Teacher's Guide to Structuring an 8th Grade Global Studies Course while Integrating the Minnesota State Standards (rev. 2) Developed by Middle School Team Members: Jan Hertel (Coordinator) 1 Teacher's Guide to an 8th grade Global Studies course The 2011 Minnesota Standards in Social Studies require that 8th grade
will be a Global Studies course, including 29 Geography, 12 History, 4
Economics, and 3 Government and Citizenship benchmarks.The purpose of this document is to provide effective ways for teachers to teach an 8th grade Global Studies course with MAGE recommended units. There are 2 proposed pacing guides for the year which have been
developed by a committee of teachers from across the state, all members of the Minnesota Alliance for Geographic Education. In each
proposal, the year starts with an overview, followed by 8 regional units.
Benchmarks have been placed in each unit, many with suggested activities and resources. "Skills" benchmarks are listed on a separate page (gray background), but some skills should be included in each unit.
Local needs may require that benchmarks be moved to other units.This
is a working document that will continue to be updated. 2 page 2 Introduction page 3 Table of Contents pages 4 ­ 5 Benchmarks by Region pages 5 ­ 6 Pacing Guide pages 6 ­ 9 Skills Benchmarks pages 10 ­ 12 Sample Unit page 13 What is Geography? pages 14 ­ 17 US/Canada unit pages 18 ­ 20 Latin America unit page 21 ­ 23 Europe/Russia unit pages 24 ­ 27 SW Asia/N.Africa unit pages 28 ­ 30 South/Central Asia unit pages 31 ­ 34 Africa S.of Sahara unit pages 35 ­ 38 East/Southeast Asia unit pages 39 ­ 40 Australia/Oceania unit page 41 General Resources page page 42 Bell Ringers/Class Warm­ups 3 Benchmarks by Region US/Canada Latin America Europe/Russia SW Asia/N. Africa Sub­Sahara Africa South/Central East/Southeast Australia/Oce
Asia Asia ania 8.3.3.5.1 8.3.3.5.2 8.3.3.5.3 8.3.3.5.4 8.3.3.5.7 8.3.3.5.6 8.2.5.12.1 8.3.3.5.8 8.3.3.6.1 8.3.3.6.2 8.3.3.6.3 8.3.3.6.4 8.3.3.6.7 8.3.3.6.6 8.3.3.5.5 8.3.2.6.8 8.3.3.10.1 relates to 8.1.5.12.1 8.3.3.10.3 8.3.3.10.4 8.3.3.8.1 8.3.3.7.1 (see also: SW Asia/NAfr) 8.3.3.10.7 8.3.3.6.5 8.3.1.1.1 8.3.3.10.2 8.4.3.14.8 8.4.3.13.2 8.3.3.10.5 8.4.3.14.8 (alternate: Latin America) 8.4.3.14.2 (alternate:Latin America) 8.3.3.10.6 8.1.1.1.1 8.1.5.12.1 (alternate: Europe/Russia) 8.4.3.14.1 8.4.3.13.3 8.1.1.1.1 8.2.3.4.1 (alternate: Overview, Eur/Russia) 8.2.5.12.1 (alternate: S & SE Asia) 8.2.3.4.2 8.3.2.3.1 8.4.3.13.1 8.1.5.12.1 (alternate: U.S./Canada) 8.4.3.14.7 8.3.1.1.1 8.4.3.14.3 (alternate: SWAsia/NAfr, E & SE Asia) 8.2.1.1.1 8.1.1.1.1 8.3.2.3.1 8.2.3.4.1 (alternate: overview, sub­Sah Afr. 8.1.5.13.1 8.3.1.1.1 8.3.2.3.1 8.4.3.14.6 8.1.1.1.1 8.3.1.1.1 8.3.1.1.1 8.2.1.1.1 8.1.1.1.1 8.4.3.14.3 (alternate: S & Cen. Asia, Middle
East, E & SE Asia) 8.3.2.3.1 8.4.3.14.5 (alternate: sub­Sah Afr, SW & N Afr., S & Cen Asia) 8.4.3.14.5 8.4.3.14.5 8.4.3.14.3 (alternate: Cen. (alternate: (alternate: Cen. & & S. Asia, E and sub­Sah Afr, E & S Asia, SE Asia, SW and Se Asia, SW SWAsia/NAfr) N. Afr Asia & N. Afr) 4 8.3.1.1.1 8.4.1.2.1 8.1.1.1.1 8.1.1.1.1 8.4.3.13.1 8.4.3.14.5 8.4.3.13.1 (see (alternate: (alternate: Cen & also: sub­Sah sub­Sah Afr, Lat S Asia, E & SE Afr. & Latin Am Asia, Sub­Sah America) Afr 8.1.1.1.1 8.1.1.1.1 8.4.3.14.4 8.4.1.2.1 Pacing Guide Proposal A days Proposal B days Overview 10 Overview 10 Australia/Oceania 5 ­ 10 US/Canada 10 ­ 15 East & SE Asia 20 ­ 25 Latin America 10 ­ 15 South & Central Asia 10 ­ 15 Europe/Russia 15 ­ 20 SW Asia/N. Africa 20 ­ 25 SW Asia/N. Africa 20 ­ 25 Sub­Sahara Africa 20 Sub­Sahara Africa 20 Europe/Russia 15 ­ 20 South & Central Asia 10 ­ 15 Latin America 10 ­ 15 East & SE Asia 20 ­ 25 US/Canada 10 ­ 15 Australia/Oceania 5 ­ 10 Research/theme unit 15­18 Research/theme unit 15 ­ 18 TOTAL 135 ­ 160 TOTAL 135 ­ 160 **remaining days ­ local discretion** **remaining days ­ local discretion** 5 Note: Above are 2 proposed plans for an 8th grade Global Studies course. The number of days per unit was determined largely by the number of benchmarks included in the unit. Proposal A would start with an overview of the world, merged with a unit on Australia/Oceania. The rationale is that this is a high interest area for students to start the year. Subsequent units work north and west, ending with the US and Canada. The "research/theme" unit is well suited to several skills standards and could be positioned within any unit. Proposal B is a more traditional approach to Global Studies. In both proposals the number of days is variable to suit local needs. 