World Geography EOC Success, Page 1 of 39
Day #1: 1A-The student understands how geography and processes of spatial exchange (diffusion)
influenced events in the past and helped to shape the present by analyzing the effects of physical and
human geographic patterns and processes on the past and describing their impact on the present,
including significant physical features and environmental conditions that influenced migration patterns and
shaped the distribution of culture groups today. Readiness Standard
Bell Ringer:
What is geography? Students will write what geography is. Conduct a class discussion on students’ impressions of geography.
Activity #1:
Use your knowledge of social studies and the map below to answer the following questions.
http://www.hobotraveler.com/travel-journal/is-there-a-christian-vs-islam-war-in-ivory-coast-2010.html
1. What physical feature might help to account for the contrast in religious affiliation in Africa?
2. Countries such as the Central African Republic and Cameroon have managed to hold on to more
traditional religions. Explain why these two, and a few other African nations, might have been
able to resist Islamic and Christian influences?
3. Would you describe Africa’s culture as homogenous or heterogeneous? Defend your response.
Activity #2:
Read the information on Athenian Democracy. In pairs, create a chart comparing and contrasting
Athenian Democracy with American Democracy. As a pair, prepare a public service announcement that
details the influence of Athenian Democracy on the modern day United States.
World Geography EOC Success, Page 2 of 39
Homework:
Read the Geography in the News Article: Australia’s Long Drought. Using the PEGS, describe the impact
of the drought on each of the PEGS. Your essay should be between one-half and one page.
Be prepared to share your findings in class tomorrow.
World Geography EOC Success, Page 3 of 39
Athenian Democracy
In the 5th century BC, Athens pioneers an experiment in direct democracy, as opposed to the
representative democracy of modern societies. It is copied by her Greek allies and colonies at the time,
but it has rarely been attempted anywhere else since (Switzerland in the 13th century is one example).
Democracy of this kind has two preconditions. First, the community must be small enough for citizens to
be capable of attending debates and voting on issues. Second, its economy must give these citizens
enough leisure to engage in politics; in the ancient world this means that there must be slaves to do
most of the work. Both circumstances prevail in Athens.
The citizen democrats of Athens are those males, over the age of eighteen, who are sons of an
Athenian father (after 451 BC the mother must be Athenian as well). They number no more than
50,000 in the
whole of Attica. In addition to these citizens the population includes about 25,000 metics (metoikoi, or
foreigners trading in Athens, for this is a major commercial centre), together with free women and
children and perhaps 100,000 slaves. This gives a total of about 300,000 people. So the voting citizens
form at most 20% of the population. Democracy is achieved in several stages, through reforms linked
with Solon in 594, with the Ten tribes of Cleisthenes in 508, and with Pericles in 462.
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ac42#ixzz1mZBsYe9x
Pericles on Athenian Democracy
“Our constitution does not copy the laws of neighboring states; we are rather a pattern to others than
imitators ourselves. Its administration favors the many instead of the few; this is why it is called a
democracy. If we look to the laws, they afford equal justice to all in their private differences; if to social
standing, advancement in public life falls to reputation for capacity, class considerations not being
allowed to interfere with merit; nor again does poverty bar the way, if a man is able to serve the state, he
is not hindered by the obscurity of his condition. The freedom which we enjoy in our government extends
also to our ordinary life. There, far from exercising a jealous surveillance over each other, we do not feel
called upon to be angry with our neighbor for doing what he likes, or even to indulge in those injurious
looks which cannot fail to be offensive, although they inflict no positive penalty. But all this ease in our
private relations does not make us lawless as citizens. . . . Our public men have, besides politics, their
private affairs to attend to, and our ordinary citizens, though occupied with the pursuits of industry, are
still fair judges of public matters; for, unlike any other nation, regarding him who takes no part in these
duties not as unambitious but as useless, we Athenians are able to judge at all events if we cannot
originate, and instead of looking on discussion as a stumbling-block in the way of action, we think it an
indispensable preliminary to any wise action at all. . . .
In short, I say that as a city we are the school of Hellas; while I doubt if the world can produce a man,
who where he has only himself to depend upon, is equal to so many emergencies, and graced by so
happy a versatility as the Athenian.”
[Source: Thucydides, The Peloponnesian War, (translated by Richard Crawley, 1951), pp.104-106.]
World Geography EOC Success, Page 4 of 39
World Geography EOC Success, Page 5 of 39
Day #2: 1B-The student understands how geography and processes of spatial exchange (diffusion)
influenced events in the past and helped to shape the present by tracing the spatial diffusion of
phenomena such as the Columbian Exchange or the diffusion of American popular culture and describing
the effects on regions of contact. Readiness Standard
Bell Ringer:
In 50 words or less, describe how physical and human geography from the past influences people and
events today.
Activity #1:
Read the Article: MTV India and answer the questions that follow.
Activity #2:
Using the map above, create an advertisement that shows the effects of trade on India, Southeast Asia,
or Arabia.
World Geography EOC Success, Page 6 of 39
Homework:
Use your knowledge of social studies and the picture below to answer the following question.
http://ghirardellisquare.com/?page_id=146
The picture above was taken in San Francisco. Describe how this picture describes cultural convergence
or cultural divergence. Your essay should be between one-third and two-thirds of a page.
Be prepared to share your findings in class tomorrow.
