One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the World Geography Course.
Performance Task for Unit 6: “Sustainable Development: Here Today…Not Gone Tomorrow”
Enduring Understandings:
*The student will understand that the culture of a society is the product of the religion, beliefs, customs,
traditions, and government of that society.
*The student will understand that humans, their society, and the environment affect each other.
*The student will understand that location affects a society’s economy, culture, and development.
*The student will understand that the movement or migration of people and ideas affects all societies
involved.
Standards: SSWG 6 a, b, c, d, e, f, g
Sustainable development recognizes the need for development and that it impacts current environmental,
political, economic and sociological interests, yet understands the need to plan for the future. The European
Union (EU) created a seven-part Sustainable Development Strategy to address concerns related to current and
future development in the region. Recently, the European Commission adopted an initial progress report on the
Sustainable Development Strategy. Seeking additional research and input into this public policy, the European
Commission awaits a second progress report in 2009.
Your task is to create the 2009 progress report on sustainable development in the EU. Working in cooperative
groups, you and group members research one of the seven prioritized objectives below, currently outlined by the
EU Sustainable Development Strategy, and write the section of the 2009 progress report that corresponds to your
topic. Remember to include Russia, considering global and regional changes in the late 1980s and early 1990s
and membership growth in the EU. Specifically, noteworthy Russian issues include population distribution,
trade and involvement in European affairs (6g) and environmental issues associated with industrial and natural
resource development (6h).
Cooperative groups select or are assigned the following topics which correspond to the priorities of the EU
Sustainable Development Strategy: (http://ec.europa.eu/environment/index_en.htm )
Climate change and clean energy
Sustainable transport
Sustainable consumption and production
Conservation and management of natural resources
Public health
Social inclusion, demography and migration
Global poverty
The publisher of the report provided the following guidelines:
Introduction
- Provide an overview of sustainable development.
- Include background information regarding issues associated with sustainable development,
including intended and unintended consequences.
- This segment should be 1 paragraph.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment about Cultural geography
- Describe population, beliefs, customs, traditions, religion, government, socio-economic
statistics.
- Describe and explain health care and poverty in the region.
- Analyze how these demographics may impact population growth and density.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 1 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
-
This segment should be no more than 2 paragraphs.
Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment explaining and analyzing Human Environmental Interaction
- Explain and analyze positive and negative consequences for human-environmental interaction
created by population growth in your country and/or region.
- Explain and analyze the significance of conservation and management of natural resources.
- Explain and analyze the impact of climate and climate change.
- This segment should be no more than 2 paragraphs.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment explaining and analyzing the impact of Location
- Explain and analyze how the location of major physical features and climate impact
transportation, consumption and production.
- Explain and analyze how Europe’s coastal location impacts the economy, culture and
continued development of the region
- This segment should be no more than 2 paragraphs.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
A segment describing and analyzing the impact of Movement & Migration
o Describe how movement and migration of people, goods and ideas impacts the region,
including consumption and production.
o Explain and analyze how movement and migration affects the economy, culture and
continued development of your country and region
o This segment should be no more than 2 paragraphs.
o Include charts, graphs, maps and/or photographs as evidence to support your position.
Reflection & Conclusion
- Develop a conclusion in which you reflect upon the questions below.
- Use the sample questions to guide your concluding remarks.
- This segment should be no more than 2 paragraphs.
- Include charts, graphs, maps and/or photographs as evidence to support your position.
Interrelationship between Physical and Human characteristics
- How does decision-making involve the potential for interdependency between individuals,
groups and/or institutions?
- How does industrial and resource development impact decision-making by
individuals, groups and/or institutions?
- How does population distribution or growth impact the environment?
- To what extent can sustainable development be coordinated within a region,
given the impact of globalization?
The publisher requests the following in terms of format:
A title page slide including your topic, group members’ names, class/instructor, date
Text should be 12 font, Times New Roman
No mechanical errors or misspellings on the slides
Map and Globe Skills:
4,6,7,8,11,12
Information Processing Skills:
1,2,3,4,5,6,8,10,11,12,14,15,16
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 2 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The
content rubric is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s).
