Geography GRADE: 7

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

Geography

GRADE: 7

ABSTRACT

The primary goal of this course is to allow students to endeavor to discover our planet, discern from physical and political regions, and learn about the cultures and politics of the people and nations of the world. The principles and fundamentals of American democracy and citizenship as well as the government systems of other nations will be part of the focus of this course. The 21st Century offers access to countless venues to experience historical and current events. Students need to become familiar with new research tools and develop a mastery of presentation through technology. Students should also demonstrate an ability to be creative, critical and collaborative thinkers as well as have a grasp of personal finance. (To achieve this, the following course-long questions were designed to be considered through all units of study.)

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

a. How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?

b. How can individuals, groups and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

c. How can the study of multiple perspectives, belief systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

d. How will students research events and cultures using 21st century technology? e. How can student presentations be made that expand beyond simple text and illustrations? f. What motivates students to think beyond basic learning? How will they work collaboratively? g. How does a student grasp the elements of finance on both a personal as well as a global level?

UNIT: (Title, Month(s), Number of Days)

UNIT:1 Physical and Political Earth,

North & Central America 8-10 Weeks

UNIT:2 South America, Europe,

Environmental Awareness, Civil Rights & the Holoccaust

9-11 Weeks

UNIT:3 Africa, Western Asia, Middle

East, Population and Statistics

8-9 Weeks

STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJCCCS 6.1.8.A.-D.

NJCCCS 6.1.8.A.-D.

NJCCCS 6.1.8.A.-D.







9-11 Weeks



8-9 Weeks

6.2.8.A-D. 6.3.8.A.-D. Technology

8.1, 8.2 21st Life & Careers

9.1, 9.2, 9.3, 9.4 CCCS

RH 7.1-10 WHST 7.1.A-E

7.2.A-F



9.1, 9.2, 9.3, 9.4 CCCS

RH 7.1-10 WHST 7.1.A-E

7.2.A-F



9.1, 9.2, 9.3, 9.4 CCCS

RH 7.1-10 WHST 7.1.A-E

7.2.A-F ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• Geography is the study of Earth and its people.

• The sun and the Earth are part of the solar system and act and react along with other moons and planets.

• Earth has layers, landforms, bodies of water, atmosphere, and climate regions.

• Any place on Earth can be specifically located with the use of maps that denote

• The Central American land bridge has diverse landscapes, climates and physical as well as political boundaries.

• Central America’s history reveals nations that are culturally connected, but politically and economically divided.

• The thirteen nations of South American Continent

• The African Continent has diverse landscapes, climates and physical as well as political boundaries.

• Africa’s fifty-three nations evolved from land claims by surrounding civilizations and through internal and external wars

• There is a direct correlation between the events that occurred in the then Apartheid







9-11 Weeks



8-9 Weeks longitude and latitude.

• There is a direct impact by the human race on its environment.

• Civilizations exist only through the combination of specific culture traits

• There are distinct systems of rule or government that exist in harmony with or in spite of other government systems.

• The North American Continent has diverse landscapes, climates and physical as well as political boundaries.

• North America’s history reveals nations that are related only by the land that connects them.

have diverse landscapes, climates and physical as well as political boundaries.

• Countries like Brazil reveal a worldwide need to recognize deforestation and global warming as well as recycling of natural resources

• Individual nations can be presented in various forms such as poster projects, written or oral presentations, and electronic media.

• Europe is a unique continent as it is smallest and shares it’s landmass with Asia

• Europe’s history is rich with varying cultures and power struggles with war, and the evolution of economic, religious, and political philosophies

controlled South Africa and the civil rights movement in the United States

• The Middle East is a region of nations that spread beyond a single continent.

• Religion and control over natural resources, specifically oil make the Middle East politically volatile.

• Southern Asian nations are large and diverse and have culturally shaped a large percentage of our world’s population.

• The pacifistic philosophy of Gandhi saved India from British rule and forever changed world politics in that region.

• Historic and religious landmarks such as Mecca and







9-11 Weeks



8-9 Weeks • The atrocities of Holocaust

were exposed during WWII and crimes of hate exist today.

• The Cold War was waged not with an endgame of mutual destruction, but with the intent to avoid the onset of any battle

the Taj Mahal further help us to understand Asia’s culture.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• What is Geography? What are the five themes of Geography?

