| Ø
Geography (Chapters 1, 2, 25, 27)
Ø Environment (Chapters 4, 6, 16, 35) Ø Economy - Allocation of Resources (Chapters 9, 12, 19, 32) | International Relationship and Trade (Chapters 14 and 24)
Ø Human Rights (Chapter 23) Ø Migration (Chapter 33) |
| Trimester 2
Unit 1: Geography Required: Lessons 1 & 2 (Geography) Unit 2: Canada and the United States · Required: Mapping Lab · Required Case Study: Lesson 4 - The Great Lakes: The U.S. and Canada’s Freshwater Treasures (Environment) · Recommended Case Study: Lesson 6 - National Parks: Saving the Natural Heritage of the US and Canada (Environment) · Recommended Case Study: Lesson 7 – Consumption Patterns in the United States: The Impact of Living Well (Environment) Unit 3: Latin America · Required: Mapping Lab · Required Case Study: Lesson 12 - Land Use Conflict in the Amazon Rainforest (Economy) · Recommended Case Study: Lesson 9 - Spatial Inequality in Mexico City: From Cardboard to Castles (Economy) Unit 4: Europe and Russia · Required: Mapping Lab · Required Case Study: Lesson 14 - Supranational Cooperation in the European Union (International Relations and Trade) · Recommended Case Study: Lesson 16 Invisible Borders: Transboundary Pollution in Europe (Environment) | Trimester 3
Unit 5: Africa · Required: Mapping Lab · Required Case Study: Lesson 23 - Resources and Power in Post-apartheid South Africa (Human Rights) · Recommended Case Study: Lesson 19 - Nile River: A Journey from Source to Mouth (Economy) Unit 6: Southwest and Central Asia · Required: Mapping Lab · Required Case Study: Lesson 24 - Oil in Southwest Asia: How “Black Gold” Has Shaped a Region (International Relations and Trade) · Recommended Case Studies: Lesson 25 - Istanbul: A Primate City throughout History (Geography) Unit 7: Monsoon Asia · Required: Mapping Lab · Required Case Study: Lesson 32 - The Global Sneaker (Economy) · Recommended Case Studies: Lesson 27 - Waiting for the Rains: The Effects of Monsoons in South Asia (Geography) · Recommended Case Studies: Lesson 30 – China: The World’s Most Populous Country Unit 8: Oceania and Antarctica · Required Resources: Mapping Lab · Required Case Study: Lesson 33 - Relative and Absolute Location: What Makes Australia Unique? (Migration) · Recommended Case Study: Lesson 35 - Antarctica: Researching Global Warming at the Coldest Place on Earth (Environment) |
| · | How do geographers show information on maps? | |
| · | Why do geographers use a variety of maps to represent the world? | |
| · | How can people best use and protect Earth’s freshwater ecosystems? | |
| · | How should the resources of rainforests be used and preserved? | |
| · | What forces work for and against supranational cooperation among nations? | |
| · | How might ethnic group differences affect who controls resources and power in a society? | |
| · | How might having a valuable natural resource affect a region? | |
| · | What is globalization, and how does it affect people and places? | |
| · | How does a country’s location shape life within its borders? | |
| Unit 1 | Geography | Calendar:
Trimester 2, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Required Resources we have:
Introduction to Unit 1 (p. 4-9) Lessons 1 & 2 Resources we need: Classroom Globes | Recommended Resources:
Junior Scholastic Magazine (library subscription – set of 30?) Can we do back issues? Can this be used with document cameras? Video of each continent – problems with United Streaming (are there some professional development issue) Short regional overview of region with pictures and cultures. Planet in Peril?- CNN Possible Tourism videos – Video Visits Active Book Reader |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: Geography By viewing the variety of maps, we can understand both the physical and human characteristics of a region. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How do geographers show information on maps?
Why do geographers use a variety of maps to represent the world? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know… | Skills - Students will be able to… |
| Geography
Physical Geography Human Geography Map Legend Compass Rose Latitude Longitude Absolute location Distortion Map projection Scale Relative location | Climate
Economic activity Landform Physical feature Population density Region Thematic map Vegetation Hemisphere Zone (climate and vegetation) | Lesson 1:
Create Maps Use longitude and latitude Use scale Use tables, diagrams and graphs Identify points of view | Lesson 2:
Analyze Maps Determine patterns on maps Interpret images Identify cause-and-effect relationships Make valid generalizations Synthesize information |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Geography:
GLE 3.1.1 (Grade 6) Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information. GLE 3.1.2 (Grade 7) Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. |
| Unit 2 | Canada and the United States | Calendar:
Trimester 2, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Required Resources we have:
Required: Introducing the Region (p. 42-49) Mapping Lab Lesson 4 Case Study (Environment) Optional: Lesson 6 Case Study (Environment) OR Lesson 7 Case Study (Economic) | Resources we need:
Images of Diversity Recommended: Facing the Future – Hauling Water Activity Images of the Great Lakes Video of the Great Lakes Ecosystem |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: Environment As humans, our choices have an impact on our environment. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How can people best use and protect Earth’s freshwater ecosystems? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Invasive Species Pollutants Habitat Ecosystem Food chain Food web Freshwater Watershed Wetlands | Skills - Students will be able to…
Interpret images Use tables, diagrams, and graphs Identify cause-and-effect relationships Make Decisions Synthesize information Support a position |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Geography:
GLE 3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present. Social Studies Skills: GLE 5.3.1 Analyzes and responds to multiple viewpoints on public issues brought forth in the context of a discussion. |
| Unit 3 | Latin America | Calendar:
Trimester 2, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Required: Introducing the Region (p. 132-139) Mapping Lab Lesson 12 (Economy) Optional: Lesson 9 (Economy) | Resources we need:
Images of Diversity Amazon video the ties rainforest to Washington State Video overviews Facing the Future – Web Activity |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focuses: Economy and Environment As humans, our choices have an impact on our environment. Scarcity of resources leads to conflict. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How should the resources of rainforests be used and preserved? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Conflict Scarcity Biodiversity Carbon-oxygen cycle Deforestation/Reforestation Sustainable development Tropical rainforest |
Indigenous peoples Reserves Perspective Environmentalist Ecotourism Canopy Preservation of Resources | Skills - Students will be able to…
Make mental maps Use tables, diagrams, and graphs Identify points of view Sequence Make decisions Support a position |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Economics
GLE 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State. Geography GLE 3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present. Social Studies Skills GLE 5.1.1 Understands evidence supporting a position on an issue or event. |
| Links to Washington State History:
· Rainforests · Indigenous peoples · Logging and clear cut |
| Unit 4 | Europe and Russia | Calendar:
Trimester 2, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Required: Introducing the Region (p. 204-211) Mapping Lab Lesson 14 (International Relations and Trade) Optional: Lesson 16 (Environment) | Resources we need:
Images of Diversity Images of Chernobyl Disaster Recommended: EU Website Pictures of Money |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: International Relations and Trade Solving economic, political and cultural problems involves international cooperation. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What forces work for and against supranational cooperation among nations? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Centrifugal force Centripetal force Common market Supranational cooperation Cultural Identity Diversity Political |
European Union (EU) NATO United Nations (UN) Currency Trade Bloc Tariff GDP | Skills - Students will be able to…
Analyze Maps Create tables, diagrams, and graphs Identify cause-and-effect relationships Summarize Compare and Contrast Support a position |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics
GLE 1.3.1 Analyzes how international agreements have affected Washington State in the past or present . Economics GLE 2.1.1 Analyzes the importance of financial literacy in making economic choices related to spending, saving, and investing. |
| Links to Washington State History:
Hanford and Chernobyl (Recommended Case Study – Lesson 16) |
| Unit 5 | Africa | Calendar:
Trimester 3, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Required: Introducing the Region (p. 278-285) Mapping Lab Lesson 23 (Human Rights) Optional: Lesson 19 (Economy) | Resources we need:
Images of Diversity Imax – Mystery of the Nile Oprah’s school video |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: Human Rights Discrimination leads to inequitable distribution of resources and power. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How might ethnic group differences affect who controls resources and power in a society? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Apartheid Distribution Multiracial Segregation Ethnic Groups Policy Post – Apartheid |
HIV/AIDs Equality/Equity Per Capita Urban/Rural Elite Colonial Nelson Mandela | Skills - Students will be able to…
Find main ideas and supporting details Identify points of view Identify bias Use reliable information Transfer information from one medium to another Support a position |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics
GLE 1.4.1 Understands the effectiveness of different forms of civic involvement. Economics GLE 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State. History GLE 4.2.1 Understands and analyzes how individuals and movements impact Washington State and world history. |
| Links to Washington State History: |
| Unit 6 | Southwest and Central Asia | Calendar:
Trimester 3, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Required: Introducing the Region (p. 348 – 355) Mapping Lab Lesson 24 (International Relations and Trade) Optional: Lesson 25 (Geography) | Resources we need:
Images of Diversity |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: Economy and International Relations and Trade Scarcity of resources leads to conflict. Solving economic, political and cultural problems involves international cooperation. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How might having a valuable natural resource affect a region? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Crude oil Nonrenewable resource/Renewable Resource Oil reserves Natural Gas Developed Countries Developing Countries Distribution Solar Energy |
Energy Sources OPEC Importing/Exporting Life Expectancy Infant Mortality Rate Gross Domestic Product (GNP) Per Capita HDI | Skills - Students will be able to…
Interpret images Use tables, diagrams, and graphs Sequence Compare and Contrast Predict Consequences Support a position |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Economics
GLE 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. GLE 2.2.2 Understands and analyzes how the forces of supply and demand affect international trade in Washington State in the past or present. GLE 2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in Washington State. |
| Links to Washington State History: |
| Unit 7 | Monsoon Asia | Calendar:
Trimester 3, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Required: Introducing the Region (p. 393 – 397) Mapping Lab Lesson 32 (Economy) Optional: Lesson 27 (Geography) | Resources we need:
Images of Diversity |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: International Relations and Trade and Economy Solving economic, political and cultural problems involves international cooperation. Scarcity of resources leads to conflict. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| What is globalization, and how does it affect people and places? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Economic interdependence Free trade Globalization Multinational corporation Developed Countries |
Foreign Investment Distribution Labor Resources Low-wage Worker Toxic Waste | Skills - Students will be able to…
Analyze maps Create maps Use scale Interpret images Identify cause-and effect relationships Make valid generalizations |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Civics
GLE 1.3.1 Analyzes how international agreements have affected Washington State in the past or present. Economics GLE 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. |
| Links to Washington State History:
Boeing 787 parts |
| Unit 8 | Oceana and Antarctica | Calendar:
Trimester 3, 3 Weeks |
| Resources: (What resources are needed for instruction?) |
| Resources we have:
Required: Introducing the Region (p. 468 – 475) Mapping Lab Lesson 33 (Migration) Optional: Lesson 27 (Environment) | Resources we need:
Images of Diversity Imax – Australia: Land Beyond Time |
| Enduring Understandings: (What enduring understandings are desired? OR To meet the standards, students will need to understand that…) |
| Students will understand that…
Focus: Applying Geography Skills Applying geographic knowledge enables us to understand both the physical and human characteristics of a region. |
| Essential Questions: (What essential questions will be considered? OR To understand, students will need to consider such questions as…) |
| How does a country’s location shape life within its borders? |
| Knowledge and Skills: (What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…) |
| Knowledge - Students will know…
Continental drift theory Endangered species Exotic species Native species Threatened species Absolute Location |
Relative Location Ozone hole Biodiversity Aborigines Immigrants Reversed Seasons | Skills - Students will be able to…
Analyze maps Use longitude and latitude Use tables, diagrams, and graphs Identify cause-and effect relationships Make valid generalizations Compare and Contrast |
| Established Goals: (What State GLE’s will be addressed in this unit?) |
| Geography
GLE 3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. GLE 3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in Washington State in the past or present. |
| Links to Washington State History: |