capital resources
Location and ability to exchange goods o Landlocked countries o Coastal and island countries o Proximity to shipping lanes o Access to communication networks
Membership in political and economic alliances that provide access to markets (e.g., European Union [EU], North American Free Trade Agreement [NAFTA])
Effects of unequal distribution of resources
Specialization in goods and services that a country can market for profit
Exchange of goods and services (exporting what a country can market for profit; importing what a country cannot produce profitably)
Some countries’ use of resources
Japan: Highly industrialized nation despite limited natural resources
Russia: Numerous resources, many of which are not economically profitable to develop
United States: Diversified economy, abundant natural resources, specialized industries
Côte d’Ivoire: Limited natural resources, cash crops exchanged for manufactured goods
Switzerland: Limited natural resources, production of services on a global scale
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17a (continued)
The student will apply social science skills to analyze the impact of globalization by a) identifying factors, including comparative advantage, that influence the distribution of economic activities and trade;
Essential Understandings Essential Knowledge
Reasons why countries engage in trade
To import goods and services that they need
To export goods and services that they can market for profit Effects of comparative advantage on international trade
Enables nations to efficiently produce goods and services that they can trade, increasing total output
Supports specialization and efficient use of resources
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17b
The student will apply social science skills to analyze the impact of globalization by b) describing ways that economic and social interactions change over time;
Essential Understandings Essential Knowledge
Economic, social, and, therefore, spatial relationships change over time. Improvements in transportation and communication have promoted globalization.
Changes over time
Industrial labor systems (e.g., cottage industry, factory, office, telecommunications)
Migration from rural to urban areas
Industrialized countries export labor-intensive work to developing nations
Growth of trade alliances
Growth of service (tertiary) industries
Growth of financial services networks and international banks (quaternary)
Internationalization of product assembly (e.g., vehicles, electronic equipment)
Technology that allows instant communication among people in different countries
Modern transportation networks that allow rapid and efficient exchange of goods and materials (e.g., Federal Express, United Parcel Service, U.S. Postal Service)
Widespread marketing of products
Globalization of markets, using technology (e.g., e-commerce, containerized shipping)
Agribusiness replacing family farms
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.17c
The student will apply social science skills to analyze the impact of globalization by c) mapping, describing, and evaluating economic unions.
Essential Understandings Essential Knowledge
As a global society, the world is increasingly interdependent. Economic interdependence fosters the formation of economic unions.
Economic interdependence can be depicted through trade, resource, or transportation maps. Examples of economic unions
EU: European Union
NAFTA: North American Free Trade Agreement
ASEAN: Association of Southeast Asian Nations
OPEC: Organization of the Petroleum Exporting Countries Advantages of economic unions
More efficient industries
Access to larger markets
Access to natural, human, and capital resources without restrictions
Greater influence on the world market Disadvantages of economic unions
Closing of some industries
Concentration of some industries in certain countries, leaving peripheral areas behind
Difficulty in agreeing on common economic policies
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18a
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by a) explaining and evaluating reasons for the creation of different political divisions;
Essential Understandings Essential Knowledge
Political divisions or jurisdictions are regions of Earth’s surface over which groups of people establish social, economic, and political control. Political divisions may generate conflict. Political divisions may generate cooperation.
Examples of political divisions
Neighborhoods
Election districts
School districts
Regional districts (e.g., waste disposal, conservation districts, planning districts, zip code zones)
Cities
Counties
States Reasons for political divisions
Desire for government closer to home
Need to solve local problems
Need to administer resources more efficiently Reasons for conflict
Boundary disputes
Cultural differences
Economic differences
Competition for scarce resources Reasons for cooperation
Natural disasters
Economic advantages (attract new businesses)
Cultural similarities, ethnic neighborhoods
Addressing regional issues (e.g., waste management, magnet schools, transportation)
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
STANDARD WG.18b
The student will apply social science skills to analyze how forces of conflict and cooperation affect the division and control of Earth’s surface by b) describing ways cooperation among political jurisdictions is used to solve problems and settle disputes.
Essential Understandings Essential Knowledge
Political divisions or jurisdictions establish social, economic, and political relationships that may enhance cooperation or cause conflict. Cooperation may eliminate the need for the division and control of Earth’s surface.
Examples of political divisions
North Atlantic Treaty Organization (NATO)
European Union (EU)
United Nations (UN)
Organization of American States (OAS)
League of Arab States
African Union (AU) Reasons for political divisions
Differences in culture, language, religion
Retention of historical boundaries
Imperial conquest and control
Economic similarities and differences Reasons for conflict
Boundary and territorial disputes (Syria–Israel, Western Sahara–Morocco, China–Taiwan, India–Pakistan)
Cultural differences: Canada (Québec)
Economic differences (fertile land, access to fresh water, access to coast, fishing rights, natural resources, different economic philosophies)
Ethnic differences (Kurds) Examples of cooperation
Humanitarian initiatives (e.g., Red Cross and Red Crescent)
Cultural alliances (e.g., Francophone world, Commonwealth of Nations)
Problem-solving alliances (e.g., Antarctica Treaty, United Nations [UN] peacekeepers)
Programs to promote international understanding (e.g., Peace Corps)
Textbook Alignment Chart Grade 8-World Geography
Arlington Public Schools Social Studies Curriculum 2016 GRADE 8: World Geography
Textbook: Exploring Our World: People, Places and Cultures (Glencoe/McGraw)
Units Student Textbook Pages
VI. Introduction to Geography
VII. Physical Geography and Geographic Skills
VIII. Cultural Geography IX. Demographics, Economics & Political Geography X. United States and Canada
IX. Latin America and the Caribbean
X. Europe
XI. Russia and Central Asia XIV. Sub-Saharan Africa
XV. North Africa and Southwest Asia
XVI. South and Southeast Asia
XVII. East Asia
XVIII. Australia and the Pacific Islands
Pages 12-41 Pages 42-69 Pages 70-101 Pages 70-101 Pages 102-175 Pages 176-2455 Pages 256-359 Pages 360-425 and Pages 440-511 Pages 512-595 Pages 426-511 Pages 596-761 Pages 672-761 Pages 762-833