Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
Guiding Questions
& Specificity
Assessment
Vocabulary
Instructional
Strategies
Resources
Africa; Approximate days to teach: 5 days
(4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that
produce them.
(5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.
(6) Geography. The student understands the types, patterns, and processes of settlement
(8) Geography. The student understands how people, places, and environments are connected and interdependent.
(12) Economics. The student understands the economic importance of, and issues related to, the location and management of resources.
(14) Government. The student understands the processes that influence political divisions, relationships, and policies.
(15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local,
state, national, and international levels.
4A explain how elevation,
Describe the distinctive
Map Quiz
Sahel: the region in
TEACHER NOTE:
Shared Drive
latitude, wind systems, ocean
African landforms of rift
Africa just south of the
Lead students to recall the
Activities:
currents, position on a
valleys, lakes,
Vocab Quiz
Sahara
images of African
-Vocab Assignment
continent, and mountain
mountains, and
Colonialism: the system
landscapes that they have
-Physical/political
barriers influence temperature, escarpments.
5Ws African
by which countries set up
seen on TV or in movies.
map of Africa.
precipitation and distribution
Research Project colonies to secure sources Point out that those
-Physical
of climate regions.
Explain how the
(See shared
of raw materials and
landscapes range from the
Geography/Climate
4C explain the influence of
continent’s wealth of
Folder)
markets for their products. hottest, largest desert in the of Africa
climate on the distribution of
minerals affects
Land degradation:
world to practically
PowerPoint
biomes in different regions
Africans.
Africa Test (See
reduction of the
impenetrable jungles.
-Africa climatic
5A analyze how the character
Shared Folder)
productive potential of the
mirroring map
of a place is related to its
Explain the harm caused
land
Encourage students to
(play dough)
political, economic, social,
by oil operations in
African diseases
given area
imagine themselves in
-Race for Africa
and cultural elements;
Nigeria.
presentation
Shifting agriculture: the
those varied environments
Game
5B interpret political,
practice of farming a site
and to consider how their
(Colonialism)
economic, social, and
Examine the good and
What physical
until the soil is exhausted, surroundings would affect
-African folk tale
demographic indicators (gross bad effects of the Aswan processes and
then moving to a new site their daily lives.
reading and
domestic product per capita,
High Dam.
relationships
Deforestation: the
assignment
life expectancy, literacy, and
support different process of stripping the
-East Africa
infant mortality) to determine
How are the people,
African biomes? land of its trees
TEACHER NOTE: Be
PowerPoint
Revised June 2016
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
the level of development and
standard of living in nations
using the terms Human
Development Index, less
developed, newly
industrialized and more
developed.
8C evaluate the economic and
political relationships between
settlements and environment,
including sustainable
development and
renewable/non-renewable
resources
12A analyze how the creation,
distribution, and management
of key natural resources
affects the location and
patterns of movement of
products, money, and people
14A analyze current events to
infer the physical and human
processes that lead to the
formation of boundaries and
other political divisions;
15B explain how citizenship
practices, public policies, and
decision making may be
influenced by cultural beliefs
including nationalism and
Revised June 2016
Guiding Questions
& Specificity
places, and the
environment in Africa
connected and
interdependent?
How does the history of
colonization continue to
affect African countries
today, especially in
terms of culture, conflict,
and ability to profit from
their vast natural
resources?
Examine East Africa’s
history as a continental
crossroads.
Identify key event in the
history of Central Africa.
Analyze the current
status of Africa’s
economy.
Identify ways to develop
the economies of African
nations.
Explain the role
Assessment
Describe the
process of
desertification.
What diseases
threaten
Africans?
What role has
European
colonization
played in
Africa’s past?
Vocabulary
Desertification: the
transformation of arable
land into desert either
naturally or through
human intervention
Refugee: a person who
flees his or her country to
escape danger or unfair
treatment
Landlocked: almost or
entirely surrounded by
land; cut off from the sea
Inland delta: an area of
lakes, creeks, and swamps
away from the ocean
Ancestor worship: the
belief that respecting and
honoring one’s ancestors
will cause them to live on
in the spirit world after
death
Animism: the religious
belief that such things as
the sky, rivers, and trees
contain gods or spirits
Malnutrition: disease
caused by a lack of food
or an unbalanced diet
Ethnocracy: a system of
government in which one
Instructional
Strategies
sure to cover elevation,
latitude, location near
warm and cold ocean
currents, position on
continent, and relation to
landforms (ex. Mountain
ranges block moisture) as
necessary within the
specific regions.
TEACHER NOTE: Could
mention the controversy of
the opening of the
Kinshasa highway
contributing to the spread
of AIDS
TEACHER NOTE: Unit 6
Atlas and Chapter 18
pacing guide can be found
on pages397a-397d in
HMH, “World Geography”
Resources
-Information on
Social Structure of
Maasai
-Central Africa
PowerPoint
-National
Geographic article
from Jared
Diamond
-Diseases in Africa
PowerPoint
-Apartheid and
Nelson Mandela
-National
Geographic –
diamonds
Economic Map
Activity pg 419 in
HMH, “World
Geography”
Desertification
Activity pg 425 in
HMH, “World
Geography”
CIA World
Factbook (Standard
of Living)
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
patriotism
Revised June 2016
Guiding Questions
& Specificity
education plays in
developing Africa’s
economies.
Assessment
Vocabulary
ethnic group rules over
others
Apartheid
Enclave
Land redistribution
Instructional
Strategies
Resources
Episode 3 of Guns,
Germs and Steel
Current events:
Child soldiers
Child trafficking
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
5A analyze how the character of
a place is related to its political,
economic, social, and cultural
characteristics.
11C assess how changes in
climate, resources, and
infrastructure (technology,
transportation and
communication) affect the
location and patterns of
economic activities.
12B evaluate the geographic and
economic impact of policies
related to the development, use,
and scarcity of natural resources
such as regulations for water
13B compare maps of voting
patterns or political boundaries
to make inferences about the
distribution of political power.
14C analyze the human and
physical factors that influence
the power to control territory and
resources, create conflict/war,
and impact international political
relations of sovereign nations
Revised June 2016
Guiding Questions
& Specificity
Assessment
How has Southwest
Asia’s desert climate
affected it in the past and
present?
Southwest Asia
and Northern
Africa Test (see
shared drive)
Discuss water scarcity in
the Middle East and its
effects on human
settlement.
Discuss the influence of
Islam in Southwest Asia.
Vocab Quiz
What types of
governments are
predominantly found in
Southwest Asia?
How has religion
and oil impacted
Southwest Asia’s
countries
politically, socially,
and economically?
How are the Muslim
beliefs reflected
differently in various
Southwest Asian
countries’ culture, laws,
and governments?
What are the causes and
effects of the conflicts in
Map Quiz
Class round table
discussion.
Vocabulary
Monotheism: the
belief in one God
Mosque: an Islamic
place of religious
worship
Muezzin: In Islam, a
crier who calls the
faithful to prayer five
times each day from a
minaret
Minaret: a tall,
slender tower attached
to a mosque
Instructional
Strategies
TEACHER NOTE:
Parts of Northern
Africa should be
included in this unit as
it pertains to culture
and religion.
TEACHER NOTE:
Unit 7 Atlas
assignment and
planning guide can be
found on pgs 473a473d in HMH, “World
Geography”
Resources
Google Drive
Activities
Vocabulary and Maps
that coincide with each
unit(Political and
Physical)
*This Unit requires a
detailed physical map
(See Shared Drive)
Desalination: the
process of removing
salt from seawater so
that it can be used for
drinking and irrigation
TEACHER NOTE: In
order for students to
understand the
character of a place,
they must first
understand the
location.
Nomad: a person who
travels from place to
place
TEACHER NOTE:
Discuss recent water
shortage issues in your
Crash Course: Conflict
in Israel
Division of Religions
and how it impacts the
region
Jerusalem activity
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
such as China, the US, Japan,
and Russia and organized nation
groups such as the UN and the
EU.
15A identify and give examples
of different points of view that
influence the development of
public policies and decisionmaking processes on local, state,
national, and international levels;
15B explain how citizenship
practices, public policies, and
decision making may be
influenced by cultural beliefs
including nationalism and
patriotism
16A describe distinctive cultural
patterns and landscapes
associated with different places
in Texas, the United States, and
other regions of the world, and
how these patterns influenced the
processes of innovation and
diffusion;
16C explain ways various groups
of people perceive the
characteristics of their own and
other cultures, places, and
regions differently
17A describe and compare
Revised June 2016
Guiding Questions
& Specificity
Assessment
Vocabulary
Israel and Iraq?
How did World War I
affect the region?
Which three
monotheistic religions
were founded in
Southwest Asia?
Why is Jerusalem
important to all three
groups?
What site in Jerusalem
has prompted clashes
between Jews and
Muslims?
Discuss the situation of
political refugees in
Southwest Asia.
Why did so many guest
workers come to
Southwest Asia?
What groups in
Southwest Asia is a
stateless nation?
Fundamentalism: a set
of religious beliefs
based on a strict
interpretation of a
sacred text
Desertification: the
transformation of
arable land into desert
either naturally or
through human
intervention
Zionist: a member of
a movement known as
Zionism, founded to
promote the
establishment of an
independent Jewish
state
Fertile Crescent: a
region in the Middle
East where farming
and the first
civilizations developed
Falaj system: in the
Arabian Peninsula, an
Instructional
Strategies
community, state or
region. Point out that
even in drought years
the United States has
much greater water
resources than much
of Southwest Asia.
TEACHER NOTE:
Students should turn a
critical eye toward the
United States and our
views of women to
contrast with views in
Southwest Asia.
TEACHER NOTE:
This is a good unit to
go back over Judaism,
Islam, and
Christianity.
Lead a discussion
about national identity
and what it means to
be a country.
Emphasize the
significance of land to
that identity. What
Resources
“Who should control
Jerusalem?” activity
pg 477 in HMH,
“World Geography”
Comparing Cultures
Activity pgs. 508-509
in HMH, “World
Geography”
OPEC activity
Comparing women’s
rights
Dubai activity
Desalinization activity
Water Scarcity activity
Disasters activity pgs
520-521 in HMH,
“World Geography”
Create a travel
itinerary for a
Southwest Asian
country. (See pages
526-527 in HMH,
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
patterns of culture such as
language, religion, land use,
systems of education, and
customs that make specific
regions of the world distinctive
Guiding Questions
& Specificity
Assessment
Vocabulary
ancient system of
underground and
surface water canals
Secular: worldly, not
relating to religion
Shah: the title of the
former ruler of Iran
Ayatollah: a religious
leader among Shiite
Muslims
Revised June 2016
Instructional
Strategies
would it be like to not
have a country to call
home?
Resources
“World Geography”)
Peace Conference
Project (See pages
534-535 in HMH,
“World Geography”)
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
Guiding Questions
& Specificity
Assessment
Vocabulary
Instructional
Strategies
South Asia; Approximate days to teach: 4 days
(3) Geography. The student understands how physical processes shape patterns in the physical environment
(6) Geography. The student understands the types, patterns, and processes of settlement
(7) Geography. The student understands the growth, distribution, movement, and characteristics of world population.
(8) Geography. The student understands how people, places, and environments are connected and interdependent.
(10) Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world.
(16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures.
(18) Culture. The student understands the ways in which cultures change and maintain continuity.
3(B) describe the physical
How is this region
Map Quiz
Monsoon winds (seasonal TEACHER NOTE: Unit 8
processes that affect the
formed?
winds) blow from the
Atlas Assignment and
environments of regions,
Vocab Quiz
northeast from Oct.
Planning guide on pgs
including weather, tectonic
How do non-Hindu
through Feb. bringing dry 537a-537d in HMH,
forces, erosion, and soilcultures and Muslims
South Asia and
air. From June through
“World Geography”
building processes.
view Hindu culture?
Southeast Asia
Sept. the winds blow from
7(A) construct and analyze
Test
the southwest bringing
TEACHER NOTE:
population pyramids and use
What do Hindus believe
much moisture
Concepts such as
other data, graphics, and maps about the Ganges?
What are the
Cyclones also affect the
weathering, tectonic forces,
to describe the population
three great rivers region due to the flooding wave action, freezing and
characteristics of
How did the Mughal
of South Asia?
that occurs in low-lying
thawing have been studied
different societies and to
Empire change Indian
areas like Bangladesh.
in depth in Intro to
predict future population
Culture?
What mineral
affect other coastal and
Geography. In South Asia,
trends;
resources have
low-lying areas in the
more discussion of tectonic
8(C) evaluate the economic
How did the Feni River
led to the
region.
forces and weather
and political relationships
cause hardship for the
development of
conditions (monsoon
between settlements and the
people of Bangladesh?
industries in
Caste system
winds) should be addressed
environment, including
India?
Population Density
sustainable development and
How do economic
Alluvial Planes
TEACHER NOTE:
renewable/non-renewable
opportunities compare
In what ways is
Archipelago
Introduce topics of
Revised June 2016
Resources
Google Drive
Activities
-Vocab Note card
assignment
-South and South
East Asia Map
-Kashmir region
activity
-Sikhism
PowerPoint and
note taker.
-Population
Activity
-Bollywood
Activity
-Bangladesh,
Pakistan
comparison activity
-Outsourcing
Activity and Video
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
resources
10(C)compare the ways
people satisfy their basic
needs through the
production of goods and
services such as subsistence
agriculture versus commercial
agriculture or cottage
industries versus commercial
industries.
13(B) compare maps of voting
patterns or political boundaries
to make inferences about the
distribution of political power.
16 (B) describe elements of
culture including language,
religion, beliefs and customs,
institutions, and technologies
17 (B) describe major world
religions, including animism,
Buddhism, Christianity,
Hinduism, Islam, Judaism, and
Sikhism and their spatial
distribution
18 (B) assess causes, effects,
and perception of conflicts
between groups of people,
including modern genocide
and terrorism
6(A) Locate and describe
Revised June 2016
Guiding Questions
& Specificity
Assessment
for women around the
world?
the Ganges a
health hazard?
Students need to
understand the historical
significance of
colonization and the
struggle for
independence that led to
the partitioning of India
and East and West
Pakistan (Pakistan and
Bangladesh)
What are the
physical and
human
characteristics of
the largest cities
in South Asia?
Caste System (Caste and
outcast) treatment of
untouchables
Understand that the ways
people interact with the
environment depend
upon three factors: the
nature of the
environment; the culture
and values of the human
group; and their level of
technology.
Vocabulary
Instructional
Strategies
Atoll
Ganges River
Estuary
Mughal Empire
Raj
Green Revolution
Indus Valley Civilization
Partition
Kashmir
Domino Theory
Indochina
ASEAN
religious and ethnic
conflicts in South Asia.
Point out that these
conflicts developed out the
waves of invasion that the
regions experienced.
TEACHER NOTE:
Population pyramids have
been introduced in Intro to
Geography. In South Asia
focus needs to be on
population growth and age
distribution in India
compared to other
countries in the region and
around the world. Be sure
to make predictions and
analyze trends.
TEACHER NOTE:
Analyze population
pyramids and other data,
graphs, and maps from
selected countries to
understand and predict the
needs of a population and
its future growth trends.
Compare pyramids
showing rapid growth,
Resources
Clip.
Geography Alive
Monsoon activity
Reading a weather
map activity pg 559
in HMH, “World
Geography”
Crash course
Hinduism
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
human and physical features
that influence the size and
distribution of settlements
6(B) Explain the processes
that have caused changes in
settlement patterns, including
urbanization, transportation,
access to and availability of
resources, and economic
activities
7(A) Construct and analyze
population pyramids and use
other data, graphics, and maps
to describe the population
characteristics of different
societies and to predict future
population trends.
7(C) Describe trends in past
world population growth and
distribution
8(A) compare ways that
humans depend on, adapt to,
and modify the physical
environment including the
influences of culture and
technology.
18(C) Identify examples of
cultures that maintain
traditional ways including
traditional economies
Revised June 2016
Guiding Questions
& Specificity
Assessment
Vocabulary
Instructional
Strategies
slow growth, and declining
populations.
Pakistan)
Resources
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 5th (16 days)
Days to teach:
Africa
Middle East
South Asia
5 days
5 days
4 days
(Reviews and tests – 2 days)
TEKS
Guiding Questions
& Specificity
Assessment
Vocabulary
Instructional
Strategies
Resources
18(D) Evaluate the spread of
cultural traits to find examples
of cultural convergence and
divergence such as the spread
of democratic ideas, U.S.based fast-food franchises, the
English language, technology
or global sports
19(B) Analyze ways
technological innovations such
as air conditioning and
desalinization have allowed
humans to adapt to places
Middle East: Approximate days to teach: 5 days
(5) Geography. The student understands how political, economic, and social processes shape cultural patters and characteristics in various places and regions.
(11) Economics. The student understands how geography influences economic activities.
(12) Economics. The student understands the economic importance of, and issues related to, the location and management of resources.
(13) Government. The student understands the spatial characteristics of a variety of political units.
(14) Government. The student understands the processes that influence political divisions, relationships, and policies.
(15) Citizenship. The student understands how different points of view influence the development of public policies and decisions-making processes on local,
state, national, and international levels.
(16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures.
Revised June 2016