World Geography EOC Success, Page 7 of 39
MTV India
MTV, India’s leading multimedia youth platform, caters to the interests and passions of 15-34 year olds,
offering them an exciting mix of music and non-music programming (Bollywood, adventure, humor,
fashion & style and fiction), presented in its inimitable style by Indian VJs. Since its launch in 1996, the
channel has won numerous awards at Indian as well as International level for its unique humor and
unmatched creativity. Known for its unique properties (MTV Immies, MTV Music Summit for AIDS, Style
Awards, MTV Youth Marketing Forum, MTV VJ Hunt, MTV Youth Icon and MTV Roadies among others),
the channel has today become a preferred destination for advertisers to reach out to Indian youth. With
over 545,624 hyperactive users www.mtvindia.com continues to be the most popular youth hangout
online. MTV India is a part of the MTV Networks, world’s largest television network reaching out to 34.35m households in the country and 481.5m households across 171 territories. For the 6th consecutive
year, MTV was named The World's Most Valuable Media Brand by Business Week & Interbrand's 2005
Best Global Brands study.
Nick India
Nick launched in India in 1999 as the country’s first multi-genre kids’ TV channel and is today viewed in well over 29.69 million households in the country. Nick India is a 24-hour pay channel distributed by
OneAlliance with the option of a Hindi audio feed. With kids at the centre of its approach, Nick provides
respectful, non-violent, empowering entertainment for both boys and girls alike. Its pioneering content for
2-14 year olds includes animated series, live-action shows, comedy, popular game shows (including the
locally produced 'Dum Duma Dum' and ‘Gili Gili Gappa’), hosted shows and India's very first live-action- animation series, 'J Bole Toh Jadoo'.
A part of MTV Networks, Nickelodeon, as it is known internationally, is the world's number-one
entertainment brand dedicated to kids and is viewed in more than 202.3 million households in 170
territories, with channels in Africa, Asia and the Pacific Rim, Latin America, Europe, CIS/Baltic Republics
and the US. In the US alone, Nickelodeon has been the number one cable channel (across all C&S
genres) for the last ten years consecutively. It has been consistently involved in understanding and
bettering the lives of kids through research and pro-social campaigns.
Vh1
An MTV Networks India channel, Vh1 is India’s only 24-hour international music and lifestyle channel,
providing music buffs with their daily dose of international music, pop culture, reality TV and celebrity
lifestyle. Launched in January 2005, the channel today reaches almost 23.53 million homes across India
and is growing rapidly to reach many more. Vh1 has brought the best international music to India,
coupled with the biggest stars, the juiciest stories and the latest in your favorite artiste’s life. With an exhaustive music library spanning over 30 years and genres like flower power, punk, rock, reggae, hip
hop, pop and many more, Vh1 customizes its music and program mix to appeal to Indian tastes. Globally,
Vh1 is available across 142.8 million households in over 141 territories.
http://mtv.in.com/aboutus.html
1. How are these television programs different in India than in the United States?
2. Based upon the information provided here, have Indians been receptive to American culture or
distrustful of it? Defend your response.
3. What impact has American culture had on India?
World Geography EOC Success, Page 8 of 39
Day #3: 3C-The student understands how physical processes shape patterns in the physical environment
by examining the physical processes that affect the lithosphere, atmosphere, hydrosphere, and
biosphere. Supporting Standard
Bell Ringer:
Give an example of modern day cultural diffusion. It can be an American idea that has spread to another
country, or something that has come from another country to the United States. Be sure to describe its
impact on modern day life.
Activity #1:
Use your knowledge of social studies and the map below to answer the following questions.
Dust Bowl, 1934." Map. Issues: Understanding Controversy and Society. ABC-CLIO, 2012. Web. 9 Feb. 2012.
1. The map above represents the famous “Dust Bowl” in 1934. What was the primary cause of the dust bowl?
2. How did the Dust Bowl affect the lithosphere, hydrosphere, and biosphere?
3. How have we changed to ensure that another “Dust Bowl” does not occur?
Activity #2:
Using the information provided in the Earthquake Data sheet and a world map, plot the 5 deadliest
earthquakes and the 5 largest earthquakes since 1990. Theorize as to the reason or reasons why the
deadliest and strongest quakes occur where they do. Conduct a short class discussion over the findings
and theories.
Homework:
Read the information on Acid Rain and answer the questions that follow.
Make sure to bring the article, questions, and answers to class tomorrow for a short class discussion.
World Geography EOC Success, Page 9 of 39
Earthquake Data 1990 – 2011
Year
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1997
1996
1995
1995
1994
1993
1992
1991
1991
1990
Largest Earthquakes
Deadliest Earthquakes
Date Magnitude Fatalities
Region
Year Date Magnitude Fatalities
Region
Near the East Coast of
Near the East Coast of
03/11 9.0
20,896
2011 03/11 9.0
20,896
Honshu, Japan
Honshu, Japan
02/27 8.8
507
Offshore Maule, Chile 2010 01/12 7.0
316,000
Haiti
Southern Sumatra,
09/29 8.1
192
Samoa Islands region 2009 09/30 7.5
1,117
Indonesia
Eastern Sichuan,
05/12 7.9
87,587
2008 05/12 7.9
87,587
Eastern Sichuan, China
China
Southern Sumatera,
Near the Coast of
09/12 8.5
25
2007 08/15 8.0
514
Indonesia
Central Peru
11/15 8.3
0
Kuril Islands
2006 05/26 6.3
5,749
Java, Indonesia
Northern Sumatra,
03/28 8.6
1,313
2005 10/08 7.6
80,361
Pakistan
Indonesia
Off West Coast of
Off West Coast of
12/26 9.1
227,898
2004 12/26 9.1
227,898
Northern Sumatra
Northern Sumatra
Hokkaido, Japan
09/25 8.3
0
2003 12/26 6.6
31,000
Southeastern Iran
Region
Hindu Kush Region,
11/03 7.9
0
Central Alaska
2002 03/25 6.1
1,000
Afghanistan
06/23 8.4
138
Near Coast of Peru
2001 01/26 7.7
20,023
India
New Ireland Region,
Southern Sumatera,
11/16 8.0
2
2000 06/04 7.9
103
P.N.G.
