7th Grade World Geography 05-06-03 (1) (1)

8/2/2019 7th Grade World Geography 05-06-03 (1) (1)

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Neshaminy School DistrictLanghorne, Pennsylvania

Social Studies

7th Grade World Geography

Revised: August 2003 Prepared by: Susan Weber Beth Karp

Bud Fishman

Patricia Noonan


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Neshaminy Seventh Grade: World Cultural Geography

Course FrameworkNeshaminy

National Standards Standards

1. Examine, interpret and

analyze physical and

cultural patterns and

their interactions, suchas land use, settlement

patterns, cultural

transmission of

customs and ideas,

and ecosystem

changes.

2. Describe ways that

historical events have

been influenced by,

and have influenced,

physical and human

geographic factors in

local, regional,

national, and global

settings.

3. Observe and

speculate about social

and economic effects

of environmental

changes and crises

resulting from naturalphenomena.

Pennsylvania StateStandards are met in thefollowing areas:

1. Human Systems

2. Physical Systems

3. Places and Regions

4. Uses of Geography

5. Environment and

Society

Pennsylvania, National, and Neshaminy Standards Neshaminy students will:1. Explain how people in North

America developed a westernworld view based on a set of

common characteristics.2. Analyze how geography (land,

water, resources), colonization andecosystem changes have influencedthe wealth/standard of living ofLatin America resulting in a label ofeither a winner or loser.

3. Explain how the geographyeffected European colonization andthe rise and Impact of nationalismin Africa.

4. Justify how geography createdunique cultures and world views insouthwest, south, east and southeastAsia.

Enduring

Understandings1. As the land shapes the people,

the people shape the land.2. Different is just different not

necessarily wrong.

3. The people in each regiondevelop a world view based on setsof common characteristics.

4. Ethnocentrism appears in allcultures.

5. The Interaction between peopleand nations creates winners andlosers measured in thecomparative levels of change and

progress experienced by thosesocieties.

Essential

Questions

answered in the

Neshaminy

Curriculum

1. Is ethnocentrism and

patriotism the same

thing?

2. Does every culture

think in terms of

national winners and

losers and do all

cultures define them in

the same way?3. Why do geographic

commonalities of a

region create a unique

world-view?

4. What is it that unites

a group of people?

5. How do human

actions modify the

physical environment

and what impact does

that change have on

human culture?

6. How does

cooperation and

conflict among people

affect the earths

surface?

Essential Content Includes:

The Physical and Human systems of North America and Europe

and how they contribute to the development of a western worldview. Detailed study of the Location, Places (both physical and

human characteristics), Interaction of people with the land, the

Migration of people, trade, and ideas and the Regional perspectives

of the people will establish the foundation of the program.

The Physical and Human systems of Latin America lead to the

laboratory for analysis of how geography (resources) created

opportunities for European colonization and drastic environmental

and societal changes within the geographic region. The

wealth/standard of living presents the basis for the application of

the world view concept formed by Westerners. Western prejudices

and biases will be explored in analyzing the status of the political

and economic growth of this region. The resource laden regions ofthe world can be victimized by resource starved countries around

the world.

The Physical and Human systems of Africa were dramatically

influenced by the colonization patterns of Europeans. The rise of

nationalism among African people removed direct European

control and left the African people searching for the proper

political and economic systems to move them into the future. The

Places and Regions of Africa reflect different approaches to

dealing with modernization. Geographic extremes on the continent

make it difficult for single systems to adequately solve problems.

The physical and human systems of Asia created unique regions

(South Asia, East Asia, Southwest Asia, and Southeast Asia).

Each region established cultural patterns in direct response to their

geographic realities. The migration of ideas, people, and trade

between regions influenced their world view.

Neshaminy District Performance Assessment: 7th Grade World Cultural Geography

Students act as teachers presenting an update to the Neshaminy School Board on the development of

the new seventh grade Geography course. Students are to present a 12 slide power point

presentation that explains the American (western) world view. The slides need to explain each of the

following characteristics: ethnocentrism, geography, government, economy, beliefs, culture and thestereotypes and prejudices that are part of how an American views the world.


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7th grade World Geography Curriculum

Overarching Understandings:

1. As the land shapes the people, the people shape the land.

4. Ethnocentrism appears in all cultures.

5. The interaction between people and nations creates winners and

losers measured in the comparative levels of change and

progress experienced by those societies.

Overarching Essential Questions:How is ethnocentrism like patriotism?

How do human actions modify the physical environment and what

impact does that change have on human culture?

How does cooperation and conflict among people influence the

earths surface?

Does every culture think

in terms of national

winners and losers

and do all cultures define

them in the same way?

Why do the geographic

commonalties of a region

create a unique world-

view?

2. Different is just different

not necessarily wrong.

3. The people in each region

develop a world-view

based on sets of common

characteristics.