The second rubric focuses on the product of the performance task. This is where students are scored on items involving
grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily
when assigning a grade to the students.
Rubric for Performance Task
Criteria Scale
Identifies and
describes
background
issues and
impacts
concerning
sustainable
development.
1
Below Standard
Incorrectly
identifies issues or
underlying
concerns with
sustainable
development. Does
not use a map,
chart, or graph as
supporting
evidence.
Describes and
analyzes
cultural aspects
of geography.
Incorrectly
describes or
analyzes cultural
aspects of
geography in the
region. Uses only 1
map, chart, or
graph as
supporting
evidence or
incorrectly uses
supporting
evidence.
Explains and
analyzes the
impact of
human
environmental
interaction.
Incorrectly
explains and
analyzes the
impact of human
environmental
interaction. Does
not offer
explanation and
analysis. Uses
only 1 map, chart,
or graph as
supporting
evidence or
incorrectly uses
supporting
evidence.
2
Needs Improvement
Correctly identifies
issues or underlying
concerns with
sustainable
development.
Describes 1 issue
associated with
sustainable
development.
Describes 1 impact
of sustainable
development. Uses
only 1 map, chart, or
graph as supporting
evidence or incorrectly
uses supporting
evidence.
Correctly describes and
analyzes cultural
aspects of geography in
the region. Describes
and analyzes 2 cultural
aspects of geography,
but is vague OR
correctly describes one
aspect, and not the
other. Uses any
combination of at least
2 maps, charts, and
graphs as supporting
evidence.
Correctly explains and
analyzes the
relationship between
Human and Physical
systems, but is vague.
Does not use specific
examples or uses vague
references to explain
either OR correctly
explains and analyzes
issue concerning only
one system type, using
specific examples.
Uses any combination
of at least 2 maps,
charts, and graphs as
supporting evidence.
3
Meets Standard
Correctly identifies
issues or underlying
concerns with
sustainable
development.
Describes 2 issues
associated with
sustainable
development .
Describes 2 impacts of
sustainable
development. Correctly
uses any combination of
2 maps, charts, or
graphs as supporting
evidence.
4
Exceeds Standards
Everything in Meets
Standards PLUS:
Describes more than 2
issues associated with
and impacts
of sustainable
development,
distinguishing between
intended and unintended
consequences.
Insightfully uses any
combination of 3 maps,
charts, or graphs as
supporting evidence.
Correctly describes
cultural aspects of
geography in the
region. Describes and
analyzes 3 cultural
aspects of geography,
using specific examples
supported by evidence.
Correctly uses any
combination of at least
3 maps, charts, and
graphs as supporting
evidence.
Everything in Meets
Standard PLUS:
Describes and analyzes
more than 3 cultural
aspects of geography in
the region. Explains
how the regional profile
or globalization may
impact aspects of
cultural geography.
Insightfully uses any
combination of at least 4
maps, charts, and graphs
as supporting evidence.
Everything in Meets
Standard PLUS:
Suggests and thoroughly
explains at least 2
alternative solutions to
reduce negative impacts
of human-environmental
impact. Insightfully uses
any combination of at
least 4 maps, charts, and
graphs as supporting
evidence.
Correctly explains and
analyzes the
relationship between
Human and Physical
systems. Uses specific
examples to explain
analysis of both
systems. Correctly uses
any combination of at
least 3 maps, charts,
and graphs as
supporting evidence.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 3 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Explain and
analyze how
location affects
economy,
culture and
development.
Explains and
analyzes the
impact of
movement and
migration.
Evaluates the
interrelationship
between
physical and
cultural aspects
of geography.
Incorrectly
explains how
location affects
economy, culture
and development.
Merely identifies
or lists the areas of
impact. Uses only
1 map, chart, or
graph as
supporting
evidence or
incorrectly uses
supporting
evidence.
Incorrectly
explains and
analyzes the
impact of
movement and
migration affects
people and/or
ideas. Merely
identifies or states
that movement or
migration
occurred. Uses
only 1 map, chart,
or graph as
supporting
evidence or
incorrectly uses
supporting
evidence.