• How does Geography affect our everyday lives?

• What are land and water forms and climate regions/

• Why are maps and the ability to read maps and work with an atlas or global positioning systems essential?

• How does man’s interaction with his environment

• What are the physical and political boundaries of Central America?

• How did the westward exploration of Central and South America by Europe change the world’s balance of power?

• What are the political and physical boundaries of the continent of South America?

• Why is the issue of the environmental impact of

• What are the physical and political boundaries of The continent of Africa

• How can we explore Black History beyond the United States?

• How did the apartheid laws and the events that led to the election of Nelson Mandella in South Africa correlate with our own history of civil rights in America?

• What are the nations and







9-11 Weeks



8-9 Weeks constantly threaten to throw off the balance of a very fragile ecosphere?

• What are the eight traits of a culture? How do these components combine to create human civilization?

• What are the basic systems of a government? Why do they compete and how do they coexist?

• What are the physical and political boundaries of North America. How did this region originate and how and why did civilizations migrate to this continent?

renewable and non-renewable natural resources especially vital in the Amazon region of South America?

• What are the ecosystems of the Amazon Rainforest and how do they relate to deforestation and the contribution to global warming?

• How can a student research and present projects that reveal the individual aspects of a Latin American Nation?

• What constitutes the physical and political boundaries that comprise the continent of Europe?

• How do we reveal the cultures and government systems that make the 43

cultures that comprise the area near to and around the Arabian Peninsula that are known as the Middle East?

• What are the major religions of the Middle East and why is there so much turmoil in that region?

• What is the importance of Oil as a natural resource, and what is America’s stake in that resource?

• What are the individual nations and cultures of Central Asia, (which include Pakistan and India)?

• How do major architectural icons, such as India’s Taj Mahal depict the history and cultures of India?

• What made Gandhi such a unique figure historically and







9-11 Weeks



8-9 Weeks nations of the continent of Europe?

• What were the atrocities of the Jewish Holocaust during World War II. How and why did they occur?

• How can we examine the events that led to the Cold War and The eventual fall of the Soviet Union?

philosophically, and how did he change the political systems of twentieth-century Asia?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Assessments of each learning activity • Oral presentations • Opinion journals • Group share topics • Authentic assessment

Assessments of each learning activity • Oral presentations • Opinion journals • Group share topics • Authentic assessment

Assessments of each learning activity • Oral presentations • Opinion journals • Group share topics • Authentic assessment • Document based questions







9-11 Weeks



8-9 Weeks • Document based questions

• Writing folders • Portfolio assessment

• Document based questions • Writing folders • Portfolio assessment


OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Daily discussion prompts • Homework • In-class-work • Group-projects • Rubrics • Notebook checks • Tests/Quizzes • Teacher Observations • Supplemental materials • Benchmark Testing (Pre and

Post)

• Daily discussion prompts • Homework • In-class-work • Group-projects • Rubrics • Notebook checks • Tests/Quizzes • Teacher Observations • Midterm Examination • Supplemental materials • Benchmark Testing (Pre and

Post)

• Daily discussion prompts • Homework • In-class-work • Group-projects • Rubrics • Notebook checks • Tests/Quizzes • Teacher Observations • Supplemental materials • Benchmark Testing (Pre and

Post)

RESOURCES: • Geography text • Geography text • Geography text







9-11 Weeks



8-9 Weeks

• www.geographyworldonline.com/teach.html

• www.loc.gov • www.education.nationalge

ographic.com/education/teaching-resources/


• www.hstorychannel.com • www.todayhistory.net/ • www.Worldatlas.com • www.ciafactbook.gov • www.googleearth.com • www.mapquest.com • Supplemental items







• www.loc.gov • www.education.nationalgeo

graphic.com/education/teaching-resources/



STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.







9-11 Weeks



8-9 Weeks SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

Students will complete the following activities:

• “Where in the World” daily map skills exercises

• Go home: Locating your specific home using a state map, county map, city map and utilizing grids for absolute location.