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COURSE OF STUDY: 7th GRADE WORLD GEOGRAPHY CURRICULUM

COURSE LENGTH: 1 Year UNIT VALUE: 1 DATE: June 2002

ESSENTIAL QUESTIONS THAT THE COURSE CONTENT ANSWERS:

1. Is ethnocentrism patriotism?

2. How does geographic variety benefit the people of a region?

3. How has cultural diversity benefited and challenged the U.S.A. and Canada?

4. What are the common characteristics that create a world-view for a region?

5. How has the European world-view influenced the North American world-view?

6. Who are the worlds winners and losers in the eyes of western society?

NATIONAL GEOGRAPHY STANDARDS STUDENTS WILL ACHIEVE IN THIS COURSE:1. Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and

ecosystem changes

2. Describe ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings

3. Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought

CONTENT TOPICS AND CORRESPONDING PENNSYLVANIA STATE STANDARDS IN GEOGRAPHY

7.1 Basic Geographic Literacy

Explain geographic tools and their uses.

Explain and locate places and regions.

1. How regions are created to interpret Earths complexity

2. How characteristics contribute to regional changes.3. How culture and experience influence perceptions of places and regions.

4. How structures and alliances impact regions.

5. How regions are connected.

7.2 The Physical Characteristics of Places and Regions.

Explain the Physical characteristics of places and regions.

7-3 The Human Characteristics of Places and Regions

Explain the human characteristics of places and regions by theirPOPULATION characteristics. (Distribution, Demographics, Movement)

Explain the human characteristics of places and regions by theirCULTURAL characteristics. (Ethnicity, Distribution, Diffusion).

Explain the human characteristics of places and regions by theirSETTLEMENT characteristics.

Explain the human characteristics of places and regions by theirECONOMIC activities.

Explain the human characteristics of places and regions by theirPOLITICAL activities.7.4 The Interactions Between People and Places.

Explain the impacts of physical systems on people.

Explain the impacts of people on physical systems.


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COURSEOF STUDY: 7th Grade World Geography

STANDARD#1: Explain how people in North America developed a western world-view based on a set of common characteristics.

Student Learning

Standards/Indicators Essential Content, Skills, Knowledge

Suggested Learning Activities

and Instructional Strategies

1. What does the geographic variety of North America

reveal about the people in the region?

Document/illustrate the physical and humancharacteristics of North America through map

design and description.

1. Locate and analyze the North American geographic

regions and apply them to various map designs.

Include landforms and water bodies specific to thisregion. Have students practice the terms by

describing them and drawing them. All geographers

do the following five things with the land:

(M.M.D.C.A.) Map, Measure, Describe, Compare,

and Analyze. The teacher should focus his/her

lessons on these uses of geography:

Map: Physical, Political, and Land Use and

Resource Maps (Area Value Maps maps used to

describe specific types of comparison.) Map the

following:

A. Political Maps Canada and the United

States (countries, provinces, states, national

capitals, major cities [New York, Boston,

Philadelphia, Chicago, Atlanta, New Orleans,

Miami, St. Louis, San Francisco, Los Angeles,

Dallas, Honolulu, and Anchorage, Toronto,

Montreal, Vancouver, Winnipeg, and

Edmonton]).

B. Physical Maps Describe the elevation of

land and describe water systems. Use

international color codes.

1. Create maps locating the following

land regions: Atlantic and Gulf Coastal

Plain, Appalachian Mts., Central

Lowlands, Great Plains, Rocky Mts.,

and Coastal Ranges (Sierra Nevada,

Cascades and Coast Mts.), Great Basin

(Intermontane), The Continental

Divide, and The Canadian Shield


water bodies: major oceans and seas

surrounding the continent, Great

Lakes, Mississippi-Missouri-Ohio

River System, St. Lawrence,

Mackenzie and Columbia and

Colorado and the Rio Grande

1. World Explorer People, Places, and Cultures

Unit 2 Chapters 4, 7 and 8

Outline maps

United States

United States regional maps

Northeast

South

Midwest

West

Social Studies Geography and Skills Book (54)

Unit 2 Teacher Source Book for Chapters 4, 7, 8

Creating Travel Posters for National Parks Cooperative

Learning Activity Unit 2 Chapter Support pp 104-107


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STANDARD#1:. Explain how people in North America developed a western world-view based on a set of common characteristics.

Student Learning



And Instructional Strategies

2. What are the characteristics of a world-view?

Describe the common characteristics that make up a

world-view.

3. What created the North American world-view and

what are the effects of viewing the world from this

perspective?

C. Land Use and Resource Maps The

range of uses of earths surface made by

humans. Uses are classified as urban, rural,

agricultural, forested, etc. with more specific

sub-classifications useful for specific

purposes (e.g., low-density residential, light

industrial, nursery crops, cash crops). [PA

Geography Standards] Economic maps

demonstrating patterns of agriculture,

forestry, mining, manufacturing and services

in the region. (GIS design and reading will

help with the creation of these types of

maps.) Students should realize that North

America is particularly fortunate in the

abundance of land resources available to its

population.

Define world-view a set of assumptions that people use

to view and think about the world around them.

These assumptions are based on communication,

technology, values, beliefs, experiences, and

knowledge. Therefore, the formation of a persons

world-view includes stereotypes, prejudices,

ethnocentric beliefs, personal interpretation of

factual knowledge and the general consensus of that

interpretation on a regional or cultural basis.