Does not connect
relational aspects
of physical and
cultural geography.
Merely lists or
identifies aspects
of physical and
cultural geography.
Uses only 1 map,
chart, or graph as
supporting
evidence or
incorrectly uses
supporting
evidence.
Correctly explains and
analyzes the impact of
location, but is vague.
Does not use specific
examples to support
analysis. Correctly
explains and analyzes
impacts of location on 1
or 2 of the three criteria.
Uses any combination
of at least 2 maps,
charts, and graphs as
supporting evidence.
Clearly explains and
analyzes the impact of
location.
Uses specific examples
to explain and the
impacts of location.
Explains and analyzes
impacts of location on
economy, culture and
development. Correctly
uses any combination of
at least 3 maps, charts,
and graphs as
supporting evidence.
Everything in Meets
Standard PLUS:
Incorporates and
explains how
globalization impacts
sustainable development
in the region.
Insightfully uses any
combination of at least 4
maps, charts, and graphs
as supporting evidence.
Correctly explains and
analyzes the impact of
movement and
migration, but is vague.
OR Does not use
specific examples to
support analysis. Uses
any combination of at
least 2 maps, charts,
and graphs as
supporting evidence.
Clearly explains the
impact of movement
and migration.
Uses specific examples
to explain the impacts
of movement and
migration location.
Explains these impacts
in relation to population
growth. Correctly uses
any combination of at
least 3 maps, charts,
and graphs as
supporting evidence.
Everything in Meets
Standards PLUS:
Incorporates and
explains how movement
and/or migration from
other world regions
impact this region.
Insightfully uses any
combination of at least 4
maps, charts, and graphs
as supporting evidence.
Connects physical and
cultural aspects of
geography, but
connection is vague.
Does not use specific
examples to support
evaluation. Discusses 1
or 2 aspects of the
interrelationship. Uses
any combination of at
least 2 maps, charts,
and graphs as
supporting evidence.
Clearly connects
multiple aspects of
physical and cultural
geography. Explains
relationship using 3
specific examples to
support evaluation.
Correctly uses any
combination of at least
3 maps, charts, and
graphs as supporting
evidence.
Everything in Meets
Standard PLUS:
Connects the
interrelationship to
another theme (i.e.
Production and
Consumption, Conflict,
Conflict
and Change, or
Individuals, Groups,
Institutions).
Insightfully uses any
combination of at least 4
maps, charts, and graphs
as supporting evidence.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 4 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Product RUBRIC
Criteria Scale
Students develop a
product that is
visually creative.
Students develop a
product that is well
organized.
Students develop a
product that
exhibits correct
usage of
mechanics.
1
Below Standard
2
Needs Improvement
3
Meets Standard
Little or no
evidence of the use
of appropriate
fonts, color or
graphics. OR Use
of these features
severely distracts
from the
presentation’s
overall
effectiveness.
Little or no
evidence exists to
show clear or
logical
organizational
structure. Merely a
listing of facts.
More than four
errors are present
and are related to
spelling and/or
grammar.
Incorporates
appropriate font,
color and graphics,
but distracts
somewhat from the
presentation’s overall
effectiveness.
Incorporates font,
color or graphics to
enhance the
presentation’s
overall
effectiveness.
Related material is
clustered, but lacks
clarity in
communicating the
relationship between
facts.
Correctly organizes
related material.
Uses headings or
bulleted lists to
organize.
Four errors are
present and are
related to spelling
and/or grammar.
One, two or three
errors is/are present
and is/are related to
spelling and/or
grammar.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 5 of 7
Copyright 2007 © All Rights Reserved
4
Exceeds
Standards
Everything in
Meets Standard,
PLUS: Insightfully
incorporates font,
color or graphics,
and includes sound.
Everything in
Meets Standard
PLUS:
Incorporates Unit
Connecting
Themes to enhance
organization.
No spelling or
grammatical errors
are present.