Indonesia
09/20 7.7
2,297
Taiwan
1999 08/17 7.6
17,118
Turkey
Balleny Islands
Afghanistan-Tajikistan
03/25 8.1
0
1998 05/30 6.6
4,000
Region
Border Region
10/14 7.8
0
South of Fiji Islands 1997 05/10 7.3
1,572
Northern Iran
Near East Coast of
12/05 7.8
0
1997
Kamchatka
Irian Jaya Region
02/17 8.2
166
1996 02/03 6.6
322
Yunnan, China
Indonesia
Near Coast of
07/30 8.0
3
1995 01/16 6.9
5,530
Kobe, Japan
Northern Chile
Near Coast of Jalisco
10/09 8.0
49
1995
Mexico
10/04 8.3
11
Kuril Islands
1994 06/06 6.8
795
Colombia
South of Mariana
08/08 7.8
0
1993 09/29 6.2
9,748
India
Islands
Flores Region,
Flores Region,
12/12 7.8
2,519
1992 12/12 7.8
2,519
Indonesia
Indonesia
04/22 7.6
75
Costa Rica
1991 10/19 6.8
2,000
Northern India
12/22 7.6
0
Kuril Islands
1991
Luzon, Philippine
07/16 7.7
1,621
1990 06/20 7.4
50,000
Iran
Islands
World Geography EOC Success, Page 10 of 39
Acid Rain
Causes of Acid Rain
Acid rain is caused by sulfur dioxide and a group of chemicals collectively called nitrogen oxides. These
compounds, which are innately harmful, react with the water in the atmosphere to form acids that have
negative, wide-ranging effects. These compounds occur naturally in small amounts but are largely the
result of human activity.
The chief cause of acid rain is sulfur dioxide (SO2). Nitrogen oxides (NOx), atoms of nitrogen bonded to
varying numbers of oxygen atoms (for example, nitrogen monoxide and nitrogen dioxide), also contribute
to acid rain. These gasses react with water in the upper atmosphere in multi-step reactions that create
acids that then fall to earth through precipitation such as rain, snow, and fog. The two acids responsible
for acid rain are sulfuric acid (H2SO4) and nitric acid (HNO3). These acids lower the pH levels of surface
water and soil, which causes a variety of direct and indirect problems. Sulfur dioxide and nitrogen oxides
are especially dangerous because they tend to be carried long distances, leading to acid rain in distant
areas.
Sulfur dioxide and nitrogen oxides both occur naturally. They result from volcanic eruptions, wildfires,
lightning strikes, and various biological processes such as the decomposition of plants and the release of
byproducts from bacterial action. Acid deposition has been observed in glaciers, indicating that acid rain
is not a completely modern phenomenon. Natural sources account for about 5 percent of all sulfur dioxide
and nitrogen oxide emissions.
The vast majority of emissions—about 95 percent—are the result of manmade processes. The burning of
fossil fuels such as coal is the chief cause of industrial emissions. Approximately 65 percent of all
atmospheric sulfur dioxide comes from power plants that use fossil fuels to produce energy. Another 25
percent comes from other industrial processes such as oil refining and metal smelting. Transportation
(including automobile exhaust) accounts for another 5 percent of total sulfur dioxide emissions. The
transportation sector does, however, account for about 50 percent of total nitrogen oxide emissions.
Power plants, fertilizer production, and other industrial processes account for the other 45 percent of
emissions caused by human beings.
Because most sulfur dioxide and nitrogen oxides are the result of human actions, most efforts to curtail
acid rain focus on reducing power plant and automobile emissions and switching to more
environmentally-friendly fuel sources such as solar and wind energy.
"Sources of Acid Rain." Issues: Understanding Controversy and Society. ABC-CLIO, 2012. Web. 9 Feb. 2012.
Effects of Acid Rain
Acid rain damages both the environment and the urban landscape and may even affect human health.
Although some of acid rain's negative effects are caused through direct exposure, most are the result of
indirect contact over a long period of time.
Lakes, rivers, and streams are affected by acid rain both through direct contact and through soil runoff
that has itself been affected by acid rain. Many fish are sensitive to the acidity of their environment and
most species cannot survive in water that has a pH level below 4.5. Even if it does not kill fish
immediately, acid rain tends to cause chronic stress among fish. This leads to small size, low body
weight, and atypical behavior. Higher levels of aluminum caused by acid rain also cause fish to produce
more mucus, which can hinder proper respiration through their gills. The acids in acid rain also prevent
the action of enzymes that help fish larvae emerge from their eggs. Although aquatic plants are generally
hardier than fish, they are also affected by acid rain. Acid rain also inhibits the growth of phytoplankton,
an organism that many animals rely on for food.
Forests are also significantly affected by acid rain. Although acids in the precipitation may damage bark
World Geography EOC Success, Page 11 of 39
and leaves directly, most trees are gradually weakened as a result of the effects of contaminated soil.
Acid rain absorbed by soil dissolves valuable nutrients and activates toxins such as aluminum. Acidic soil
also discourages the growth of fungi. Many species of fungi live symbiotically with trees, helping them
obtain the nitrogen they need.
Acid rain damage is not limited to rural areas. Acid rain also erodes historic buildings and monuments.
The sulfuric acid in the water droplets reacts with the calcium carbonate found in many natural building
materials (including marble, limestone, and granite) to form gypsum. In addition to discoloring architecture
and monuments, gypsum slowly erodes the stone under it as it flakes off. Acid rain also speeds up the
process that causes rust. Acid rain may also cause paint damage to cars and buildings.
Humans are not directly harmed by acid rain. The pollutants that cause acid rain, however, are dangerous
to human health. Sulfur pollution (which includes sulfur dioxide emissions that cause acid rain) kills
approximately 50,000 people a year.
Acid rain's destructive power comes from its ability to slowly weaken and destroy entire ecosystems.
Although a particular organism may not be directly endangered, its environment and food sources may
suffer, which creates a ripple effect in the habitat and food chain that can have a wide-ranging impact.