• Google This: finding your home and other locations using Google Earth

• Here to There: (essay) giving written directions from home to school using a paper map from an atlas and virtual map from MapQuest, and outlining the preferred route

• Daily Conversation Prompt: introducing a current event or related lesson topic for a higher level thinking and verbal expression of opinion with


• “Where in the World” daily map skills exercises

• Daily Conversation Prompt: Topic relating to current events, or subject matter

• This Day in History: present a fact each day to offer a well- rounded historical overview

• Google This: finding specific countries, cities, landmarks, and other locations using Google Earth • Mnemonic Memory Sentence:

Writing exercise to aid in remembering groups of words (like the Eight traits of a culture) • Latin American

Poster/Presentation Project (Poster or alternate style of presentation about one specific nation of Latin America)

Students will complete the following activities: • “Where in the World” daily

map skills exercises • Daily Conversation Prompt:

Topic relating to current events, or subject matter


• Google This: finding specific countries, cities, landmarks, and other locations using Google Earth

• Flags of Africa: Create and display flags of all 53 nations of Africa. Students classify the display by population or land size.

• Swahili Sentence: Using a large vocabulary list including nouns, verbs,







9-11 Weeks



8-9 Weeks supporting facts based on student background knowledge

• Weekly Crosswords and WordBank Builders designed to reinforce defined terms in forms of puzzles and other vocabulary building venues.

• Mobile Mobiles: compact 3 dimensional term building devices.

• Compass Roses: Creating unique maps with directions from home and a detailed school map for “Back to School” night for parents .

• Cities of the World: Students learn longitude and latitude by searching for major cities on world maps

• Wheel of Culture: mastering the eight traits of a culture by creating a culture wheel with detailed information on each panel.

• Recycle “3 ‘R’s slogan and poster create a slogan about reuse, renew, recycle awareness and illustrate that slogan in a colorful fashion • Letter to Congressman:

Convince you congressman that the disappearing rainforest is a serious and urgent issue. Propose and detail an outline of solutions • Greetings from”- Euro -

Postcard Project: Research based project about individual nations of Europe which include maps, charts, facts, as well as a detailed, illustrated postcard with correspondence. • Paper Clips Holocaust

project: create a personal paperclip to represent a silent protest by citizens about the Holocaust.

adjectives, and illustrate a sentence in Africa’s most colorful language.

• Essay/Timeline Presentation-Mandela, &. M.L.K.: Explore civil rights and Anti-Apartheid by comparing timelines between Nelson Mandela and Martin Luther King.

• How crude: a fight for oil in the Middle East: create a montage/collage using symbols of oil and the Middle Eastern oil producing nations.

• A Monumental Task: Recreating the Taj Mahal as a mosaic as well as documenting and displaying facts about India







9-11 Weeks



8-9 Weeks • Person- Ali-Tee: students

express and share their personal culture traits in the form of a tee shirt designed with examples of logos or other items that are unique to them.

• What’s My Trait? Students compete to guess classmates culture traits using one word descriptions

• Three systems of Government: Essay and project defining in detail each of the three systems of a government. One government is to be depicted symbolically without words in a full color artistic representation

Collect and combine clips to represent the uniformity and sheer number of Jews that were exterminated in Nazi Germany. • Nesting Eggs: Creating a

version of the famous Russian Nesting Eggs patter about any symbol or aspect of Russian or Soviet history.

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology)

Math: • Read and match

coordinates on maps. • Calculate routes using

Math: • Daily math minute • Use graphs daily that

include statistics like

Math: • Daily math minute • Use graphs daily that include

statistics like population,







9-11 Weeks



8-9 Weeks learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

factors such as speed and distance.

• Use graphs daily that include statistics like population, miles, elevation, etc.

• Timelines of various historical events including the arrival of native North Americans

Science: • The physical science of

Earth including the mechanics of the solar system, landforms and bodies of water,

Language Arts: • discuss and compose

daily/weekly prompts related to current events or the current subject matter

• Compose an essay that

population, miles, elevation, etc.

Science: • The physical science of

regions in surrounding continents including South America and Europe . Study of landforms and bodies of water as well as natural resources,

Language Arts: • Discuss and compose


• Compose an expository essay that accompanies research presentation project about Latin America

miles, elevation, etc. Science: • The physical science of

regions in surrounding continents including Africa an Asia. Study of landforms and bodies of water as well as natural resources,

Language Arts: • discuss and compose


• Compose Swahili sentence • Compose essay comparing

prominent black historical figures including Nelson Mandela, Gandhi, and Martin Luther King and the concept of Apartheid.

• Written and oral arguments for and against oil as our







9-11 Weeks



8-9 Weeks gives detailed driving direction from home to your classroom with sequence order details from point “A” to point “B.”

• Compose mnemonic sentence using the first letter in order of each country in Central America. The sentence must have an accompanying artistic rendering of the actions of that sentence

• Compose essay defining and explaining government systems.

Foreign Language: • The history and structure

of language as well as

• Slogan writing about recycling awareness

• Postcard writing that describes a particular nation of Europe

• Written review of documentary about the Holocaust

Foreign Language: • The history and structure of

language as well as basic words and phrases from current nation/nations studied.

Art: • Create , construct, and color

mnemonic sentence that is illustrated.

• Recycling awareness posters

primary source of energy.

Foreign Language: • The history and structure of

language as well as basic words and phrases from current nation/nations studied.

• Swahili sentence Art: • Create , construct, and color

African Swahili poster • Design and construct

representations of India including Taj Mahal, Mossaic, and portrait of Gandhi.

Music: • Play and discuss music that

relates to nations of each current unit of study







9-11 Weeks



8-9 Weeks basic words and phrases from current nation/nations studied.

Art: • Create , construct, and

color compass, maps, • Design symbols for a

specific system of government

• Person-ali-T: express your personal culture traits on a t shirt or facsimile

• Create Manic Mnemonic Memory Sentence: Artwork reflects the sentence constructed to remember the eight nations of Central America

• Poster project about Latin American Nation

• Postcard designed to represent European nation



21st century: • Life & Career Study • Creative & Innovation • Critical Thinking &

Problem Solving • Communication *

Collaboration • Media Literacy • Information Literacy • Information,

Communication &

• Demonstrate a sitar




Communication & Technology

Technology: • Computers • Internet • Tablet devices • LCD projectors • Multimedia presentation • Web Quests







9-11 Weeks



8-9 Weeks Music: • Play and discuss music

that relates to nations of each current unit of study





Technology: • Computers • Internet • Tablet devices

Technology Technology: • Computers • Internet • Tablet devices • LCD projectors • Multimedia presentation • Web Quests • Use technology,

including the Internet, to produce and publish writing and to interact and collaborate with others

• Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while

• Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

• Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• Use technology,







9-11 Weeks



8-9 Weeks • LCD projectors • Multimedia presentation • Web Quests • Use technology,

including the Internet, to produce and publish writing and to interact and collaborate with others


• Make strategic use of digital media and visual displays of data to express information and

avoiding plagiarism. • Make strategic use of

digital media and visual displays of data to express information and enhance understanding of presentations.

• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data

including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

• Integrate visual information (e.g., in charts, graphs,







9-11 Weeks



8-9 Weeks enhance understanding of presentations.

• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently


and conclusions of others while avoiding plagiarism and following a standard format for citation.

• Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Miscellaneous • Graphic Organizers • Bulletin board displays • Mobile/classroom displays • Hallway montages • Reports • Tiered activities • Extension activities • Anchor activities

photographs, videos, or maps) with other information in print and digital texts.


SPECIAL ED. Modifications & accommodations as listed in the student’s IEP • Prioritize tasks • Reduce or Modify assigned work • Reduce length of assignment for







9-11 Weeks



8-9 Weeks • Integrate visual

information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


SPECIAL ED. • Modifications &

accommodations as listed in the student’s IEP



• Prioritize tasks • Reduce or Modify assigned work • Reduce length of assignment for different mode of delivery • One to One Teacher to student time increased • Working contract between you and student at risk • peer assistance • Think in concrete terms and provide hands on tasks • Position student near helping peer or have quick access to teacher ELL.

different mode of delivery • One to One Teacher to student time increased • Working contract between you and student at risk • peer assistance • Think in concrete terms and provide hands on tasks • Position student near helping peer or have quick access to teacher ELL. • Teacher conferences • Graphic organizers • Modification plan • NJDOE resources • Adapt a Strategy-Adjusting strategies for ESL AT RISK







9-11 Weeks



8-9 Weeks • Prioritize tasks • Reduce or Modify assigned work • Reduce length of assignment for different mode of delivery • One to One Teacher to student time increased • Working contract between you and student at risk • peer assistance • Think in concrete terms and provide hands on tasks • Position student near helping peer or have quick access to teacher ELL. • Teacher conferences • Graphic organizers • Modification plan • NJDOE resources

• Teacher conferences • Graphic organizers • Modification plan • NJDOE resources • Adapt a Strategy-Adjusting strategies for ESL

• ELL Students- Instruction will be based on language proficiency.