One Stop Shop For Educators
ON-LINE RESOURCES
http://www.eurunion.org/policyareas/environment.htm
This page, from the Delegation of the European Union Commission to the United States,
highlights the European Union’s environmental policy, explaining how EU programs aim for
environmental protection. This site includes links to various European Commission websites, EU
environmental legislation, action plans and statistics. Also, this site includes links to key issues
including air, climate change, environmental economics, health, sustainable development and
waste.
http://ec.europa.eu/environment/eussd/index.htm
This site focuses on sustainable development in the EU, according to this European Commission
website. Specifically, information is available on the EU sustainable development strategy,
including an outline of the strategy’s seven major objectives, initial project efforts and changes,
as well as links to various reference documents.
http://europa.eu/pol/env/overview_en.htm
This site provides an overview of European Union activities on the environment. Information
regarding Environment 2010: Our Future, Our Choice (an action program that corresponds to EU
environmental policy) highlights climate change, habitats, health-related environmental concerns,
natural resources and waste. The site also identifies five major objectives of the European
Commission, highlights the relationship between environmental protection, while remaining
globally competitive.
http://europa.eu/pol/env/index_en.htm
This site provides details of European Union activities on the environment. Specifically, links are
provided to legislation summaries on topics such as sustainable development, waste, noise, water,
air pollution, and climate change. Also, links are available to the legislative committees on the
environment, the European Environment Agency, legal texts and other reference materials
including press releases and reports of EU activities.
http://www.nationalgeographic.com/eye/overpopulation/effect.html
This National Geographic page highlights the human impacts of overpopulation. Specific topics
addressed include floods and dams, ozone and pollution, deforestation and desertification, each of
which includes a link for further information. Each additional link includes an introduction, the
affect, the phenomena and the science of that topic. Video is also provided.
http://publicationsindex.nationalgeographic.com
Use the internet to locate National Geographic Society’s publication index and search for the
article entitled “Continental Shift.” This article discusses geographic changes experienced by
people in ten different nations, which joined the European Union after the collapse of
communism in the former Soviet bloc of central and eastern Europe. Also, this article includes
photographs, maps, a list of new EU members and countries seeking EU status, economic issues
and currencies, use of checkpoints, and language.
http://www.southerncenter.org
The Southern Center for International Studies provides information regarding various world
regions, aiming to internationalize the thinking of the American public. Information is available
on multifaceted aspects of world regions including physical and human systems, maps, charts,
graphs, and historical background readings.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 6 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
http://unstats.un.org/unsd/default.htm
The United Nations maintains a population information network. This site contains links to
information on addresses population, social development, statistics and related concerns such as
sustainable development and women. It includes links to regional commissions, programs and
specialized agencies.
http://web.worldbank.org
The World Bank site contains population data on numerous countries including life expectancy
and population density, as well as related links to health and nutrition. The site contains links to
World Bank programs, publications, events and frequently asked questions.
http://www.prb.org
The Population Reference Bureau site features information that reflects its mission to “inform
people around the world about population, health, and the environment, and empowers them to
use that information to advance the well-being of current and future generations.” This site
includes feature articles and specific links to global issues on gender, HIV/AIDS, environment,
urbanization and youth. This site also features a link for educators.
http://www.cia.gov/library/publications/the-world-factbook/index.html
Updated through July 2007, the World Factbook contains maps, charts and graphs as well as
information on the physical features, the people, government, the economy, communications,
transportation, military and transnational issues.
http://www.cnn.com
Current events relating to various world regions are available through the CNN site.
http://nieonline.com/ajc
Current events relating to various world regions are available through Newspapers in Education.
Affiliated with Newspapers in Education, teacher information is available. This site includes
special weekly features such as Geography in the News, Current Events Quiz, and Cartoons for
the Classroom. This site is linked to the Atlanta Journal Constitution.
http:// www.usnewsclassroom.com
Current events relating to various world regions are available through this site, based upon the
current events magazine, US News & World. A teacher’s guide is available.
*This unit was created by Cathy Powell and Nadine Wright with additional input from the GaDOE Social Studies staff and the
Social Studies Advisory Council. It was updated 1/28/2007.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY UNIT 6 PERFORMANCE TASK:
REVISED 09/01/2008  Page 7 of 7
Copyright 2007 © All Rights Reserved