6 Skills Benchmarks The following benchmarks are from all disciplines of Social Studies. It is recommended that teachers check this list frequently when planning lessons. Skills are best learned when repeated and applied in several content lessons.This overview is meant to provide students a mental framework and skills base for their study of the world. A variety of world
maps and data will be examined to give a global perspective. Students will explore how the world is categorized into various regions based on human and physical characteristics. There are 8 basic spatial questions that will be addressed
throughout the overview and each region of the world. 1. Where? 2. What is there? 3. Why is it there? 4. What difference does it make? 5. How are other places similar or different? 6. How are places linked? 7. What spatial patterns
can you see on a map? 8. How do spatial patterns change over space and time? Benchmarks 8.2.3.4.1 Identify factors which affect economic growth Possible Topics: Resources: (percentage changes in Gross Domestic Product –
GDP) and lead to a different standard of living. w www.gapminder.org ; w http://www.thedailybeast.com/newsweek/2010/08/15/inte
ractive­infographic­of­the­worlds­best­countries.html I can identify factors which affect economic growth in different countries. 8.3.2.3.1 Use appropriate geographic tools to analyze and explain the distribution of physical and human characteristics of places. w Scale of the Universe interactive graphic http://apod.nasa.gov/apod/ap120312.html I can use geographic tools to explain the distribution of physical and human characteristics of places. 8.1.1.1.1 Exhibit civic skills including participating in civic discussion on issues in the contemporary world, demonstrating respect for the opinions of people or groups who have different perspectives, and reaching consensus. Apply reasoned decision­making techniques in ­ I can participate in a Civic discussion. ­ I can demonstrate respect for opinions of people or groups who have different perspectives. ­ I can apply inquiry and analysis skills to be a well informed citizen and participate in my country’s democratic government. 8.2.1.1.1 7 making choices; explain why different governments faced with the same alternatives might make different choices. w paced chart http://fffl.councilforeconed.org/documents/978­1­56183­6
94­9­visual­lesson­02.pdf I can explain why individuals and governments make different economic choices. 8.3.1.1.1 8.3.1.1.2 Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use. I can gather and analyze geographic information from print and electronic sources.I can use geospatial technology to analyze geographic information. Create and use various kinds of maps, including overlaying thematic maps, of places in the world; incorporate the “TODALSS” map basics, as well as points, lines and colored areas to display spatial information. / w UN maps of human development http://hdr.undp.org/en/data/map/ I can apply the 7 elements (title, orientation, date, author, legend/key, source, scale) of a map to display spatial information on a variety of maps. w www.Worldmapper.com ­spatial maps for use with spatial questions w www.geteach.com ­allows you to manipulate and compare data side by side using 2 world maps w http://www.progonos.com/furuti/MapProj/Normal/T
OC/cartTOC.html w Map projections explained, Add lines, text, symbols to base map http://www.mygreatmaps.com 8.3.1.2.1 Formulate questions about topics in geography; pose possible answers; use geospatial technology to analyze problems and make decisions within a spatial context. I can ask geographic questions. I can gather, organize, and analyze information