Geographic Location

Political Traditions and Degree of Human

Rights

Wealth/Standard of Living

Religious Values

Industrialization/Economic Technology

Military Strength

Level of Education

Gross Domestic Product

Communication-Technology

Family Values

Common History and Traditions

2. Canada and the United States have a common set of

political, economic, and social principles established

in the British tradition. Those common traditions

have evolved to adapt to the vast numbers of people

2. Lesson Plans on stereotypes and prejudices from

www.peacecorps.gov/wws/guides/looking/lesson2y.html

*see Ancillary


Chapter 15 Section 2, 3, 4 (378-386)

Define: Renaissance
http://www.peacecorps.gov/wws/guides/looking/lesson2y.htmlhttp://www.peacecorps.gov/wws/guides/looking/lesson2y.html


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STANDARD#1:. Explain how people in North America developed a western world-view based on a set of common characteristics.

Student Learning




(A) Analyze a North Americansexperiences and beliefs that shape

his/her world-view.(B) Develop the criteria to evaluate the

success of the various regions ofthe world and explain why NorthAmericans view themselves aswinners.

(C) Reflect on the ethnocentrism, stereotypes

and prejudices of the citizens in this region.

(D) Document the relationship between the

ideas and traditions of Europe and how they

contributed to the North American world-

view.

(E) Argue that the European and the North

American world-view combine to create a

Western World-View.

who migrated to this continent. Conflict and

cooperation forced this combination of British

traditions with the various cultural needs of theirimmigrant populations. Both countries developed a

democratic form of government that is immersed in

a sense of human dignity protecting individual

rights through a constitutional system. The United

States established a written constitution and a

democratic republic. In this system of government

the people select their representatives and those

representatives govern the local, state, and national

governments. Each government is bound by the

U.S. Constitution (the supreme Law of the Land).

Canada has maintained a closer connection to the

United Kingdom in its governmental structure.Canadas system of government is called a

Constitutional Monarchy. The people of Canada

elect representatives to govern themselves and they

also recognize the Monarch (Queen) of Great

Britain as their figurehead leader. However, the

Prime Minister of Canada governs the country.

Aside from this technicality in governmental design,

both nations agree on the same principles of human

rights.

These principles include:

Rights of the individual

The people elect their rulers All people are equal under the law

All people have dignity and worth in

the society regardless of their social

condition

Government exists for the welfare of

all the people

Therefore, a North American tends to judge other

nations and people by the standards established

above. This type of ethnocentrism (ability to view

our particular culture a political winner)

influences how these people relate to the world.

Middle Class

Humanism

Revolution

Scientific Revolution

Imperialism

Nationalism

Industrialism

Communism

Chapter 3 Section 4 (54-56)

Types of Governments

Chapter 8 Section 1 (141-144) Case Study an

example of Democracy in Action in Quebec



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Student Learning




4. What does the geographic variety of Europe reveal

about the people in the region? Document/illustrate

the physical and human characteristics of Europe

through map design and description.

4. Canada and the United States have capitalistic

economic systems. This is a market economy in

which supply and demand drive the production of

goods and services. Each individual chooses their

role in this free enterprise system. Capitalism fits

well with democratic principles of government foundwithin the North American region. Winners (and/or

losers) are easily identified, as the accumulation of

wealth is the overriding factor. A nations wealth

can be measured in terms of the Gross Domestic

Product (GDP) and the standard of living enjoyed by

its citizens. This could include education, health,

and the amount of consumable goods available to the

average citizen. The wealth of this region is directly

related to the unique geographical setting of the

continent. Since resources are unevenly distributed

across the earth and this region abounds in the

Earths resources, North Americans tend to view thenations of the rest of the world as poor and therefore,

losers.

5. The religious background of the region, Judeo-

Christian, focuses the peoples attention on world

problems from the perspective of both religions.

Religious persecution became the reason behind the

immigration of people to North America. Therefore,

their descendents hold to principles that focus on

individualism, personal choice, respect for human

life, freedom of religion, and monotheism. These

principles often conflict with the way other peoplelive their lives in other countries. These principles

are passed down to the young through the family

and other institutions like the church and state

(schools). They tend to become the lens through

which people view the outside world.

Chapter 3, Section 4 (52-54) Economic Systems

Social Studies Geography and Skills Book (62)

Strongly Suggested Activity Evaluate a European

Country as a winner or loser geographically,

politically, and economically. Students look at thebenefits of that countrys geography, type of

government, and standard of living. Students present

their information in a poster.

Chapter 16, Sections 1 and 2 (291-298)

Chapter 6, Sections 1, 2, 3 (105-116)

Producing a Concert Cooperative Learning Activity

Unit 2 Chapter Support PP 112-115


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Student Learning




The values of these two nations

compels a vast expenditure of their wealth and

resources to support, defend, and spread those

values to people throughout the world. Thislarge outlay of funds and resources are often

found in the support of a powerful military

complex. This military is used to not only

protect the individual nation, but to police the

world and make it safe for democracy.

Both nations have advanced networks

and levels of technology and communication.

Utilizing these systems the culture of North

America and its values permeate the world.

While both help make life in Canada and the

U.S.A. easier and more affluent, they alsospread both the positive and negative images

that wealth presents to the rest of the world.

6. Western Civilization is based on the principles

derived from Greek democracy and Roman

republicanism. It includes the development and

spread of Christianity, the humanism espoused

during the Renaissance, and social and economic

changes found in the political, scientific and

industrial revolutions. These principles migrated to

North America with the vast immigrant populations

leaving Europe.


