| This introductory unit extends students’ understanding of geographic thinking as they approach the study of world geography and global issues. After exploring several definitions of geography, students review and apply geographic concepts to different spatial scales. They use the expanding environments model of elementary school (self-school-community-state-country) to consider the questions: What is where? and Why is it there?. Students are then introduced to the method for geographic inquiry, using the drying up of the Aral Sea is used as a case study to model the process. They then apply the geographic inquiry process to new geographic issues. Next, students explore the tools and technologies of geographers such as globes, aerial photographs, and satellite images, and learn how new technology such as Global Position System (GPS) and Global Information Systems (GIS) provide geographers with new and detailed information about the Earth. They also review the five themes of geography as an organizing framework for geographic inquiry. Students deepen their knowledge of the five themes through a categorization exercise of global questions related to each theme. Focusing on a global perspective, they then use the five themes to describe the Earth itself. Although the focus of this unit is world geography, students explore the perspectives of other social scientists (historians, political scientists, economist, anthropologists, and sociologists). They consider how each of these perspectives would investigate a global phenomenon such as an earthquake. Students thus learn how information from a variety of social science fields provides a rich and detailed view of our world. Next, students take up the problem: “What makes a problem or solution global?” Through cross-text comparisons they consider criteria for determining when something is of global significance. Students conduct a brief survey of what people identify as the most pressing global problem, compile their findings, and identify some global problems they would like to explore during the year. After an introduction and exploration activity of their geography textbooks, students consider the strengths and weaknesses of using a textbook as a resource for investigating global problems and solutions. The unit culminates with an exploration of the population through a composite of the Earth’s people using the book “If the World Were a Village.” Students then work in small groups to create and deliver a presentation on one of the ten topics from the book (e.g., population growth, pollution, hunger, poverty, energy, etc.) which will be explored in more detail in subsequent units. Content Literacy The development of content literacy skills is a critical component in this course and is integrated throughout the unit. Students engage in close note-taking activities in order to develop and strength this critical skill. They read information texts and engage in cross-text comparisons in developing criteria for determining what makes a problem or solution global in scope. Through direct instruction and small group work, students explore the features and structure of their geography textbook. They integrate visual information with text, determine the main ideas of a text selection, and describe how a selection of the textbook presents information. Finally, students begin a “Global Investigator’s Notebook” which is used as a tool for reflective writing throughout the course. |
| MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 Reading: History/Social Studies Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. MI: Social Studies (2007) H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today. 6 – G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world. 6 – G1.1.2 Draw a sketch map from memory of the Western Hemisphere showing the major regions (Canada, United States, Mexico, Central America, South America, and Caribbean). G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. 6 – G1.2.2 Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology. 6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 6 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions. 6 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere. G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth. 6 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 6 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 6 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources. 6 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity). G5.2 Physical and Human Systems
Describe how physical and human systems shape patterns on the Earth’s surface. 6– G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia). C4 Relationship of United States to Other Nations And World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations Explain the various ways that nations interact both positively and negatively. 6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)). E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and services. 6 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.) H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past. 7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. 7 – G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. 7 – G1.1.2 Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica). G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. 7 – G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 7 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Eastern Hemisphere to answer geographic questions. 7 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere. G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth. 7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources. 7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth). G5.2 Physical and Human Systems
Describe how physical and human systems shape patterns on the Earth’s surface. 7 – G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh). C4 Relationship of United States to Other Nations And World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations
Explain the various ways that nations interact both positively and negatively. 7 – C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political)). E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and services. 7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |