PACING GUIDE Unit 5/East Asiaa theast Asia · 18.2 The Mainland Countries History Makers, PE/TE p. 518 Tiered Activities, TE p. 518; Interdisciplinary ... Pacing Guide Unit 5: East

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PACING GUIDE

Unit 5 / East Asia and Southeast Asia

REGULAR SCHEDULE: WEEK 31 (of 36 weeks)

DayChapterSection

Engage Explore Explain ExtendEvaluate(Reteach)

1

Section 17.2Samurai toAnime

ComparingTraditionaland ModernJapan,PE/TE pp.494–495

TieredActivities, TEpp. 492, 494;InterdisciplinaryActivities, TEpp. 489, 495

2

Section 17.2Samurai toAnime


SectionReview,PE/TE p. 493;McDougalLittellAssessmentSystem

3

Section 17.3EconomicGiant

Reading forUnderstanding,PE/TE p. 496

Connectingto YourWorld, PE/TEp. 497;Three MinuteWarm-Ups,TE p. 497

Section 3,PE/TE pp.497–502

4

Section 17.3EconomicGiant

ComparingU.S. &JapaneseGovernments,PE/TE p.498

TieredActivities,TE p. 501;InterdisciplinaryActivities, TEp. 499


5

Chapter 17Review

InteractiveReview,PE/TE p. 503ClassZone.com

Make It FunActivity, TE p.503

InterdisciplinaryActivities, TEp. 477d

ChapterAssessmentPE/TE, pp.504–505;McDougalLittellAssessmentSystem

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 39Unit 5: East Asia and Southeast Asia Pacing Guide

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PACING GUIDE



DayChapterSection


1

IntroduceChapter 18:SoutheastAsia

EssentialQuestionPE/TE p. 506;Time LineDiscussion,PE/TE p. 506

AnimatedGeography,PE/TE p. 507ClassZone.com

2

Section 18.1PhysicalGeographyof SoutheastAsia




3

Section 18.1PhysicalGeographyof SoutheastAsia

ComparingRegionalRainfall,PE/TE p. 512



4

Section18.2 TheMainlandCountries




5

Section18.2 TheMainlandCountries

HistoryMakers,PE/TE p. 518



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PACING GUIDE



DayChapterSection


1

Section 18.3Indonesiaand thePhilippines




2

Section 18.3Indonesiaand thePhilippines

AnalyzingPrimarySources,PE/TE p. 523

TieredActivities, TEp. 523


3

Chapter 18Review


Make It FunActivity, TE,p. 525

TeamTeachingActivities;TechnologyProject; BestPracticesToolkit, pp. 22,31


4

5

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 41Unit 5: East Asia and Southeast Asia Pacing Guide

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PACING GUIDE


BLOCK SCHEDULE: Week 8 (of 12 weeks)

Day Chapter/Section PE/TE Page Numbers

1

2

3

4

5Introduce Unit 5: East Asia and Southeast AsiaIntroduce Chapter 15: China

pp. 401–411



1Section 15.1 Land of Three RiversSection 15.2 Middle Kingdom to Communist Power

pp. 412–429

2Section 15.3 Changing Chinese CultureSection 15.4 A Rising Power

pp. 430–446

3Chapter 15 ReviewIntroduce Chapter 16: The Korean Peninsula

pp. 447–451

4Section 16.1 A Rugged PeninsulaSection 16.2 Strong Traditions, Modern Innovations

pp. 452–467

5Section 16.3 Contrasting CountriesChapter 16 Review

pp. 468–477



1Introduce Chapter 17: JapanSection 17.1 Land of the Rising Sun

pp. 478–485

2Section 17.2 Samurai to AnimeSection 17.3 Economic Giant

pp. 486–502

3Chapter 17 ReviewIntroduce Chapter 18: Southeast Asia

pp. 503–507

4Section 18.1 Physical Geography of Southeast AsiaSection 18.2 The Mainland Countries

pp. 508–519

5Section 18.3 Indonesia and the PhilippinesChapter 18 Review

pp. 520–527

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PACING GUIDE

Unit 6 / Oceania and Antarctica


DayChapterSection


1

2

3

4

IntroduceUnit 6:Oceania andAntarctica

Unit OpenerPhotographs,PE/TE p. 529

Why ItMattersNow, PE/TEp. 529

Unit 6RegionalAtlas, PE/TEpp. 530–537

5

IntroduceChapter 19:Australia andNew Zealand



World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 43Unit 6: Oceania and Antarctica Pacing Guide

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DayChapterSection


1

Section19.1 UniqueLands




2

Section19.1 UniqueLands

AnimatedGeography:The GreatBarrierReef, PE/TEpp. 546–547

TieredActivities,TE pp. 544,546–547;InterdisciplinaryActivities, TEp. 543


3

Section 19.2Australia




4


HistoryMakers,PE/TEp. 550;Worldster:A Day inMick’s Life,PE/TE p. 553

TieredActivities,TE p. 554;InterdisciplinaryActivities, TEpp. 551, 552

5


TieredActivities,TE p. 554;InterdisciplinaryActivities, TEpp. 551, 552


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DayChapterSection


1

Section 19.3New Zealand




2

Section 19.3New Zealand

AnalyzingPrimarySources,PE/TE p. 559



3

Chapter 19Review



InterdisciplinaryActivities, TEp. 537d


4

IntroduceChapter 20:Oceania andAntarctica



5

Section 20.1The PacificWorld





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DayChapterSection


1


ComparingRegions ofOceania,PE/TE pp.574–575


2




3

Section 20.2A FrozenDesert




4

Section 20.2A FrozenDesert

Fun Facts,PE/TE p. 579

TieredActivities, TEp. 579


5

Chapter 20Review



TeamTeachingActivities;TechnologyProject; BestPracticesToolkit, pp. 23,32


46 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaPacing Guide Unit 6: Oceania and Antarctica

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1Introduce Unit 6: Oceania and AntarcticaIntroduce Chapter 19: Australia and New Zealand

pp. 529–539

2Section 19.1 Unique LandsSection 19.2 Australia

pp. 540–555

3Section 19.3 New ZealandChapter 19 Review

pp. 556–565

4Introduce Chapter 20: Oceania and AntarcticaSection 20.1 The Pacific World

pp. 566–574

5Section 20.2 A Frozen DesertChapter 20 Review

pp. 575–583



1Review Unit 1 Test Practice and Review

Workbook, pp. 15–40

2Review Unit 2 and Unit 3 Test Practice and Review









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SECTION

1NORTH CAROLINA CORE LESSON PLAN

Themes and Elements ofGeography

North Carolina Skills Competency Goals

1.01, 1.02, 2.05, 2.06

Competency Goals and Objectives

PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.01, 1.02, 12.02

1. ENGAGE Read for Understanding TIME: min. (10–40 min.)

CHAPTER OPENER:

! Connect Geography & History, PE/TEpp. 2–3; and @ ClassZone.com

! World Cultures & Geography VideoDVD and on Power PresentationsDVD-ROM

! Time Line Discussion, TE p. 2! Read for the Essential Question, TE p. 4! Interactive Reading/Vocabulary, PE/TE

p. 4; BPTK TT9–TT16, TT28

Section Objectives

1. Identify different ways of thinking aboutgeography

2. Explain the five themes of geography3. Describe the six essential elements of

geography

2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)

SECTION OPENER:

! 3-Minute Warm-Up TE pp. 5; UTB TT1! Connecting to Your World, PE/TE p. 5! Think, Pair, Share: Pair Activity–Ways of Thinking About Geography, TE p. 5! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

3. EXPLAIN Instruct TIME: min. (10–30 min.)

Struggling Readers &Inclusion

Oral Terms andNames Definitions,TE p. 4

RSG w/ Support,URB pp. 7–8

On-level

Section 1:Themes andElements ofGeography, PE/TEpp. 4–9

RSG, URBpp. 1–2

Gifted and Talented &Pre-AP

Create a BoardGame, TE p. 7

History Makers:Ptolemy, URB p. 31

DifferentiationActivity Bank:Strategies forPre-AP, BPTKpp. 195–200

English Learners

Pronounce andPreview, TE p. 4

Key AcademicVocabulary, TEp. 7

RSG Spanish, URBpp. 13–14

RSG w/ Support,Spanish, URBpp. 19–20

eEdition with audio

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 49Chapter 1: Understanding the Earth and Its Peoples North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THEMES AND ELEMENTS OF GEOGRAPHY, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—The Five Themes of Geography, TE p. 6! Talk About It: Small Group Discussion—Six Essential Elements, TE p. 7! More About: California’s Geography, TE p. 5; Gobi Desert, TE p. 6; Tea Picking in South Asia,

TE p. 7; Rivers and Dams, TE p. 8! Connect to Geography: Chicago, PE/TE p. 8

4. EXTEND Enrich TIME: min. (10–40 min.)

Integrated Technology

! Essential Question Transparency, UTBTT2

! Critical Thinking Transparency, UTBTT3

! Cultures Transparency: Rock Climbing,UTB TT8

! After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.com

! Animated Geography, PowerPresentations DVD-ROM; and @ClassZone.com

! Map Center, Activity Center, andResearch & Writing Center @ClassZone.com

! EasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material

Interdisciplinary and Tiered Activities

! Connect to Art: Make a Geography Collage,TE p. 6

! Connect to Language Arts: Write aParagraph, TE p. 7

! Tiered Activity: Five Themes and SixElements, TE p. 8

! Interdisciplinary Project: Related Words,URB pp. 33, 35

! Technology Project: Five Themes WebPages, BPTK p. 15

! Team Teaching, BPTK p. 24

5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)

Core Assessment

! Section Assessment, PE/TE p. 9;Interactive Review @ ClassZone.com

! Section Quiz, URB p. 38! McDougal Littell Assessment System:

Test Generator CD-ROM; Section Quiz! Student Products—Guidelines and

Rubrics, BPTK pp. 1–14

Reteaching

! Reteaching Activity, URB p. 41

Test Practice & Review

! Daily Test Practice Transparency, DTPT TT1! Test Practice and Review Workbook,

pp. 15–16

50 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 1: Understanding the Earth and Its Peoples

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SECTION

1STRATEGIES FOR ENGLISH LEARNERS


1 Activate Prior KnowledgeTo introduce the concept of location, have students do a Pair-Share activity from theBest Practices Toolkit. Each partner should give the other directions to his or her home.Then discuss what kind of information they used, such as street names and landmarks.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look carefully at the charts on the FiveThemes of Geography and the Six Essential Elements. Have them explain in their ownwords what each of the themes and elements means. Ask: How does the photograph thataccompanies the theme “Movement” illustrate that theme? (It shows cars on a highwayinterchange, and reflects the human ability to move from one area to another.)

BUILD VOCABULARY Have pairs of students create a flash card for each of thefive themes and six elements. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.

3 Make Objectives ExplicitRead each objective and write it on the board. Define words that confuse students. Askstudents to name the most important word in each objective.

• List the five themes of geography.• Explain what place and region mean and tell how they are related.• Understand how people move in the world and how they interact with their

environment.

4 Support Student ReadingCOOPERATIVE WORK To help students understand the Five Themes of Geography,model a Reciprocal Questioning activity from the Best Practices Toolkit. Then havegroups of students continue the activity for the Six Elements.

ON ONE’S OWN Preview the following questions. Then have students search fortheir answers while reading.

1. Which of the five themes focuses on the question, “How do people, goods, andideas move from one location to another?”

2. What would geographers learn by looking at the characteristics of places orregions?

5 Prepare for AssessmentTo check comprehension, review the questions on TT1 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 38 of UnitResource Book: Introduction to World Geography.

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 51Chapter 1: Understanding the Earth and Its Peoples Strategies for English Learners, Sec. 1

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SECTION

1STRATEGIES FOR INCLUSION


Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms in thissection. Write the terms on the transparency. Give individual students a copy and have themrate their familiarity with the terms. Work with the class to develop definitions.

1. environment: The physical surroundings of a location

2. geography: The study of people, places, and environments

3. spatial: Relating to space and where a place is located

4. place: A geographical term that describes the physical and human characteristics of alocation

5. region: An area that has one or more common characteristics that unite or connect it

During Reading

FOCUSED READING Use a Listening/Reading Guide activity in the Best PracticesToolkit to help students understand Section 1. Using the transparency, create questions on keyideas. Give each student sticky notes to mark the locations of the answers in the text. Readthe text aloud while students use the notes to mark the locations of the answers. Afterwards,have students return to their tabs to find and write the answers.

EXAMPLES: QUESTIONS

• What are the Five Themes of Geography?

• Why are the themes and elements of geography useful to geographers?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with one of the Five Themes or Six Elements. Then have themfill in the four sections of the graphic: 1) Definition of the term or topic; 2) Characteristicsof the term or topic; 3) Examples; and 4) Non-examples. Suggest that students use theirtextbooks if needed.

52 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 1: Understanding the Earth and Its Peoples

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SECTION


Technology Tools forGeographers


1.01, 1.02, 1.03, 1.06, 2.01, 2.02, 2.03, 2.06, 3.01, 4.06, 5.04




CHAPTER OPENER:

! Three-Column Journal, BPTK TT21! Read for the Essential Question, TE

p. 10! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Describe the current science of mapmaking2. Explain how Geographic Information

Systems work


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 11; UTB TT1! Connecting to Your World, PE/TE p. 11! Reader, Recorder, Reporter: Small Group Activity—The Science of Mapmaking, TE p. 11! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Match Terms andDefinitions, TEp. 10


On-level

Section 2:Technology Toolsfor Geographers,PE/TE pp. 10–15

RSG URB pp. 3–4


Create a MapScrapbook, TE p. 13

Map and GraphSkills, URB p. 27


English Learners


Comprehension:Self-Monitor, TEp. 13

RSG Spanish,URB pp. 15–16


eEdition withaudio


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SECTION 2: TECHNOLOGY TOOLS FOR GEOGRAPHERS, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Geographic Information Systems, TE p. 14! More About: Weather Satellites, TE p. 12; GPS, TE p. 13! Analyzing Primary Sources, PE/TE p. 12! Comparing Mapping Styles, PE/TE p. 13! Connect Geography & Technology, PE/TE p. 14! Fun Facts: How Tall Is Mt. Everest?, PE/TE p. 15



! Critical Thinking Transparency, UTB TT4! Map Transparencies, UTB TT6, TT7! After-Reading Activities: BPTK

TT49–TT62; and @ ClassZone.com! Animated Geography, Power Presentations

DVD-ROM; and @ ClassZone.com! Map Center, Activity Center, and Research

& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM, Resources2Go

USB drive: All worksheets and editablelesson material


! Connect to Art: Make an Image Chart, TEp. 12

! Connect to Science: Be a Surveyor, TEp. 12

! Tiered Activity: GIS, TE p. 14! Student Products, BPTK pp. 1–14


Core Assessment



Test Generator CD-ROM; Section Quiz

Reteaching



! Daily Test Practice Transparency, DTPTTT2

! Test Practice and Review Workbook,pp. 17–18


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SECTION



1 Activate Prior KnowledgeShow students a map of the world and a globe. Use a Venn Diagram from the BestPractices Toolkit to identify similarities and differences between the two. (Map—Flat,easy to carry around; Globe—Round, same shape as Earth, hard to carry around;Both–Show where things are) Emphasize the meaning of “distortion.”

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the illustrations in this section,asking them questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY In class, preview the three technology tools for geographers:Landsat, GPS, and GIS. After students finish reading, model a Comparison Matrixfrom the Best Practices Toolkit. Then have small groups complete a ComparisonMatrix on technology tools.

3 Make Objectives ExplicitIntroduce the section objectives and use Signals from the Best Practices Toolkit tocheck comprehension. If students signal “thumbs down,” give paraphrases or definitionsas needed.

• Describe the current science of mapmaking• Explain how Geographic Information Systems work

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about thetechnology tools that geographers use, have groups do a Jigsaw Reading activity fromthe Best Practices Toolkit.


1. What types of information do satellites collect?2. How do geographers use GIS technology?



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SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter“Technology Tools for Geographers” in the center. Put the two subheads into the surroundingcircles. Instruct students to scan for visuals and boldfaced terms, adding them to theappropriate subheads.

During Reading

FOCUSED READING Have students use a Three-Column Journal activity from theBest Practices Toolkit to take notes on the main ideas, connect visuals to the text, and findand record supporting details for the section. Model the activity using the transparency andthen have students use copies for recording their information.

EXAMPLES: SATELLITES

• Main Ideas: Landsat

• Visuals: Image of Landsat orbiting the Earth

• Supporting Details: Provides visible and infrared views of Earth

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 2. Have students share their outlines in class to create a complete outline of thesection. Here is an example:

I. The Science of Mapmaking

A. The definition and function of a globeB. The cartographer’s job

1. Create maps from data collected by surveyors2. Use technological tools to create detailed and accurate pictures of the world


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SECTION


Careers in Geography


1.01, 1.02, 1.06, 2.04, 2.06




CHAPTER OPENER:

! Three-Column Journal, BPTK TT21! Read for the Essential Question, TE p. 16! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Identify the jobs that process geographicdata

2. Describe how geographers advise businessand government

3. Explain the available jobs in physical andhuman geography


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 17; UTB TT1! Connecting to Your World, PE/TE p. 17! Talk About It: Small Group Discussion—Processing Geography Data, TE p. 17! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Spell and DefineVocabulary, TE p. 16

Categorize, TEp. 18


VocabularyPractice, URBp. 25

On-level

Section 3: Careersin Geography, PE/TEpp. 16–20

RSG URB pp. 5–6


History Makers:The Urban Planner,URB p. 32

DifferentiationActivity Bank:Strategies forPre-AP, BPTK pp.195–200

English Learners




eEdition withaudio


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SECTION 3: CAREERS IN GEOGRAPHY, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Advising Business and Government, TE p. 18! Reader, Recorder, Reporter—Small Group Activity: Physical and Human Geography, TE p. 20! More About: Geography and Jobs, TE p. 17; Urban Planning, TE p. 19! Connect Geography & Culture: Cancún Then and Now, PE/TE p. 18! Connect to Your World: Geography Competitions, PE/TE p. 19! Make It Fun: Teacher-Tested Activity, TE p. 18



! Critical Thinking Transparency, UTB TT5! Essential Question Transparency, UTB

TT2! After-Reading Activities: BPTK






! Tiered Activity: Planning a Playground,TE p. 19

! Student Products, BPTK pp. 1–14! Geography Simulation: Town Meeting on

a Public Park, BPTK pp. 63–68


Core Assessment


! Section Quiz, URB p. 40! Interactive Review, PE/TE p. 21; and @

ClassZone.com! Chapter Assessment, PE/TE pp. 22–23! Chapter Tests (Forms A, B, C) URB

pp. 45–56! McDougal Littell Assessment System:

Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching






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SECTION



1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about careers for geographers. Have groupsof students spend five minutes discussing the topic. Ask them to draw on what they mayhave learned from television documentaries or magazines such as National Geographic.After you call time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs in the section. Havestudents speculate about whether they would enjoy the job of urban planner or surveyor.Then ask: What personal characteristics should a person in one of these jobs have?(Answers might include curiosity, patience, and intelligence.)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit forgeomorphology. Then have student partners do a Word Square for climatologist anddiscuss it in class.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explainthe objectives in their own words.

• Describe the jobs that involve processing geographic data• Explain how geographers advise business and government• Discuss the job opportunities in physical and human geography

4 Support Student ReadingCOOPERATIVE WORK To help students understand the content under the firstheading of the section, have student groups do a Reciprocal Questioning activity fromthe Best Practices Toolkit in class. Then assign the groups the remaining headingsin the section.


1. What are the main activities that geographers do?2. How do geographers help businesses and government?3. What jobs are available in the field of geography?

5 Prepare for AssessmentTo check comprehension, review the questions on TT3 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 40 of UnitResource Book: Introduction to World Geography. To assess comprehension of thechapter, have students complete Chapter Test, Form A, on pp. 45–48.


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SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what students think theymay be interested in doing as a future career. Ask them if they had ever considered a job thatwould involve fieldwork. For example, what might appeal to them about helping to plan thelayout for a new community project? What might be some drawbacks to that kind of career?Ask students to raise their hands if they think they might enjoy a career as a geographer,and call on them to explain their thinking. Ask the same of those who don’t indicate aninterest in such a career.

During Reading


EXAMPLES: QUESTIONS

• What kind of tasks does a surveyor do?

• How might a climatologist help a business or government?

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics in thissection. Give each group a copy of the transparency and ask them to list the two or three mostimportant ideas in the subtopic they have been assigned. Here are examples for “ProcessingGeographic Data.”

• The geographer’s main activity is analyzing data to answer geographic questions.• Surveyors map and measure the land.• Geographic Information Systems (GIS) use high-tech equipment to supply complex

geographic data.


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The Earth and Its Forces


1.01, 2.05, 2.06, 3.01, 4.06


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 3.04


CHAPTER OPENER:

! Connect Geography & History, PE/TEpp. 24–25; and @ ClassZone.com

! World Cultures & Geography Video, DVDand on Power Presentations DVD-ROM



Section Objectives

1. Identify the internal forces shaping theEarth

2. Describe two extreme events caused byinternal forces

3. Summarize the external forces shaping theEarth


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 27; UTB TT9! Connecting to Your World, PE/TE p. 27! Talk About It: Small Group Discussion—Internal Forces Shaping the Earth, TE p. 27! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards




RSG w/Support,URB pp. 65–66

On-level

Section 1: TheEarth and Its Forces,PE/TE pp. 26–33

RSG, URBpp. 57–58


Create a BoardGame, TE p. 28

Compile a Listof Earthquakes andVolcanic Eruptions,TE p. 30

Map and GraphSkills, URB p. 91

English Learners


Vocabulary:Multiple-MeaningWords, TE p. 30



World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 61Chapter 2: Earth’s Interlocking Systems North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THE EARTH AND ITS FORCES, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—Extreme Events, TE p. 30! Think, Pair, Share: Pair Activity—External Forces Shaping the Earth, TE p. 32! More About: The San Francisco Earthquake, TE p. 27; Earth’s Atmosphere, TE p. 28; Tectonic

Plates, TE p. 29; Tsunamis, TE p. 31; The Grand Canyon, TE p. 32! Comparing Tectonic Plate Movements, PE/TE p. 29! Connect to Science, PE/TE p. 31! Comparing Regions, TE p. 28! Make It Fun: Teacher-Tested Activity, TE p. 29





! Map Transparency, UTB TT15! After-Reading Activities: BPTK



& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM; Resources2Go



! Connect to Science: Chart How TectonicPlates Move, TE p. 29

! Connect to Math: Calculate VolcanicEruptions in the United States, TE p. 31

! Tiered Activity: Understand Weathering,TE p. 32


Core Assessment





Reteaching





62 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 2: Earth’s Interlocking Systems

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1 Activate Prior KnowledgeTo introduce the concept of the internal and external forces that affect the Earth, havestudents do a Pair-Share activity from the Best Practices Toolkit. Have students recallany extreme events such as earthquakes that they or a friend may have experienced.Record their ideas on the board. Tell students that less dramatic processes such aserosion also have a powerful effect on the Earth.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the illustrations of Earth’s layers andtypes of tectonic plate movements in the section. Have them explain each illustration intheir own words. Ask: What are the four types of tectonic plate movement? (spreading,diving, colliding, and sliding)

BUILD VOCABULARY In class, discuss and provide background for the key termcontinent. Tell students that several of the other key terms in the section are related tocontinents. After they finish reading the section, model a Comparison Matrix from theBest Practices Toolkit. Then have small groups of students complete a ComparisonMatrix on the continents.


• Identify the internal forces shaping the Earth• Describe two extreme events caused by internal forces• Summarize the external forces shaping the Earth

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use a Venn Diagram to compare internal and external forces that shapethe Earth.


1. How many continents do geographers identify on the Earth’s surface?2. What is the relationship between earthquakes and volcanoes?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 63Chapter 2: Earth’s Interlocking Systems Strategies for English Learners, Sec. 1

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Before Reading


1. continent: One of seven huge landmasses on the Earth’s surface

2. tectonic plate: Large rigid section of the Earth’s crust that is in constant motion

3. earthquake: A sudden movement of the Earth’s crust followed by a series of shocks

4. weathering: The gradual physical and chemical breakdown of rocks on the surface

5. erosion: The movement of materials to new locations by water, wind, or ice

During Reading


EXAMPLES: QUESTIONS

• What are the four types of tectonic plate movement?

• What is a volcano?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with one of the forces that affect the Earth. Then have themfill in the four sections of the graphic: 1) Definition of the term or topic; 2) Characteristicsof the term or topic; 3) Examples; and 4) Non-examples. Suggest that students use theirtextbooks if needed.

64 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 2: Earth’s Interlocking Systems

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SECTION


Bodies of Water and Landforms


1.01, 1.02, 1.06, 2.01, 2.03, 2.05, 2.06, 3.01, 5.04




CHAPTER OPENER:

! Spider Map, BPTK TT32! Read for the Essential Question, TE

p. 34! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Identify the different bodies of waterfound on Earth

2. Explain the hydrologic cycle3. Describe how landforms are created


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 35; UTB TT9! Connecting to Your World, PE/TE p. 35! Think, Pair, Share: Pair Activity—Bodies of Water, TE p. 35! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards




Clarify theLocation of the GreatSalt Lake and OtherBodies of Water, TEp. 36


On-level

Section 2: Bodiesof Water andLandforms, PE/TEpp. 34–39

RSG, URBpp. 59–60


Outline MapActivities, URBp. 93

Primary Source:from The Origins ofthe Continents andOceans, URB p. 101


English Learners


Vocabulary:Key AcademicVocabulary, TEp. 36



eEdition withaudio


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SECTION 2: BODIES OF WATER AND LANDFORMS, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Hydrologic Cycle, TE p. 37! Talk About It—Small Group Discussion: Landforms, TE p. 38! More About: Iguacu Falls, TE p. 35; The Mediterranean Sea, TE p. 36; Underground Water

Tables, TE p. 37! Connect Geography & History, PE/TE p. 36! Hydrologic Cycle, PE/TE p. 37! Comparing Regions, PE/TE p. 38




! Map Transparency, UTB TT16! After-Reading Activities: BPTK






! Connect to Science: Chart How theHydrologic Cycle Works, TE p. 37

! Tiered Activity: Landforms Chart, TEp. 38

! Student Products, BPTK pp. 1–14


Core Assessment




Reteaching






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1 Activate Prior KnowledgeBegin a class discussion about the bodies of water and landforms on Earth. Model aT-Chart from the Best Practices Toolkit. Label the first column “Bodies of Water;”label the second, “Landforms.” Write students’ ideas under the appropriate columns.Tell students that they will learn more about the bodies of water and landforms onEarth when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the illustration on the hydrologic cyclein this section, asking them questions to make sure they understand the processesinvolved. List key words they use to describe what they see on the board.

BUILD VOCABULARY Explain and discuss the following key terms from thesection: drainage basin, ground water, and relief. Then have partners use Peer Tutoringand the Flash Card Game from the Best Practices Toolkit to check their understandingof the terms.


• Identify the different bodies of water found on Earth• Explain the hydrologic cycle• Describe how landforms are created

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about the bodiesof water and landforms on Earth, have groups do a Jigsaw Reading activity from theBest Practices Toolkit.


1. What two types of water supply are found on Earth?2. What are the steps of the hydrologic cycle?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter “Bodiesof Water” in the center. Put the subheads into the surrounding circles. Instruct students toscan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


EXAMPLES: QUESTIONS

• Where is fresh water generally found?

• How are the terms plateau and relief connected?

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 2. Have students share their outlines in class to create a complete outline of thesection. Here is a partial example for the first major heading:

I. Bodies of Water

A. Fresh Water

1. Found in glaciers, rivers, streams, and lakes2. Drainage basin: a region drained by a river and its tributaries

B. Salt Water


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SECTION


Climate and Vegetation


1.01, 1.02, 2.01, 2.02, 2.05, 2.06, 3.01, 3.02




CHAPTER OPENER:



Section Objectives

1. Describe the Earth’s rotation andrevolution

2. Explain the difference between weatherand climate

3. Compare and contrast the Earth’s climateand vegetation regions


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 41; UTB TT9! Connecting to Your World, PE/TE p. 41! Think, Pair, Share: Pair Activity—The Earth’s Rotation and Revolution, TE p. 41! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary: WordSort/Word Splash,TE p. 40

Create anIllustration, TEp. 42


On-level

Section 3: Climateand Vegetation,PE/TE pp. 40–47

RSG, URBpp. 61–62


InterdisciplinaryProjects, URBpp. 96–98


English Learners


Vocabulary: KeyAcademic Terms, TEp. 42



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SECTION 3: CLIMATE AND VEGETATION, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Weather and Climate, TE p. 42! Talk About It—Small Group Discussion: Climate and Vegetation Regions, TE p. 43! More About: The Inupiat, TE p. 41! Seasons: Northern Hemisphere, PE/TE p. 42! Fun Facts, PE/TE p. 43! Comparing World Climate Regions, PE/TE p. 44! Animated Geography: Amazon Rain Forest, PE/TE pp. 46–47! Comparing Regions, TE pp. 42, 44




! Cultures Transparency: UTB TT17! After-Reading Activities: BPTK






! Connect to Language Arts: Write aParagraph, TE p. 43

! Connect to Art: Make a PrecipitationChart, TE p. 43

! Tiered Activity: Climate Glossary, TEp. 44

! Tiered Activity: Rain Forest Impact, TEpp. 46–47



Core Assessment




Reteaching






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1 Activate Prior KnowledgeHave students do a Brainstorming activity from the Best Practices Toolkit about theclimate and vegetation of their region. Ask them to describe the climate where they live,but help them distinguish between climate and weather. List the students’ ideas on theboard. Then tell them that they will learn about the variety of climates and vegetationaround the world when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the chart comparing world climateregions in this section. Clarify any questions they may have about how to interpretthe chart.

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit forthe term solstice. Then have student pairs do a Word Square for equinox. Brieflydiscuss the Word Square in class.


• Describe the Earth’s rotation and revolution• Explain the difference between weather and climate• Compare and contrast the Earth’s climate and vegetation regions

4 Support Student ReadingCOOPERATIVE WORK To help students understand the information under thefirst heading of the section, have student groups do a Reciprocal Questioning activityfrom the Best Practices Toolkit in class. Then, after students have finished reading thesection, assign the groups the remaining headings in the section.


1. What is the difference between the Earth’s rotation and its revolution?2. What is the difference between weather and climate?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and key terms.Using the transparency, model the recording process as students follow. Enter “The Earth’sRotation and Revolution” in the center. Put the subheads into the surrounding circles. Instructstudents to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


Main Ideas Visuals Supporting Details

solstice Seasons illustration Describes the point whenthe sun’s rays shine directlyoverhead at noon at the furthestpoints north and south

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics in thissection. Give each group a copy of the transparency and ask them to list the two or three mostimportant ideas in the subtopic they have been assigned Here are examples for “Weather.”

• Weather is the condition of the Earth’s atmosphere at a given time and place.• Climate is the term for the typical weather conditions of a certain region over a long

period of time.• Weather extremes include hurricanes, tornadoes, blizzards, and droughts.


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SECTION


Environmental Challenges


1.01, 1.02, 1.04, 2.01, 2.02, 2.03, 2.05, 2.06, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.01, 1.02, 2.01, 3.01, 3.02, 3.04


CHAPTER OPENER:

! Spider Map, BPTK TT32! Read for the Essential Question, TE p. 48! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Explain the relationship between globalwarming and the greenhouse effect, andtheir effects on the Earth’s climate

2. Identify the causes and effects ofdesertification


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 49; UTB TT9! Connecting to Your World, PE/TE p. 49! Think, Pair, Share: Pair Activity—Global Warming, TE p. 49! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Create Audio orVisual Vocabulary,TE p. 48

Compare andContrast, TE p. 50


On-level

Section 4:EnvironmentalChallenges, PE/TEpp. 48–52

RSG, URBpp. 63–64


History Makers:Wangari Maathai,URB p. 95

Economics in theWorld, URB p. 99


English Learners




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SECTION 4: ENVIRONMENTAL CHALLENGES, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Desertification, TE p. 51! More About: Burkina Faso, TE p. 49; Greenhouse Effect, TE p. 50; Kyoto Protocol, TE p. 50! Analyzing Primary Sources, PE/TE p. 51! Connect Geography & Culture, PE/TE p. 52! Make It Fun: Teacher-Tested Activity, TE p. 53! Comparing Regions, TE p. 50





! After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.com

! Animated Geography, Power PresentationsDVD-ROM; and @ ClassZone.com

! Map Center, Activity Center, and Research& Writing Center @ ClassZone.com

! EasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


! Tiered Activity: Causes and Effects ofDesertification, TE p. 51



Core Assessment


! Section Quiz, URB p. 106! Interactive Review, PE/TE p. 53; and @

ClassZone.com! Chapter Assessment, PE/TE pp. 54–55! Chapter Tests (Forms A, B, C) URB pp.

111–122! McDougal Littell Assessment System:

Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching






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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generateas many facts, ideas, and questions as they can about challenges to the environment.Have groups of students spend five minutes discussing the topic. Ask them to drawon what they may have learned from television documentaries or magazines such asNational Geographic. After you call time, have the groups share their ideas. Write theirresponses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs and illustrations inthe section. Then ask: What is the greenhouse effect? (the trapping of the sun’s heat bygases in the Earth’s atmosphere)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit fordesertification. Then have student partners do a Word Square for sustainable anddiscuss it in class.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explainthe objectives in their own words.

• Explain the relationship between global warming and the greenhouse effect, andtheir effects on the Earth’s climate

• Identify the causes and effects of desertification

4 Support Student ReadingCOOPERATIVE WORK To help students learn about challenges to the environment,use a Carousel Report activity from the Best Practices Toolkit. Assign each studentgroup one of the following terms: global warming, greenhouse effect, fossil fuels, andgreenhouse gas. Have groups gather information and present it to the class.


1. How is possible global warming threatening to the Earth?2. What is desertification?

5 Prepare for AssessmentTo check comprehension, review the questions on TT7 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 106 of UnitResource Book: Introduction to World Geography. To assess comprehension of thechapter, have students complete Chapter Test, Form A, on pp. 111–114.


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Before Reading

ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what students know aboutpossible threats to the environment. Ask volunteers to describe what they’ve read about suchthreats in the current news media. Ask: Are there any local environmental problems thatyou know about? What agencies or community organizations exist to help deal with thoseproblems? Record students’ comments on the board.

During Reading

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best PracticesToolkit to help students focus on the main points of the section. Present the section topic andtitle. Read aloud a portion of the section, stop at intervals, and summarize what you have read.Point out how signal words or context clues help you to make sense of the text. If the textis unclear or confusing at a certain point, say so aloud and then tell students you will eitherreread or read further to try to understand. When you finish reading the section, summarizeout loud for students what you have read and state any thoughts or questions you now have.

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereadingactivity from the Best Practices Toolkit. Show students the transparency. Make sure theReader is writing down questions and that the Listener is noting the main ideas. Encouragepairs to discuss each section of text. Here is an example for the subhead “Desertification.”

EXAMPLE: QUESTION

• What are the causes of desertification?

EXAMPLE: MAIN IDEAS

• Desertification is the process in which farmland becomes less productive because theland is degraded.


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SECTION


The Geography of Population


1.01, 1.03, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 2.02, 3.01, 3.02


CHAPTER OPENER:

! Connect Geography & History, PE/TE pp.56–57; and @ ClassZone.com

! World Cultures & Geography VideoSeries, DVD and on Power PresentationsDVD-ROM



Section Objectives

1. Explain population growth, how it ismeasured, and the challenges it presents

2. Identify the factors that influencepopulation distribution and density


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 59; UTB TT18! Connecting to Your World, PE/TE p. 59! Think, Pair, Share: Pair Activity—Population Growth, TE p. 59! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Definition Mapping,TE p. 58


On-level

Section 1: TheGeography ofPopulation, PE/TEpp. 58–65

RSG, URB pp.123–124


Illustrate theAmount of HabitableLand on Earth, TE p.61

Connect to Math,URB p. 167

Primary Sources,URB p. 168

English Learners


Key AcademicVocabulary, TE p. 61


RSG w/ Support,Spanish, URB pp.147–148

eEdition withaudio

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 77Chapter 3: Human Geography North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THE GEOGRAPHY OF POPULATION, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—Population Distributions and Density,TE p. 61

! Talk About It: Small Group Discussion—Population Distribution, TE p. 64! More About: Factoring U.S. Population Growth, TE p. 59; Squatter Settlements, TE p. 60;

Clean Water and Sanitation, TE p. 60; The World’s Largest Cities, TE p. 61; Countries with theLargest and Smallest Population Densities, TE p. 62; Outback and the Environment, TE p. 64

! Comparing Urban Populations, PE/TE p. 61! Connect to Math, PE/TE p. 62! Comparing Regions, TE p. 65





! Map Transparency, UTB TT25! After-Reading Activities: BPTK TT49–62;

and @ ClassZone.com! Animated Geography, Power Presentations


& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM; Resources2Go



! Connect to Math: Compare Rates ofNatural Increase, TE p. 60

! Connect to Science: Describe LocalSources of Clean Water, TE p. 60

! Tiered Activity: World Population, TEp. 62; Travel Agency Advertisement, TEp. 64

! Connect to Language Arts: Daily JournalEntries, TE p. 65

! Connect to Economics: Challenges FacingIndonesia and Australia, TE p. 65


Core Assessment





Reteaching





78 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 3: Human Geography

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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about the world’s population or populationdensity. Write the topic on the board and have groups of students spend five minutesdiscussing it. Encourage them to draw on what they know from the broadcast newsmedia, newspapers, or magazines. After you call time, have the groups share theirideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look carefully at the chart comparing urbanpopulations. Have them explain in their own words what the data on the chart shows.Ask: Which city listed in the chart has the greatest population? (Tokyo) Which city inIndia has the greatest population? (Mumbai) Have students think about the size of thecity or town where they live as compared to the cities shown on the chart.

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms and names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Explain population growth, how it is measured, and the challenges it presents• Identify the factors that influence population distribution and density

4 Support Student ReadingCOOPERATIVE WORK To help students understand the concept of birth rate, modela Reciprocal Questioning activity from the Best Practices Toolkit. Then have groups ofstudents continue the activity for the concept of death rate.


1. What is the rate of natural increase?2. What are the challenges created by the world’s expanding population?3. What is the difference between population and population density?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 79Chapter 3: Human Geography Strategies for English Learners, Sec. 1

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Before Reading


Term Definition

population The number of people who live in a specified area

birth rate The number of births per 1,000 people

population density The average number of people who live in a certain area

urbanization Growth of the number of people living in urban areas; the process of citydevelopment

During Reading


EXAMPLES: QUESTIONS

• How do geographers measure population growth?

• What two geographic features make land habitable?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with “population density.” Then have them fill in the foursections of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term ortopic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.

80 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 3: Human Geography

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SECTION


Why People Move


1.01, 1.02, 1.04, 2.05, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 2.02, 2.03, 4.01


CHAPTER OPENER:



Section Objectives

1. Describe push and pull factors thatencourage people to migrate

2. Define internal and external migration,and give examples of each

3. Summarize the cultural, economic, andpolitical effects of migration


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 67; UTB TT18! Connecting to Your World, PE/TE p. 67! Think, Pair, Share: Pair Activity—Causes of Migration, TE p. 67! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Reading andDefining TermsVerbally, TE p. 66


On-level

Section 2: WhyPeople Move, PE/TEpp. 66–71

RSG, URBpp. 125–126


List Examplesof Push and PullFactors, TE p. 68


English Learners


Vocabulary:Suffixes, TE p. 68

RSG Spanish,URBpp. 141–142


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SECTION 2: WHY PEOPLE MOVE, CONTINUED

All Students

! Talk About It—Small Group Discussion: Where People Migrate, TE p. 69! Think, Pair, Share—Pair Activity: The Effects of Migration, TE, p. 70! More About: Moving Within the United States, TE p. 67; The Earliest Migrations, TE p. 68;

The Treatment of Refugees, TE p. 70! Comparing Mirgration Factors, PE/TE p. 68! Connect Geography & Culture, PE/TE p. 70




! After-Reading Activities: BPTK TT49–62;and @ ClassZone.com

! Animated Geography, Power PresentationsDVD-ROM; and @ ClassZone.com

! Map Center, Activity Center, and Research& Writing Center @ ClassZone.com

! EasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


! Connect to Art: Illustrate InternalMigration, TE p. 69

! Connect to Language Arts: Write aJournal Entry for a New Immigrant’s FirstDay, TE p. 69

! Tiered Activity: Immigrant’s Narrative,TE p. 70



Core Assessment




Reteaching




! Test Practice and Review Workbook, pp.31–32


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Why People Move

1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit. Write “Why People Move” inthe center oval. Then have students discuss the factors that cause people to move fromone location to another. To get them started, point out that there are two kinds of factors:push factors and pull factors. As the discussion continues, add new subtopics to thediagram. Tell students that the movement of people affects life around the world.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the illustrations in this section,asking them questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY Write migration on the board and discuss the word in class.Ask students what words have the same root. (immigrant, migrant, immigration) Listthe words on the board. Then have students use a Roundtable activity from the BestPractices Toolkit to explain what they know about the word.


• Describe push and pull factors that encourage people to migrate• Define internal and external migration, and give examples of each• Summarize the cultural, economic, and political effects of migration

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about the humanmigration, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. What are some examples of push factors in human migration?2. What are some examples of pull factors?3. What is the difference between internal migration and external migration?



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Why People Move

Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter “WhyPeople Move” in the center. Put the subheads into the surrounding circles. Instruct studentsto scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


Example: Satellites

Main Ideas Visuals Supporting Details

Push Factors Chart Provides examples ofenvironmental and politicalpush factors

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 2. Have students share their outlines in class to create a complete outline of thesection. Here is an example:

I. Causes of Migration

A. An immigrant is a person who leaves one area to settle in another.B. Push Factors

1. Environmental: includes climate changes2. Political: includes war or persecution of a group of people.


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Resources and Economics


1.01, 1.02, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02, 5.04


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 5.01, 5.02, 5.03, 5.04, 6.01, 6.02, 11.02, 11.03


CHAPTER OPENER:

! Comparison Matrix, BPTK TT19! Read for the Essential Question, TE p. 72! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Identify the different types of naturalresources and their importance

2. Explain how the four basic economicsystems work

3. Summarize the ways economicdevelopment is measured and thedifferences between developing anddeveloped nations

4. Describe the need for world trade andhow it can lead to interdependence andcompetition


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 73; UTB TT18! Connecting to Your World, PE/TE p. 73! Talk About It: Small Group Discussion—Natural Resources, TE p. 73! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Illustrate Termsand Names, TE p. 72

List Local andRegional Resources,TE p. 74


On-level

Section 3:Resources andEconomics, PE/TEpp. 72–77

RSG, URB pp.127–128


InterdisciplinaryProjects, pp. 163,165

Economics in theWorld, URB p. 166

DifferentiationActivity Bank:Strategies forPre-AP, BPTK pp.195–200

English Learners




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SECTION 3: RESOURCES AND ECONOMICS, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Economic Systems, TE p. 75! Reader, Recorder, Reporter—Small Group Activity: Measuring Economic Development, TE

p. 76! Think, Pair, Share—Pair Activity: World Trade, TE p. 77! More About: U.S. Coins and Copper, TE p. 73; A Barter Economy in Argentina, TE p. 75! Connect Geography & Economics, PE/TE p. 74! Comparing Regions: Distribution and Use of Oil Reserves, PE/TE p. 74! Comparing Economic Development, PE/TE p. 76! Fun Facts: How Tall Is Mt. Everest?, PE/TE p. 15




! Cultures Transparency, UTB TT26! After-Reading Activities: BPTK TT49–62;

and @ ClassZone.com! Animated Geography, Power Presentations





! Connect to Economics: Roleplay a BarterEconomy, TE p. 75

! Connect to Art: Illustrate Relationships ina Command or Market Economy, TE p. 75

! Tiered Activity: Measures of EconomicDevelopment, TE p. 76



Core Assessment




Reteaching




! Test Practice and Review Workbook, pp.33–34


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1 Activate Prior KnowledgeTo introduce the concept of how the resources of a region affect its economy, havestudents do a Pair-Share activity from the Best Practices Toolkit. Have students identifythe natural and human resources that can be found in the city or state where they live.To help them get started, remind them that even a city may have convenient naturalresources such as a lake or river near them. And a city has a great deal of humanresources available. Record their ideas on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map and chart on natural resources.Have them explain each type of natural resource in their own words. Ask: What type ofresources are always available, no matter what amount is used? (unlimited)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit forthe term export. Then have student partners do a Word Square for import. Brieflydiscuss the Word Squares in class.


• Identify the different types of natural resources and their importance• Explain how the four basic economic systems work• Summarize the ways economic development is measured and the differences

between developing and developed nations• Describe the need for world trade and how it can lead to interdependence and

competition

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use a Venn Diagram to compare a command economy and a marketeconomy.


1. What are the three types of natural resources?2. What is an economic system?3. What does Gross Domestic Product measure?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use Agree/Disagree in the Best Practices Toolkitas a motivational prereading activity. Write these statements and any others you create onthe blank transparency. Ask students to indicate whether they agree or disagree with eachstatement. Here are some examples:

1. Natural resources are something found in nature that is necessary or useful to humans.

2. Resources are distributed equally around the world.

3. Technology is often necessary to make a natural resource useable by humans.

4. A command economy is one in which consumers determine the supply and demandof a particular product.

5. A developing nation generally has low Gross Domestic Product and few economicactivities.

6. Specialization occurs when a country chooses to focus on producing many differentproducts.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for takingnotes on Section 3. First survey the text and make predictions about the reading. Then use thetransparency to model summarizing key points. Have student partners finish the activity.

EXAMPLES: SURVEY

• Natural resources are somehow connected to a region’s economy.

• The world has a variety of economic systems.

• Geographers need to measure economic development.

Next, turn the subheads into questions and then read to answer the questions.

EXAMPLES: QUESTIONS

• What are natural resources?

• What kinds of economic systems exist?

• How do humans measure economic development?

• Why is world trade important?

After Reading

ASSESSING COMPREHENSION Have students evaluate the statements on theAgree/Disagree activity again. Ask them to write an explanation of how their understandingchanged and why.


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Documents

PACING GUIDE Unit 5/East Asiaa theast Asia · 18.2 The Mainland Countries History Makers, PE/TE p. 518 Tiered Activities, TE p. 518; Interdisciplinary ... Pacing Guide Unit 5: East