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Student Learning




5.7. Locate and analyze the European geographic regions

and apply them to various map designs. Include

landforms and water bodies specific to this region.

Have students practice the terms by describing them

and drawing them. All geographers do the followingfive things with the land: (M.M.D.C.A.) Map,

Measure, Describe, Compare, and Analyze. The

teacher should focus his/her lessons on these uses of

geography:

A. Map: Physical, Political, and Land Use and

Resource Maps (Area Value Maps maps used

to describe specific types of comparison.) Map

the following:

Political Maps All the countries of

Europe including Eastern Europe andRussia. Students should note selected major

cities (populations of approx. 2 million +):

London, Paris, Moscow, St. Petersburg,

Berlin, Madrid, Rome, Athens, Vienna,

Lisbon, Budapest, and Warsaw.

Physical Maps Locate and label the

Northwestern Highlands, North European

Plain, Central Uplands, Alpine Mt. System,

Siberia, Scandinavian Peninsula, Iberian

Peninsula, Italian Peninsula, Balkan

Peninsula, Jutland Peninsula, Arctic Ocean,Atlantic Ocean, Mediterranean Sea, Black

Sea, Baltic Sea, North Sea, Straits of

Gibraltar, English Channel, European rivers

(Thames, Danube, Volga, Rhine, Seine, Po)

islands and archipelagoes (British Isles,

Sicily, Sardinia, Corsica, Crete, and

Balearic Islands) and mountain ranges

(Alps, Pyrenees, Apennines, Balkan, and

Kjolen)

Land Use Maps Creation and

interpretation of Population Density maps.


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STANDARD # 1: Explain how people in North America developed a western world-view based on a set of common characteristics.

Assessment for Course Standards

Use teacher designed and text generated tests and quizzes.

District wide-performance assessment on the North American world-

view. This is focused on recognizing the strengths and weakness of this

world-view. The student role is that of a retiring ambassador of theUnited States to the U.N. You have been asked to brief the new

ambassador on the effects that his/her American world-view will have on

your positions. The students briefing must include the strengths and

weaknesses of that world-view in an international setting.

Materials/Technology for Course Standards

World Geography, People, Places and Cultures.

Chapter Support for Unit 2 and Unit 4

Outline Maps

Peace Corps Lesson Plans

Social Studies and Geography Skills bookletPrentice Hall Videos

Remediation Strategies

Guide to the Essentials Section by Section Reading Support

Enrichment Strategies

Creating Travel Posters for National Parks Cooperative Learning Activity

Unit 2 Chapter Support pp. 104-107

Producing a Concert Cooperative Learning Activity Unit 2 Chapter Support

PP 112-115


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STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting

in a label of either a winner or loser.

Student Learning




1. What does the geographic variety of Latin America

reveal about the people of the region?

Document/illustrate the physical and human

characteristics of Latin America through map designand description.

1. Locate and analyze the Latin American geographic

regions (Central America, Caribbean, and South

America) and apply them to various map designs.

Include landforms and water bodies specific to thisregion.

Map: Physical, Political, Land Use and

Resource Maps. Map the following:

A. Political Maps All countries and capitals

of Central and South America and the

major countries in the Caribbean.

B. Physical Maps Describe the elevation of

land and water systems. Use international

color codes.

1. Central America - Pacific Ocean,

Caribbean Sea, Gulf of Mexico,

Gulf of California, Panama Canal,

Rio Grande, Yucatan peninsula,

Sierra Madre Occidental, Sierra

Madre Oriental, Isthmus of

Panama, Lake Nicaragua

2. Caribbean Gulf of Mexico,

Caribbean Sea, Atlantic Ocean,

Straits of Florida, Greater Antilles,Lesser Antilles, Hispaniola.

3. South America Atlantic Ocean

Pacific Ocean, Caribbean Sea,

Amazon River/Basin, Orinoco

River, Strait of Magellan, Tierra

del Fuego, Rio de la Plata, Angel

Falls, Lake Maricaibo, Lake

Titicaca, Atacama Desert, Andes

mountains, Cape Horn, the

Pampas, Patagonia


Unit 3 Chapter 9

Outline MapsMexico and Central America

Caribbean

South America

Unit 3 Teacher Source Book for Chapter 9

Unit 3 Chapter 9 Transparancies


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Student Learning




2. Analyze the geographical, political, economic,

cultural characteristics and fundamental beliefs that

create a Latin American worldview.

3. Analyze any western bias that lead to stereotypical

or prejudicial conclusions about Latin America.

(This element is included in the information listed in

the essential content, skills and knowledge for

Standard 2).

2 and 3. Apply the worldview template to Latin

America using the terms winners and losers.

Keep in mind that these terms relate to an American

worldview based on our stereotypes and prejudicesdominated by our preference for democracy and our

economic success.

A. Latin America is a region of variety, contrast,

and extremes. Its rugged mountains, dense

tropical rainforests, and rushing rivers are

valuable natural resources, but can make travel

and communication difficult.

1. Latin Americas natural resources

(minerals and fertile soil) and

climate make them a winner.

2. The resources are often

inaccessible and/or it isenvironmentally unwise to use

them (ex: cutting down the

rainforest for farmland) thus

making them losers.

B. Latin America values democracy. However,

they have in bad economic times traded

democratic leadership for a dictatorship which

promises prosperity.

1. Countries in Latin America

copied the United States model

of revolution against colonial

powers. (This makes themwinners).

2. Countries in Latin America also

copied the US model of

democratic government with a

multi-party system and peaceful

transfer of powers. (This makes

them winners).

3. Sometimes the governments call

themselves democracies when they

are actually dictatorships. (This

makes them losers).

2 and 3. World Explorer People, Places, and Cultures

Unit 3 Chapters 10, 11, 12, 13

Unit 3 Teacher Source Book for Chapters 10-13Unit 3 Transparencies

Prentice Hall Video on Latin America

Share the Music Cooperative Learning Activity

Unit 3 Chapter Support pp 109-112


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Student Learning




C. Latin America with the exception of Cuba

has market economies. Although Latin America

is rich in resources, countries have often chosen

to develop one-resource economies. Whenthis resource fails, the countrys economy

suffers. Because these economies are

unsuccessful, the people have a lower standard

of living than in the United States.

1. A one-resource economy is based on

the production of one major resource or

crop. The countries may not have the

money to develop other resources or

chose not to diversify. Examples of

nations who depended on one resource

or crop include: Venezuela oil, El

Salvador coffee, Mexico oil,Ecuador oil, Trinidad oil, Brazil

coffee, Colombia coffee, Jamaica

bauxite. Other nations may depend on

cotton and sugar cane. A one resource

economy could be considered a loser.

2. One resource economies can fail for a

variety of reasons: 1) drop in price, 2)

weather, 3) plant disease, 4)

overproduction, and 5) natural disasters.

These can have a devastating effect on a

one resource economy and therefore,

making it a loser economy.

D. Some fundamental beliefs of Latin America

include: nationalism, westernization, and no

imperialism. These beliefs are similar to those

held in the United States, therefore, could be

considered winner beliefs.

1. Latin American countries call

themselves democracies.

2. Latin American countries rebelled

against Spanish and Portuguese

colonial rulers which took place

shortly after the American Revolution.


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Student Learning





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3. Latin American countries believe

in nationalism, the right of people to

rule themselves.

4. Latin American countries are not

imperialistic having been colonies

themselves. They have not been in a

position militarily or economically to

colonize other regions.

5. Latin American countries are

located in the west, but are notincluded in the term westernization

(being like the United States and

Europe). They tend to model

themselves after the United States

hoping to achieve a higher standard of

living. Some people attempt to leave

Latin America for the economic and

educational benefits found in the

United States, but some return home

for cultural reasons.

E. Culture of Latin America is strongly

influenced by their period of Spanish rule.With the exception of Brazil whose chief

language is Portuguese, the dominant language

in Latin America is Spanish. The Spanish and

Portuguese also brought Roman Catholicism to

their colonies. Roman Catholic beliefs and

customs have been embraced by the people.

The Latin American nations have developed a

unique blend of cultures mixing European,

native Indian, African, and Mestizo traditions

and customs. They have also developed unique

Latin American customs such as: Carnival,

calypso music, steel drums, reggae music, etc.Since all regions of the world are ethnocentric,

all cultures including Latin America consider

themselves winners for developing a unique

style

.





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Goal: Determine a way to use the resources in the rainforest.

Role: A member of the Brazilian Interior Ministers staff

Audience: Proposal for presentation to the President of Brazil.

Scenario: Write a position paper discussing your views and ideas about the

conservation, preservation, and utilization of the rainforest.

How will your plan best benefit Brazil and meet the increasing environmentalpressures placed on Brazil by the rest of the world?

Project: Documented five paragraph persuasive essay.

(Documented list three sources)

Standard: PA Writing Rubric

(Time allotment 2 days in clases for research, 3 days at home to write)


World Geography, People, Places and Cultures

Chapter Support for Unit 3

Outline Maps

Social Studies and Geography Skills booklet

Prentice Hall Videos




Unit 3 Chapter Support

Making a Relief Map

Simulation: Who Should Control the Panama Canal?

Creating a Magazine Story

Show Fern Gully (Video)

National Geographic video on the Coast Rica rainforest

Webquests

Latin America: cte.jhu.edu/techacademy/fellows/Jones-

S/webquest/swjindex _htm3.html

Travel to Latin America: www.lr.k12.nj.us/site/cherokee/library/stokes.htm

Latin America Quest:

riverview.mints.more.net/rodenborn/latinam/latin_America.htm

Interact Simulation - Amigos
http://www.lr.k12.nj.us/site/cherokee/library/stokes.htmhttp://www.lr.k12.nj.us/site/cherokee/library/stokes.htm


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STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa.

Student Learning




1. What does the geographic variety of Africa

reveal about the people of the region?


characteristics of Africa through map design

and description.

1. Locate and analyze the African geographic regions

(West, East, Central and South) and apply them to

various map designs. Include landforms and water

bodies specific to this region.

Map: Physical, Political, Land Use and

Resource Maps. Map the following:

A. Political Maps All countries of West, East,

Central and South Africa. Major cities of Capetown,

Joahannesburg, Pretoria, Nairobi, Abuja, Monrovia,

Khartoum, Accra.

B. Physical Maps Describe the elevation of land

and water systems. Use international color codes.


land regions: Great Rift Valley, Sahara,Sahel, Mt. Kilimanjaro, Serengeti Plain,

Namib and Kalahari deserts, Cape of

Good Hope, Congo Basin


water forms: Congo River, Zambezi

River, Limpopo River, Nile River, Lake

Victoria, Lake Tanganika, Lake Chad,

Atlantic Ocean, Indian Ocean, Orange

River, Senegal River, Niger River,

Mozambique Channel, Gulf of Guinea,

Red Sea

1. World Explorer, Peoples, Places, and Cultures

Unit 5, Chapter 19

Unit 5, Teacher Source book for

Chapter 19

Unit 5 Transparencies

Outline maps of Africa

Africa

Regional maps

Activity unit Chapter support pages 104-107

Cooperative Learning

Activity Magazine article on

an African River


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Student Learning





cultural characteristics and fundamental beliefs

that create a African worldview.

3. Analyze any western bias that lead to

stereotypical or prejudicial conclusions about

Africa. (This element is included in the

information listed in the essential content, skills

and knowledge for Standard 2).

2 and 3. Apply the worldview template to Africa using

the terms winners and losers. Keep in mind that

these terms relate to an American worldview based on

our stereotypes and prejudices dominated by our

preference for democracy and our economic success.

A. African cultures have been shaped by the need to

survive in nearly every type of land on earth. The

geography of Africa presents huge barriers to

movement, such as giant deserts and thick

rainforests, vast savannas subject to desertification

(deforestation), rivers filled with cataracts, and

escarpments leading to high plateaus.

1. Define: plateau, escarpment,

Cataract, elevation, sahel, savanna,

desertification, tributary, source

and mouth of rivers.

2. Africas mineral resources and

swift rivers (hydroelectricity)

make them a winner.

3. Fertile soil is limited.

Desertification destroys farmland

and new farmland cannot be

created by cutting down the

rainforest. Desertification occurs

from recurring drought, removal of

trees, and overgrazing of cattle.

This combination of natural

geography and human choices in

using the land makes them

losers.

2/3. World Explorer, People, Places, and Cultures

Unit 5, Chapters 20, 21, 22, 23

Teacher Source book, Transparencies

Social and Geography Skills book page 25, 26


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Student Learning




B. The political development of African

nations was hindered by a period of colonization that

lasted into the Twentieth century. Most African

nations are democratic by name; however, these

nations have had difficulty maintaining democratic

governments.

1. Great Britain, France, Germany,

Portugal, Belgium, Italy, and Spain

colonized Africa. These colonies

existed for the benefit of the

mother country. With the

exception of South Africa, most

European nations did not create

large settlements in Africa due to

the harsh climate. This long period

of colonization is a loser

situation.

2. Most African nations achieved

independence following World

War II (see Nationalism under

fundamental beliefs) and sought to

establish democratic governments.

Americans consider this desire to

be a winner.

3. African governments have been

unstable for many reasons

including: modern political

boundary lines based on European

needs as opposed to tribal regions

(Burundi and Rwanda and/or

Nigeria), African leaders had little

experience in governing, economic

problems, difficulty in accepting

majority rules compared to

traditional method of consensus,

and building stable government

takes time. The inability to

maintain stable governments is a

loser situation.


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Student Learning




4. Many African nations have

experienced a series of coup,

military takeovers (example:

Ghana). Coups are loserexperiences.

C. Africa, like Latin America, relied on one

resource economies based on the needs of the

colonizing nations. Africa needs to diversify to be

successful economically.

1. Africa has an abundance of

mineral resources including

diamonds, gold, copper, bauxite,

and petroleum. These tend to be

concentrated in certain countries.

This makes some nations

winners and some losers (haveand have nots).

2. Africas climate is conducive

for growing cash crops on large

plantations. These crops include

cotton, sugar, cacao, coffee and tea.

These are some of the same cash

crops of Latin America creating

competition between two regions

with economic difficulties. This is

a losing situation for both

regions.

3. Most African farmers aresubsistence farmers. Nations

cannot develop economically until

a minority of farmers can support a

majority of workers. Subsistence

farming is a losing situation.

4. Outside of South Africa, there

is very little industry. South Africa

due to its climate advantages,

European settlement and heritage,

and vast resources is a winner.

Lack of industrial development

makes most of sub-Saharan Africalosers.


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Student Learning




D. Africans embrace the following

fundamental beliefs: democracy, revolution, and

nationalism.

1. After World War II, Africansdesired independence from

colonial rulers. Nationalism

developed as a means to achieve

independence. This desire to be

independent is a winner.

2. Pan-Africanism is a movement of

cooperation and unity among

Africans helped African nations

achieve independence and

stability. This movement is also a

winner.

E. The cultures of Africa are varied. Since allregions of the world are ethnocentric, all cultures

including African consider themselves winners for

developing a unique style.

1. North African culture is greatly

influenced by Islam and the

nomadic lifestyle found in desert

regions.

2. West African culture is rich in

history and cultural diversity. The

West African civilizations of

Ghana, Mali, and Songhai prove

the ability of Africa to achievecivilization without the help of

outside influences. However,

Muslims did trade (gold/salt) with

these kingdoms, which led to

Islamic influences on the culture.


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Student Learning




3. East Africa developed the Swahili

culture, which is a mix of Bantu

and Arab traditions. The Bantu

people migrated from West Africa

across the continent. The Arab

peoples used the monsoons to

trade with East Africa. Africans

developed city-states along the

coast.

4. Central and South Africa

developed the Kongo Kingdom

and the kingdom of Zimbabwe.

The Kongo Kingdom was

destroyed by the European slave

trade. Zimbabwes history is a

mystery. Europeans destroyed

evidence attempting to prove that

white men built it. This is one

example of western ethnocentrism

that only they could have

developed advanced civilizations.

5. Many regions of African are

influenced by colonial rule. The

European countries brought their

language, religion, democracy and

technology. They also brought

their own European conflicts (Boer

War in South Africa and their race

for colonies which was one of the

causes of World War I) to the

African continent.

th


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STANDARD #3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa.



Youve Come A Long Way, Baby

Goal: Analyze the development of independent countries in Africa.

Role: News reporter for a major newspaper in Egypt, Algeria, Nigeria, Ghana,

South Africa, Rwanda, Burundi, Kenya, Democratic Republic of Congo

(choose from the countries you used)

Audience: Readers of the paper/Citizens of the countryScenario: It is the anniversary of Independence Day in your country, write a

news article describing how the country has developed and changed since their

victory for independence.

Project: Write a news article that includes 1) a paragraph reviewing the rise of

nationalism and your nations struggle for independence, 2) paragraphs

explaining political and economic developments and cultural changes made

since independence, and 3) a paragraph on your hopes for the future. List

three documented sources.

Standard: PA Writing Rubric

Suggestion: Since African nations experiences are similar to Latin Americas,

model the process by reviewing the information necessary using Mexico as an

example. This should be a class activity prior to students writing their own.Include steps 1) review independent movement against colonial ruler, 2)

identify political, economic, and cultural changes that have occurred since

independence, 3) envision the future political and economic goals within the

nations unique culture.

Time: Model (1 day) Writing (2-3 days depending on the amount of writing

process used (conferencing, etc)


Guide to essentials Section by Section Reading Support


World Geography, People, Places, and Cultures


Outline Maps

Social Studies and Geography Skills booklet


Remediation Strategies Enrichment Strategies

Cross curriculum unit with Language Arts explore African folk tales, example

Cow-tail Switch and Other West African Tales (class set at Poquessing) and

other folk tales.

Africa: A History Denied Time/Life Videos

Strange Creatures of the Namib National Geographic Videos

African Wildlife National Geographic Videos


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STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia.

Student Learning




1. What does the geographic variety of Asia reveal

about the people of the region?


characteristics of Asia through map design and

description.

1. Locate and analyze the Asian geographic regions

(Southwest, South, East, and Southeast) and apply

them to various map designs. Include landforms and

water bodies specific to this region.

Map: Physical, Political, Land Use and Resource

Maps. Map the following:

A. Political Maps All

countries and capitals of Asia. Use regional

maps (southwest, south, east, southeast) to

chunk the information.

Also include: Bombay, Calcutta, India;

Shanghai, Hong Kong, China; and Kyoto,

Hiroshima, Japan; and Mecca and Medina,

Saudi Arabia.

B. Physical Maps Describe

the elevation of land and water systems.

Use international color codes.

1. Southwest

Asia Mediterranean Sea, Red

Sea, Persian Gulf, Arabian Sea,

Black Sea, Caspian Sea, Tigris and

Euphrates Rivers, Jordan River,

Dead Sea, Elbruz, Zagros, Taurus,

Pontic, Caucasus mountains, Syrian

desert, Rub al Khali (Empty

Quarter), Negev desert.

2. South Asia

Arabian Sea, Indian Ocean, Bay of

Bengal, Indus River, Ganges River,

Brahmaputra River, Ganges Delta,

Himalayas, Hindu Kush, Mt.

Everest, Western and Eastern

Ghats, Deccan Plateau.


Unit 6 Chapter 24

Outline Maps

Asia by region South, Southwest,

East, Southeast

Unit 6 Teacher Source Book for Chapter 24

Unit 6 Chapter 24 Transparencies

The Mount Everest Story - Cooperative

Learning Activity Unit 6 Chapter

Support pp. 107-110


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cultural characteristics and fundamental beliefs

that create various Asian worldviews.

3. Analyze any western bias that led to

stereotypical or prejudicial conclusions about

Asia. (This element is included in theinformation listed in the essential content, skills,

and knowledge for Standard 2)

3. East Asia:

Pacific Ocean, South China Sea,

East China Sea, Yellow Sea, Sea

of Japan, Huang He, Yangtze

(Chiang Jiang), Korea Strait

Tibetan Plateau, Kunlun Shan,

Tian Shan, Himalayas, Altai

mountains, Gobi desert, Honshu,

Kyushu, Hokkaido, Shikoku.

4. Southeast

Asia: Pacific Ocean, South ChinaSea, Philippine Sea, Java Sea,

Mekong River, Irrawaddy River,

Strait of Malacca, Java, Sumatra,

Borneo, New Guinea, Luzon

islands, Indochina and Malay

peninsulas.

2 and 3. Apply the worldview template to Asia using

the terms winners and losers. Keep in mind that

these terms relate to an American worldview based on

our stereotypes and prejudices dominated by our

preference for democracy and our economic success.A. Physical barriers created

unique regions in Asia. Geography helped

some areas to be winners enabling to

develop distinctive cultures.

1. The Hindu Kush and

Himalayas separate southwest,

south, and southeast Asia from

China and each other.

2. Various bodies of water

cut the region into large

peninsulas with unique climate

patterns.3. The rivers served as

cradles for three of the major

civilizations of this region.

4. Climates vary from very

dry deserts to moist wet climates

suitable to maintain the large

populations found in the south,

southeast, and east Asia.

2 and 3. World Explorer People, Places, and Cultures

Unit 6 Chapters 25-28

Unit 6 Teacher Source Book for

Chapters 25-28

Unit 6 Transparencies

Reporting on Hinduism and

Buddhism Cooperative

Learning Activity Unit 6

Chapter Support pp. 111-114

Simulation: Presentation on

Desert Farming

Cooperative Learning Activity

Unit 6 Chapter Support pp.

123-126




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Student Learning




C. The economies of Asia primarily rely on

agriculture. Some nations have become

industrialized on both a large and small scale.

Resources are found in many areas. The oil

reserves located in Southwest Asia have made

that region an economic winner, whereas, the

regions that still rely heavily on agriculture are

losers.

D. Some nations of Asia have embraced

democracy as one of their fundamental beliefs.

Most of the countries are against imperialism as

a result of being colonized. Communism, first

established in the Soviet Union, is currently

practiced in China, Laos, North Korea, and

Vietnam. Communism is an economic system

that has only existed with an authoritarian form

of government. In theory, communism appears

to meet the economic needs of the people

equally. In practice, the government restricts

the rights of the individuals. Americans

perceive this as a loser.

E. The cultures of Asia are greatly influenced by

the many religions practiced in this region.

Today the religious beliefs and practices help to

define the many cultures of this vast region.

The five major religions of the world all began

in Asia. The geography of Asia affects where

each of these religions spread. At timesreligious beliefs became a source of political

and social conflict. Since all regions of the

world are ethnocentric, all cultures including

Asian consider themselves winners for

developing a unique style.

1. Southwest Asia Judaism,

Christianity, and Islam all began in

southwest Asia. These three religions

have similar histories and beliefs;

however, they have caused conflict in

this region. Islam is a way of life.

Muslims must follow the Five Pillars ofFaith.


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Student Learning




2.South Asia Hinduism and

Buddhism developed in India.

a. Hinduism is also a way oflife. Hindus believe in

polytheism, reincarnation,

karma, dharma, and a caste

system.

b. Buddhism was started by

Siddhartha Guatama who was

searching for an end to

suffering. Buddhists also

believe in reincarnation,

nirvana, the Four Noble

Truths, and the Eightfold Path.

c. Southeast Asia: Buddhismis the main religion in this

region. There are many sects

of Buddhism in this region.

d. East Asia: Buddhism is

prevalent in China, the

Koreas, and Japan.

1) China developed two

religions (philosophies):

Confucianism and Taoism

(Daoism).

2) Japans native religion

is Shinto. Shinto is thestate religion and the

emperor is considered a

god.



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COURSE OF STUDY: 7 GRADE WORLD GEOGRAPHY CURRICULUM

STANDARD#4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia.



District Assessment National Geographic Search for Feature Article

Goal: To demonstrate the uniqueness of one of the following

countries: India, Pakistan, China, Japan, Saudi Arabia, Israel,

Vietnam, North or South Korea.

Role: a member of the Department of Public Relations from Asian

country.Audience: a researcher from National Geographic Society

Scenario: An Asian fair to promote the unique geography, culture

and worldview of your country. Your job is to develop a

presentation that will encourage National Geographic to choose

your country to be featured in their magazine article on the different

ways that countries view the world.

Project: Group: Prepare a visual presentation on an Asian country.

The presentation must include a tri-fold display board that reflects

the worldview template created at the beginning of the year.

Groups must also use at least two types of technology. Examples:

wordprocessing, Internet, powerpoint, video clips, tape recordings

(music, speeches). Focus on the unique culture of the region,include: physical and political geography, political, economic,

beliefs and cultural characteristics that influence this regions

worldview.

Individual: Process student thinking in creating the presentation:

Answer the following questions:

1. How is (Asian countrys) worldview similar to/different

from a western worldview?

2. How were my views of this country shaped by my

western worldview and how have they changed now that I

studied the country? (Include any stereotype, prejudice or

bias.)

3. How might a citizen of your Asian country react to awestern worldview of that nation? (Defend your Asian

countrys worldview against the western view of that nation.)

Standard: Rubric for displays (Teacher Support book Unit 6,

page 118 and/or 129) can be used as a model.


World Geography, People Places, and Cultures


Outline Maps

Social Studies and Geography Skills Book





Lost Civilizations Tibet Time/Life Videos

Little Buddha video

Warlords of Japan Interact Simulation

Ancient Warriors Samurai History Channel video

Confucius A & E Biography


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Student Learning




Documents

7th Grade World Geography 05-06-03 (1) (1)