"Effects of Acid Rain." Issues: Understanding Controversy and Society. ABC-CLIO, 2012. Web. 9 Feb. 2012.
Analysis
Analyze the two passages by answering the following questions:
1. What are the primary causes of acid rain?
2. How does the Earth contribute to the phenomenon of acid rain? How do humans contribute?
3. Which has a greater impact of the acidic nature of rain, the Earth or humans? Defend your
response.
4. Describe the negative effects of acid rain on the biosphere.
5. Describe the negative effects of acid rain on people.
6. How does acid rain affect the hydrosphere and lithosphere?
World Geography EOC Success, Page 12 of 39
Day #4: 4B-The student understands the patterns and characteristics of major landforms, climates, and
ecosystems of Earth and the interrelated processes that produce them by describing different landforms
and the physical processes that cause their development. Supporting Standard
Bell Ringer:
Create a chart that details the physical processes that affect the lithosphere, hydrosphere, atmosphere
and biosphere.
Activity #1:
http://www.7wondersworld.net/locations/grand-canyon
http://misblueteamscience.blogspot.com/2011/02/facts-about-mount-fuji.html
http://coastalcare.org/2011/03/nile-delta-desertislands-an-artist-and-a-scientist-symbiotic-point-of-view/
These three pictures were all formed by
different physical processes. Match the
physical process to the appropriate picture.
Defend your response.
A. Deposition of eroded sediment
carried by rivers.
B. Tectonic forces.
C. Weathering and erosion.
Activity #2:
Using the textbook and other resources, create a graphic organizer that describes the natural
environments of Australia. Students should focus on landform regions, climates, water resources and
other resources of the continent. Once all students have finished, conduct a class discussion on the
forces that have shaped Australia’s landforms and the factors that influence the distribution of its climates,
plants and animals.
World Geography EOC Success, Page 13 of 39
Homework:
Describe how the human process of deforestation can lead to the creation of a desert area. Your essay
should be between one-half and one page.
Be prepared to share your findings in class tomorrow.
World Geography EOC Success, Page 14 of 39
Day #5: 5B-The student understands how political, economic, and social processes shape cultural
patterns and characteristics in various places and regions by interpreting political, economic, social, and
demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality)
to determine the level of development and standard of living in nations using the terms Human
Development Index, less developed, newly industrialized, and more developed. Supporting Standard
Bell Ringer:
Draw a mountain and a hill. What are the distinguishing characteristics between the two?
Activity #1:
Country
GDP
Life Expectancy
Infant Mortality
Labor Force
81.9
Literacy
Rate
99%
Australia
$34,441
4.61
$11,046
74.0
97.3%
11.02
Egypt
$5,269
73.2
71.4%
25.2
Bangladesh
$1,529
68.9
47.9%
50.73
Agriculture: 3.6%
Industry: 21.1%
Service: 75%
Agriculture: 29.7%
Industry: 23.2%
Service: 47.1%
Agriculture: 32%
Industry: 17%
Service: 51%
Agriculture: 45%
Industry: 30%
Service: 25%
Romania
Information provided by the CIA World Factbook and the Human Development Index
Based on the information provided in the chart above, rank each country as less developed, newly
industrialized or more developed. Support your rankings.
Activity #2:
Using the Africa political map and Africa land use map in your textbook, answer the following questions:
1.
2.
3.
4.
In which countries are there few natural resources and no manufacturing centers?
What types of economic activities are located in these countries?
Is commercial agriculture or subsistence agriculture more prevalent in Africa?
Based on the information being presented, what general conclusions can you draw about
economic development and standard of living in Africa? Be sure to defend your response.
World Geography EOC Success, Page 15 of 39
Homework:
Information provided by the U.S. Census Bureau, International Data Base
The population pyramids above represent a more developed nation and a less developed nation. Match
the appropriate population pyramid to its correct ranking. Support your conclusion with evidence from the
population pyramids and your knowledge of the Human Development Index. Your essay should be
between one-half and one page.
Be prepared to share your findings in class tomorrow.
World Geography EOC Success, Page 16 of 39
Weekly Assessment #1
This assessment will cover objectives 1A, 1B, 3C, 4B, and 5B.
1. How does the Iranian government view popular American culture? Defend your response.
2. Describe how erosion affects the lithosphere and biosphere.
3. Describe the physical and human processes that helped to promote the Industrial Revolution in
the United States in the late 1800s.
4. Why is California susceptible to large earthquakes?
5. How does pollution affect the lithosphere, biosphere, hydrosphere and atmosphere? Be sure to
address each element.
http://travelingpiont.blogspot.com/2011/06/matterhorn.html
http://www.sacred-destinations.com/england/silbury-hill
6. What two distinct characteristics separate a mountain from a hill?
World Geography EOC Success, Page 17 of 39
Use your knowledge of social studies and the chart to answer the next two (2) questions.
Country
GPD
per
capita
Literacy
Rate
Infant
Mortality
Life
Expectancy
(Men)
Life
Expectancy
(Women)
Doctors
(per
1,000)
Internet
Users (per
1,000)
A
$2,500
57%
43
64
69
.05
20
Electricity
consumpti
on (per
kilowatt
hour per
capita)
446
B
$1,800
99%
27
65
73
3.29
N/A
771
Labor Force
Agriculture: 85%
Industry: N/A
Service: N/A
Agriculture: 35%
Industry and
Service: 65%
7. Based upon the information in the chart above, which country has a higher standard of living.
Defend your response.
8. Describe nations A and B as less developed, newly industrialized or more developed. Defend
your responses for each country.
9. Describe the social and economic impact of American fast food on more developed countries
around the world.
10. How did European industrialization contribute to the spread of the Plague?
World Geography EOC Success, Page 18 of 39
Day #6: 6A-The student understands the types, patterns, and processes of settlement by locating and
describing human and physical features that influence the size and distribution of settlements.