AT RISK Tiered Interventions following I&RS plan NJDOE resources Gifted and talented

Tiered Interventions following I&RS plan NJDOE resources


Gifted and talented • Offer Choice Boards • Contents should be modified:

abstraction, complexity, variety, organization

• Process should be modified: higher order thinking skills, open-ended thinking, discovery.







9-11 Weeks



8-9 Weeks • Adapt a Strategy-Adjusting strategies for ESL


AT RISK Tiered Interventions following I&RS plan NJDOE resources Gifted and talented • Offer Choice Boards • Contents should be modified:


• Offer Choice Boards • Contents should be modified:


• Process should be modified: higher order thinking skills, open-ended thinking, discovery • Products should be modified: real world problems, audiences, deadlines, • Student-centered learning, independence • Extension of Long-Term Latin

America project using technology such as Powerpoint, Prezi, etc. to meet the higher level presentation skills

• Higher level content reading Extend in writing beyond the 8 basic traits of a culture and

• Products should be modified: real world problems, audiences, deadlines, • Student-centered learning, independence • Create a fully produced travel

agency Commercial TV advertisement based on the knowledge attained during Unit 1. Degree of challenge and specificity can be increased for G&T. Format of presentation can be altered to more challenging as well

• Higher level content reading • Recreate using alternate

materials a unique version of the Taj Mahal with detail about interior or exterior.







9-11 Weeks



8-9 Weeks • Process should be modified: higher order thinking skills, open-ended thinking, discovery • Products should be modified: real world problems, audiences, deadlines, • Student-centered learning, independence • Create your own Utopian

Nation based on the knowledge attained during Unit 1. Degree of challenge and specificity can be increased for G&T. Format of presentation can be altered to more challenging as well

• Higher level content reading • Extend in writing beyond the 8

basic traits of a culture and define in detail your own or someone else’s culture.

define in detail your own or someone else’s culture. • Cause/Effect presentation or

research to understand relationship between Amazon Rainforest and Global Warming


*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNIT: (Title, Month(s), Number of Days)

UNIT:4 Eastern Asia, 20th Century

Politics and Wars, Australia, Antarctica, April–June 8-9 Weeks

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

NJCCCS 6.1.8.A.-D. 6.2.8.A-D. 6.3.8.A.-D. Technology

8.1, 8.2





21st Life & Careers 9.1, 9.2, 9.3, 9.4

CCCS RH 7.1-10

WHST 7.1.A-E 7.2.A-F

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• The Asian Continent has diverse landscapes, climates and physical as well as political boundaries.

• The nations of East Asia including China, Japan, and the Koreas have rich histories and cultures.

• China has the world’s largest population, creating problems that their government has attempted to solve.

• The United States relationship with particular





Asian countries has led to several wars

• China and other Asian nations have become economic superpowers that have overtaken the United States in the production of goods.

• Tragic historical events like Pearl Harbor and the attack on September 11, 2001 can be compared and contrasted

The motives for U.S. involvement in wars like Korea

and Vietnam were about the insurgence of communism

• The Australian continent has diverse landscapes, climates and physical as well as political boundaries. It’s considered an island, a





country, as well as a continent.

• Antarctica is a continent without a country or permanent population.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• What are the physical and political boundaries of Eastern Asia, and how can the cultures of China, Japan, and the Koreas have as many parallels as it has differences?

• How do the concepts of demographics relate to populations especially in nations like China? What policies has China issued historically to “solve” these issues?

• How can we conceive,





design, and create physical representations of numbers that are otherwise unfathomable?

• What makes man-made structures like the Great Wall of China or the Terra Cotta Warriors unique? What can students cull from the history recreate scale models of these structures?

• What are the economic and political relationships between Eastern Asian nations and the United States? What has occurred historically to jeopardize those relationships?

• How do the concepts of demographics relate to populations especially in





nations like China? What policies has China issued historically to “solve” these issues?

• How can we conceive, design, and create physical representations of numbers that are otherwise unfathomable?

• What makes man-made structures like the Great Wall of China or the Terra Cotta Warriors unique? What information can students cull from the remains of these structures in order to create scale models?

• How can we dissect, compare, and contrast wars in East Asia including WWII, The Korean War, and





The Vietnam war, and the involvement of the United States?

• What are the physical and political boundaries of Oceana including Australia and Antarctica? What makes these continents unique?

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the

state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Assessments of each learning activity • Oral presentations • Opinion journals • Group share topics • Authentic assessment • Document based questions






OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Daily discussion prompts • Homework • In-class-work • Group-projects • Rubrics • Notebook checks • Tests/Quizzes • Teacher Observations • Supplemental materials • Final Examination • Benchmark Testing (Pre and

Post)

RESOURCES:

• Geography text • www.geographyworldonlin

e.com/teach.html








• www.hstorychannel.com • www.todayhistory.net/ • www.Worldatlas.com • www.ciafactbook.gov • www.googleearth.com • www.mapquest.com

Supplemental items

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as


• “Where in the World” daily





a result of the unit?)

map skills exercises • Daily Conversation Prompt:

Topic relating to current events, or subject matter


• Google This: finding specific countries, cities, landmarks, and other locations using Google Earth

• How Big Is A Billion?: Making the number one- billion understandable by displaying multiples of items like bottle caps, popsicle sticks, Post-Its, etc.

• Scaling the Wall: build a scale model of the Great Wall of China. M&M Chopstick Challenge: Learn part of the culture of China





and most of Asia by demonstrating an ability to use chopsticks to pick up and eat food, (M&M’s)

• Pearl Harbor Vs. 9/11Essay compare and contrast two attacks on America

Boomerang Slang: decorate boomerangs accompanied by a dictionary of Australian dialect

and sayings. CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

Math: • Learn to create models of

structures such as The Great Wall of China using scale calculations and measurement. • Demographics including

population and economics • Physical representations of

unfathomable numbers(like





the number 1,000,000,000) Science: • Physical properties of the

continents of Asia, Australia, and Antarctica that include landforms, bodies of water, and climate regions

Language Arts: • Discuss and compose


• Open ended questions as part of quizzes and tests

• Compare/contrast essay about two historical events.

Foreign Language: • Basic vocabulary words

from the languages of cultures of current nations of study





• Written expressions/slang from English speaking nations with a different dialect(Australia).

Art: • Create, construct, and color

maps, and models that represent events or landmarks of Asia, Australia, Antarctica,

• Design & decorate fortune cookies with fortunes



21st century: • Life & Career Study • Creative & Innovation





• Critical Thinking & Problem Solving

• Communication * Collaboration

• Media Literacy • Information Literacy • Information,


Technology: • Computers • Internet • Tablet devices • LCD projectors • Multimedia presentation • Web Quests • Use technology,

including the Internet, to produce and publish writing and to interact





and collaborate with others


• Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• Use technology, including the Internet, to produce and publish writing and present the relationships between





information and ideas clearly and efficiently


• Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and





digital texts. Miscellaneous • Graphic Organizers • Bulletin board displays • Mobile/classroom displays • Hallway montages • Reports • Tiered activities • Extension activities • Anchor activities



• Prioritize tasks • Reduce or Modify assigned work • Reduce length of assignment





for different mode of delivery • One to One Teacher to student time increased • Working contract between you and student at risk • peer assistance • Think in concrete terms and provide hands on tasks • Position student near helping peer or have quick access to teacher ELL. • Teacher conferences • Graphic organizers • Modification plan • NJDOE resources • Adapt a Strategy-Adjusting strategies for ESL






AT RISK Tiered Interventions following I&RS plan NJDOE resources Gifted and talented • Offer Choice Boards • Contents should be modified:


• Process should be modified:





higher order thinking skills, open-ended thinking, discovery • Products should be modified: real world problems, audiences, deadlines, • Student-centered learning, independence • Extensive projects related to

China such as building a Great Wall to scale, or a layered multi-dimensional ”floorplan” of the Forbidden City

• Higher level content reading • Extend in writing beyond the

Atomic Bombing of Hiroshima and Nagasaki, and define and dissect historical events, cause/effect relationships, etc.


Documents

Geography GRADE: 7