Supporting Standard
Bell Ringer:
In 50 words or less, describe how demographic indicators (gross domestic product per capita, life
expectancy, literacy, and infant mortality) help to determine the level of development and standard of
living in nations.
http://www.worldmapsinfo.com/map-of-brazil-southamerica.html http://www.warnewsblog.com/brazil.warnews
Using the information in the photographs above, provide at least 3 reasons for the location of settlements
and population distribution in Brazil.
Activity #2:
Based upon this map, draw 3 conclusions about population density and settlement patterns around the
world.
World Geography EOC Success, Page 19 of 39
Homework:
Based upon the map, provide 3 reasons for the change in population from 2000-2007 in the United
States. Be specific when addressing push/pull factors that may have affected movement.
Be prepared to share your findings in class tomorrow.
World Geography EOC Success, Page 20 of 39
Day #7: 7B-The student understands the growth, distribution, movement, and characteristics of world
population by explaining how political, economic, social, and environmental push and pull factors and
physical geography affect the routes and flows of human migration. Readiness Standard
Bell Ringer:
Describe one human and one geographic feature that influences where people live.
Activity #1:
Use your knowledge of social studies to complete the chart below.
Many things affect human migration. List and describe push and pull factors for the PEGS.
Political
Economic
PUSH Factors
Geographic
(Environmental)
Social
Political
Economic
PULL Factors
Geographic
(Environmental)
Social
Activity #2:
Create a brochure that encourages people to move to Dallas. In your brochure, include political
economic, geographic and social pull factors for Dallas.
Homework:
Read the Geography in the News Article: Kenya’s Ethnic Violence. Describe the push factors for Kenya
based upon this article.
Be sure to bring the article and the push factors to class tomorrow for a short discussion.
World Geography EOC Success, Page 21 of 39
World Geography EOC Success, Page 22 of 39
Day #8: 8A-The student understands how people, places, and environments are connected and
interdependent by comparing ways that humans depend on, adapt to, and modify the physical
environment, including the influences of culture and technology. Readiness Standard
Bell Ringer:
Illustrate a political, economic, geographic or social push or pull factor. Once all students have finished,
have students go around the room and have other students try to guess the PEG and whether it is a push
or pull factor.
Activity #1:
Use your knowledge of social studies and the excerpt below to answer the following questions.
“Bring the bullet train soon!” reads a billboard in a Japanese farming village. To rural areas left out of Japan’s economic “miracle,” the 168 mile an hour super train promises prosperity through connection to urban markets. Expanding transportation
webs is also imperiling natural habitats.
The need for speed and a lack of space led the planners of Kansai International
Airport to build Japan’s newest island. On 233,216,400 cubic yards of landfill occupying an area of 1,260 acres and lying 3.1 miles offshore, it is the world’s first ocean airport. For your traveling convenience, the airport offers 24-hour departures,
a double-decker bridge to the mainland, and connections to area cities via express
train and high speed boat.
http://en.wikipedia.org/
1. How is Japanese transportation an example of human modification of the environment?
2. What economic change has occurred due to this modification?
3. What might be a negative impact of these modifications to the environment?
Activity #2:
Using your textbook and other resources, create a graphic organizer that describes the challenges
Mexico faces. Conduct a class discussion on how these issues are interrelated and then ask students to
hypothesize about how these challenges will affect Mexico’s future economic development.
World Geography EOC Success, Page 23 of 39
Homework:
Use your knowledge of social studies and the excerpt below to answer the following questions.
Japanese macaques huddle together, eat tree bark and soak in hot springs to
survive frigid winters in northern Japan. But can they survive human invasion? As
Japan’s space starved citizens expand their cities, they deprive the endangered monkeys of shelter and sustenance. In February 1998, one pack took matters into
their own paws.
“Monkeys are on the loose!” public loudspeakers shouted in the town of Ito. Desperate for food after a harsh winter, marauding monkeys had descended from
the mountains and attacked 30 people. One woman was jumped on the street and
pushed to the ground. “I’ve lived for 77 years,” she said, “and this is the first time I’ve been attacked by a monkey.” http://en.wikipedia.org/
1. How is the passage above an example of human modification of the environment?
2. What social change has occurred due to this modification?
3. What steps might the Japanese government take to ensure this kind of thing does not happen
again?
Be sure to bring the questions and answers back to class tomorrow for a short discussion.
World Geography EOC Success, Page 24 of 39
Day #9: 10A-The student understands the distribution, characteristics, and interactions of the economic
systems in the world by describing the forces that determine the distribution of goods and services in free
enterprise, socialist, and communist economic systems. Supporting Standard
Bell Ringer:
In 50 words or less, describe how globalization has created a world-wide economy that is more
interdependent on one another.
Activity #1:
Guatemala is the largest and most populous of the Central American countries. The agricultural sector
accounts for about 25% of the national income. About 50% of the labor force is in agriculture. Coffee,
sugar, and bananas are the main products. The 1996 signing of the peace accords, which ended 36 years
of civil war, removed a major obstacle to foreign investment. However, widespread political violence and
corruption continue to scare away many foreign investors. The distribution of income remains highly
unequal, with perhaps 75% of the population below the poverty line. Other ongoing challenges include
upgrading both government and private industries and curtailing drug trafficking.
Country
GDP
Literacy
Rate
Life
Expectancy
78.4 years
Infant
Mortality
Rate
6
Televisions
(per 1,000
people)
876
United
States
Guatemala
$48,100
99%
$5,000
69%
70.9 years
26
162
Economic
System
Free
Enterprise
?
Information provided by the CIA World Factbook
Based upon the information provided, what type of nation would you describe Guatemala as: free
enterprise, socialist or communist? Defend your response in writing.
Activity #2:
Use the textbook and other resources to complete the following chart:
Economy
Free-Enterprise
Socialist
Communist
Motivator
Description
Location
World Geography EOC Success, Page 25 of 39
Homework:
North Korea, one of the world’s most centrally planned and isolated economies, faces desperate economic conditions. Industrial capital stock is nearly beyond repair as a result of years of under-investment and
spare parts shortages. Industrial and power output have also decline. The nation has suffered more than
eleven years of food shortages because of a lack of arable land, collective farming, weather-related
problems, and severe shortages of fertilizer and fuel. The population remains victims of terrible
malnutrition and worsening living conditions. State spending on military eats up resources needed for
investment and their citizens. Firm political control remains the government’s main concern. The state will limit any further loosening of economic regulations.
Country
GDP
Literacy
Rate
Life
Expectancy
78.4 years
Infant
Mortality
Rate
6
Televisions
(per 1,000
people)
876
United
States
North Korea
$48,100
99%
$1,800
99%
68.9
27.1
172
Economic
System
Free
Enterprise
?
Based upon the information provided, what type of nation would you describe North Korea as: free
enterprise, socialist or communist? Defend your response in writing.
Be sure to bring your assignment with you to class tomorrow for a short discussion.
World Geography EOC Success, Page 26 of 39
Day #10: 10B-The student understands the distribution, characteristics, and interactions of the economic
systems in the world by classifying where specific countries fall along the economic spectrum between
free enterprise and communism. Supporting Standard
Bell Ringer:
Suppose everyone in the world were given $10 million dollars. Do you think that would end the problem
of scarcity? Why or why not?
Activity #1:
Use the information in the text box below to complete the chart.
The first Five-Year Plan emphasized maximum production of capital goods and
armaments. The plan quadrupled the production of heavy machinery and doubled
oil production.
With rapid industrialization came rapid collectivization of agriculture. Collectivism
was a system in which private farms were eliminated. Instead, the government
owned all the land, while peasants worked it.
Glencoe World History
Who determines what to
produce?
Who determines how it is
produced?
Who determines who gets the
items produced?
What affect do you think this
has on the lives of the people?
Based upon the information presented here, would you classify this economic system closer to freeenterprise or communism. Defend your response in writing.
Activity #2:
Using information from your textbook and other resources, conduct research on the economies of
Sweden and China. Based upon the information presented, students must justify which type of economic
system the country uses. Cite specific evidence to defend your answers.
World Geography EOC Success, Page 27 of 39
Homework:
Use the information in the text box below to complete the chart.
Historically, the economy was dependent on sugarcane cultivation and related activities.
However, in recent years the economy has diversified into light industry and tourism
with about three-quarters of GDP and 80% of exports being attributed to services.
Growth has rebounded since 2003, bolstered by increases in construction projects and
tourism revenues, reflecting its success in the higher-end segment, but the sector faced
declining revenues in 2009 with the global economic downturn. The country enjoys one
of the highest per capita incomes in the region. Offshore finance and information
services are important foreign exchange earners and thrive from having the same time
zone as eastern US financial centers and a relatively highly educated workforce. The
government continues its efforts to reduce unemployment, to encourage direct foreign
investment, and to privatize remai ning state-owned enterprises. The public debt -to-GDP
ratio rose to over 100% in 2009 -11, largely because a sharp slowdown in tourism and
financial services led to a wide budget deficit.
https://www.cia.gov/library/publications/the-world-factbook/geos/bb.html
Who determines what to
produce?
Who determines how it is
produced?
Who determines who gets the
items produced?
What affect do you think this
has on the lives of the people?
Based upon the information presented here, would you classify this economic system closer to freeenterprise or communism. Defend your response in writing.
Be sure to bring your assignment with you to class tomorrow for a short discussion.
World Geography EOC Success, Page 28 of 39
Weekly Assessment #2
This assessment will cover objectives 6A, 7B, 8A, 10A, and 10B.
1. What effect did the introduction of horses have on Native Americans living in the Great Plains?
2. Describe how fresh water affects the location of settlements.
3. In many parts of Africa and Latin America people are engaged in subsistence agriculture. This is
sometimes referred to as a traditional economy. In which system or systems (free enterprise,
socialist, or communist) can a traditional economy best survive? Defend your response.
4. How has Japan accommodated for its increasing population despite being limited in available
land?
5. How are Saudi Arabia and the United States interdependent upon one another?
6. What is the primary difference between free enterprise, socialist and communist economic
systems?
7. What information is important to examine when trying to determine whether a country is
associated more with a free enterprise economic system or communist economic system?
8. How does our need for fossil fuels change the physical environment?
9. Which of the following events describes both “push factors” and “pull factors”? Defend your
response.
A. Widespread famine causes a mass migration in Somalia.
B. A small economic recession in the United States coupled with economic prosperity
throughout Europe and Asia send American business people around the world.
C. Civil war and genocide in Rwanda cause millions to flee into neighboring countries.
D. 1948 Israel is recognized as a Jewish nation and as a result millions of Jews migrate to the
“Promise Land.”
World Geography EOC Success, Page 29 of 39
Day #11: 12A-The student understands the economic importance of, and issues related to, the location
and management of resources by analyzing how the creation, distribution, and management of key
natural resources affects the location and patterns of movement of products, money, and people.
Readiness Standard
Bell Ringer:
Using the information below, classify the country as free-enterprise, socialist or communist:
 Government should use its power to bring an end to poverty by taking control of the major
resources and providing public services.
 Many decisions about the economy are made by the government while others are made by
private industry.
 Major industries are owned by the government while other businesses are privately owned.
 People’s basic needs are provided by the government at little or no cost.
Activity #1:
Read the Article: The Rise and Fall of the Steel Industry in the Mahoning Valley and answer the questions
that follow.
Activity #2:
Using the textbook and other resources, find a land use and resource map for India and the countries of
the Indian Perimeter. Ask students to answer the following questions:
1.
2.
3.
4.
Which countries seem rich in resources?
Which countries seem poor in resources?
Which resources are plentiful?
How does the distribution of resources affect the countries of India and the Indian Perimeter?
Homework:
Writing Assignment: The resources on this Earth are not evenly distributed. How does this uneven
distribution of resources affect the location and patterns of movement of products, money, and people?
Your essay should be between one-half and one page in length.
Be sure to bring your essay to class tomorrow for a short discussion.
World Geography EOC Success, Page 30 of 39
The Rise and Fall of the Steel Industry in the Mahoning Valley
"Dumping" of cheap foreign steel into the United States during the 1990s and into the 2000s is having a
direct impact on Mahoning Valley, which has four steel manufacturing companies: CSC Limited, WICK
Steel Incorporated, the North Star Steel Tubular Division, and McDonald Steel Corporation.
Both a U.S. House of Representatives resolution and a bill that would limit foreign steel imports were
passed by the House, but defeated by the U.S. Senate. In the fall of 1998, the House approved a nonbinding resolution by a vote of 345 to 44, authored by U.S. Rep. James A. Traficant Jr. (D-OH), urging the
Clinton Administration to impose a temporary ban on steel import from countries that are found to be in
violation of anti-dumping laws. In March of 1999, the U.S. House of Representatives passed the
Bipartisan Steel Recovery Act (H.R. 975) by a vote of 259-141, to ensure that the volume of steel
imported into the U.S. during any month does not exceed the volume of steel imports during the thirty-six
month period preceding July 1997.
Mahoning Valley's history of steel production reaches back to the mid-1800s. Primarily a center of iron
production after the Civil War, the valley began converting to steel manufacturing during the depression of
the 1890s. The Ohio Steel Company was the first Mahoning Valley business to convert. It sold out to the
National Steel Company in 1899, and converted the Brown-Bonnell iron plant into a steelworks with
Bessemer converters. J.P. Morgan, head of one of the largest U.S. investment firms in the United States,
purchased numerous companies, including the Carnegie Steel Company, which led to outside control of
much of Youngstown's steel industry.
In 1900, local investors James A. Campbell and George D. Wick created the Youngstown Iron Sheet and
Tube Company (eventually dropping the word "tube") to head off complete outside ownership of
Youngstown plants. The company quickly grew into one of the largest concerns in Ohio, and the largest
locally owned steel company in the United States. Steel mills were also important to the local economy
because they support ancillary businesses, such as companies that provide limestone from nearby mines
for iron smelting, or construct equipment for the mills, such as blast furnaces, steel ladles and slag cars.
Youngstown was also headquarters for a number of companies that fabricated steel products.
The growth of the industry attracted foreign immigration, particular from Great Britain, Germany, and
eastern and southern Europe. During World War II, the valley accounted for 10 percent of national steel
production, some ten million tons per year.
Project documentation includes a partial text from the book, Mahoning Memories, press releases, other
text and descriptive information about steel companies in Mahoning and their products.
http://lcweb2.loc.gov/diglib/legacies/OH/200003429.html
1. Why would companies in the United States import steel from other countries if we make it right
here in the United States?
2. The Mahoning Valley sits in eastern Ohio. What physical feature of the eastern United States
would make this area a great place for steel production? Why?
3. How has the steel industry affected the area economically and socially?
World Geography EOC Success, Page 31 of 39
Day #12: 14B- The student understands the processes that influence political divisions, relationships,
and policies by comparing how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian
systems operate in specific countries. Supporting Standard
Bell Ringer:
In 30 words or less, explain how resources affect the location and patterns of movement of products,
money, and people.
Activity #1:




SPEAKER #1
Anyone who will say that religion is separate from politics is a fool;
he does not know Islam or politics.
If laws are needed, Islam has established them all. There is no
need . . . after establishing a government, to sit down and draw up
laws.
SPEAKER #2
That to secure these rights, Governments are instituted among
Men, deriving their just powers from the consent of the governed.
Believing with you that religion is a matter which lies solely
between Man & his God, that he owes account to none other for
his faith or his worship, that the legitimate powers of government
reach actions only, & not opinions, I contemplate with sovereign
reverence that act of the whole American people which declared
that their legislature should "make no law respecting an
establishment of religion, or prohibiting the free exercise thereof,"
thus building a wall of separation between Church & State.
1. Based on the first text, which form of government is being described? Defend your response.
2. Based on the second text, which form of government is being described? Defend your response.
3. Ancient Egypt, with its’ pharaohs, would have agreed with the philosophy of which speaker. Defend your response.
Activity #2:
Create a graphic organizer describing the 6 different types of government and give one example of each
type of government.
Homework:
Pretend you live in Cuba. Write a letter to your cousin in the United States describing the government of
your country. Be specific on what the government does and what you can or cannot do as a citizen of
Cuba. Your letter needs to be one-half page to one full page in length.
Be sure to bring your letter with you to class tomorrow for a short discussion.
World Geography EOC Success, Page 32 of 39
Day #13: 18A-The student understands the ways in which cultures change and maintain continuity by
analyzing cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion.
Readiness Standard
Bell Ringer:
The following information could be used to describe which type(s) of government. Be sure to defend your
response.
 Usually has a single ruler.
 Ruler is not bound by law.
 People have no rights.
Activity #1:
Use your knowledge of social studies and the map below to answer the following questions.
http://www.vagabondjourney.com/travelogue/creation-of-modern-countries/
1.
2.
3.
The shaded area represents the extent of the Mongol Empire at its height. Explain why India was
unaffected by the Mongol Invasion.
The same factor that kept Mongols out of India helped to keep Indian culture in. What affect did
this have on Indian culture?
Explain why the geographic barrier that kept Indian isolated for so many years is no longer
st
applicable in the 21 century?
World Geography EOC Success, Page 33 of 39
Activity #2:
http://homes.chass.utoronto.ca/~echist/lec4.htm
Using the PEGS, describe the impact of the colonial settlement on North America. Your essay should be
between one-half and one page.
Homework:
Read the Geography in the News Article: Black Pepper from Malabar.
In 50 words or less, summarize the effects of diffusion based upon the article.
Bring the article and your summarization with you to class tomorrow for a short discussion.
World Geography EOC Success, Page 34 of 39
World Geography EOC Success, Page 35 of 39
Day #14: 19A-The student understands the impact of technology and human modifications on the
physical environment by evaluating the significance of major technological innovations in the areas of
transportation and energy that have been used to modify the physical environment. Readiness Standard
Bell Ringer:
Describe specific examples of how technology has affected cultural change around the world.
Activity #1:
"Construction of the Panama Canal." Image. Library of Congress. American History. ABC-CLIO, 2012. Web. 10 Feb. 2012.
The picture above represents the building of the Panama Canal in 1910. Use the illustration and your
knowledge of social studies to answer the following questions.
1. How did the building of the Panama Canal negatively affect the lithosphere, hydrosphere,
biosphere and atmosphere?
2. What was the economic impact of the Panama Canal?
3. Do the economic benefits of the Canal outweigh the environmental impact? Support your
conclusion.
Activity #2:
Writing Assignment: How does the price of gas affect the American economy? Your essay should be
between one-half and one-full page. When all students have finished, conduct a class discussion on how
gas affects the nation’s economy.
Homework:
In the late 1800s, gasoline and diesel fuels were developed that allowed cars to have fuel to travel great
distances before having to refuel. The development of gasoline had a major impact of the development
th
of the United States in the 20 century. Describe the economic, geographic and social impact of this
innovation. You may use a chart or essay form to complete this assignment.
Please bring either your chart or essay with you to class tomorrow for a short discussion.
World Geography EOC Success, Page 36 of 39
Day #15: 20A-The student understands how current technology affects human interaction by
describing the impact of new information technologies such as the Internet, Global Positioning System
(GPS), or Geographic Information Systems (GIS). Supporting Standard
Bell Ringer:
Provide one example of a technological innovation in the area of transportation or energy and describe its
impact.
Activity #1:
Use your knowledge of social studies and the table below to answer the following questions.
WORLD INTERNET USAGE AND POPULATION STATISTICS
December 31, 2011
World Regions
Population
( 2011 Est.)
Internet
Users
Dec. 31,
2000
Internet Users
Latest Data
Penetration
(%
Population)
Growth
20002011
Users %
of Table
Africa
1,037,524,058
4,514,400
139,875,242
Asia
3,879,740,877
114,304,000
1,016,799,076
26.2 %
789.6 %
44.8 %
Europe
816,426,346
105,096,093
500,723,686
61.3 %
376.4 %
22.1 %
Middle East
216,258,843
3,284,800
77,020,995
35.6 % 2,244.8 %
3.4 %
North America
347,394,870
108,096,800
273,067,546
78.6 %
152.6 %
12.0 %
Latin America / Carib.
597,283,165
18,068,919
235,819,740
39.5 % 1,205.1 %
10.4 %
35,426,995
7,620,480
23,927,457
67.5 %
214.0 %
1.1 %
6,930,055,154
360,985,492
2,267,233,742
32.7 %
528.1 %
100.0 %
Oceania / Australia
WORLD TOTAL
13.5 % 2,988.4 %
6.2 %
NOTES: (1) Internet Usage and World Population Statistics are for December 31, 2011. (2) CLICK on each world
region name for detailed regional usage information. (3) Demographic (Population) numbers are based on data
from the US Census Bureau . (4) Internet usage information comes from data published by Nielsen Online, by the
International Telecommunications Union, by GfK, local Regulators and other reliable sources. (5) For definitions,
disclaimers, and navigation help, please refer to the Site Surfing Guide. (6) Information in this site may be cited,
giving the due credit to www.internetworldstats.com. Copyright © 2001 - 2011, Miniwatts Marketing Group. All
rights reserved worldwide.
1. What is the best explanation for why North American Internet usage for the last 11 years had the
smallest percent increase?
2. What are some economic and social implications for this data?
3. If you were to start a new internet company, which region would you start in? Defend your
response.
Activity #2:
Briefly describe the differences between GPS and GIS. Conduct a class discussion over the differences
and how each one is used in the modern world.
World Geography EOC Success, Page 37 of 39
Homework:
Interview 5 different people by asking the following 2 questions:
1. How has the Internet changed the way you have been able to interact with people?
2. If you had to give up your cell phone, computer, or TV which would you give up and why?
Bring the results back to class tomorrow for a short discussion on the impact of technology in our lives.
World Geography EOC Success, Page 38 of 39
Weekly Assessment #3
This assessment will cover objectives 12A, 14B, 18A, 19A, and 20A.
http://www.politicalforum.com/humor-satire/57514-political-cartoons-26.html
1. How does the cartoon pictured above illustrate the unequal use of key natural resources?
2. How does GPS differ from GIS?
3. How does the concept of free-enterprise contribute to the diffusion of ideas and technology?
4. How does a monarchy differ from a dictatorship?
5. How is a dictatorship and totalitarian form or government similar and different?
6. How has the invention of the air conditioner affected energy consumption in the United States?
7. “Lingua Franca” is a term used to describe a universal language that can be used in business, movies, and songs. Does a Lingua Franca exist? If so, what it is? Defend your response.
8. Brazil is famous for its enormous number of waterfalls. What could be the economic benefit to
Brazil of these waterfalls?
9. Would tertiary activities be more prevalent in a more developed, less developed or newly
industrialized country. Defend your response.
World Geography EOC Success, Page 39 of 39