to answer questions. v The Geospatial Revolution Project from Penn State http://www.youtube.com/watch?v=poMGRbfgp38 w Geothentic http://lt.umn.edu/geothentic/ real world problems for students to solve 8 8.4.1.2.1 Pose questions about a topic in world history; gather and organize a variety of primary and secondary sources related to the questions; analyze sources for credibility and bias; suggest possible answers and write a thesis statement; use sources to draw conclusions and support the thesis; and present supported findings and cite sources. I can research a topic and create a thesis statement using contemporary world history . I can use both primary and secondary sources to site my findings. w http://chnm.gmu.edu/worldhistorysources/index.htm
l 9 Sample unit This sample unit shows how the curriculum framework in this document could be used in planning instruction. Column 5 is a narrative of a possible instructional sequence. Some resources are included in this document. Many textbooks will also include lessons on these topics. Code Benchmarks Possible Topics: 8.3.3.5.4 Describe the locations of human populations and the cultural characteristics of Southwest Asia and North Africa. Resources: w overview map of Middle East conditions http://www.nytimes.com/intera
ctive/2011/02/06/weekinreview/
06marsh.html?ref=weekinrevie
w 8.3.3.6.4 Describe how the physical and environmental features of Southwest Asia and North Africa affect human activity and settlement. w http://environment.nationalgeo
graphic.com/environment/fresh
water/about­freshwater­initiativ
e/# , You Tube video for World Water Day http://www.youtube.com/watch
?feature=player_embedded&v=
Xt5UGzLrqzE 8.3.3.8.1 Describe the impact of nationalist movements in the twentieth century on contemporary geopolitics in Southwest Asia and North Africa. For example: Turkish War of w http://www.npr.org/2012/01/02/144
Independence, 489844/timeline­the­major­events­o
Israeli and f­the­arab­spring Palestinian territorial dispute, various nationalist parties, “Arab Spring”. Unit plan 1 ­ Introduce the region with the map at http://www.nytimes.com/interactive/2011/02/
06/weekinreview/06marsh.html?ref=weekinr
eview. Assign key map locations for students to identify, strengthening their sense of place in the region. (8.3.3.5.4) 2 ­ Students create maps showing the top producers and consumers of oil, as well as OPEC members. Discuss results. (8.3.3.6.4) (8.3.3.10.5) 3­ The availability of water is another concern in the region. The video http://www.youtube.com/watch?feature=play
er_embedded&v=Xt5UGzLrqzE is from National Geographic for World Water Day and would be a good introduction. (8.3.3.10.5) 4­ Other water issues in the region could include the Nile River, its water and its politics, the role of desalination, and the damming of the Tigris and Euphrates Rivers by Turkey. (8.3.3.6.4) (8.3.3.10.5) 5­ Comparisons to other desert regions would further enrich student understanding. (8.3.3.6.4) 6 – Have students compare and contrast Islam, Judaism, and Christianity. At www.mapsofwar.com is an animated map of when and where religious groups settled in the region. (8.4.3.14.3) 7 – Discuss the relationship between 10 8.3.3.10.5 Describe how the distribution and development of oil and water resources influence the economy and societies of Southwest Asia and North Africa. 8.4.3.14.7 Assess the influence of television, the Internet and other media on cultural identity and social and political movements. (The New Global Era: 1989 to Present) 8.1.5.13.1 Explain how different types of governments reflect historically and culturally specific understandings of the relationships between the individual, government and society. 8.4.3.14.5 (see also: Cen & S Asia, E & SE Asia, Sub­Sah Afr Assess the state of human rights around the world as described in the 1948 Universal Declaration of Human Rights. (The New Global Era: 1989 to Present) In Google Earth under the Global Awareness Layer­­choose The Elders: Every Human has Rights.This allows you to view issues around the world. 8.4.3.14.3 (see also: E & SE Asia, Cen. & S Asia) Describe varieties of religious beliefs and practices in the contemporary world including Shamanism/Animism, Hinduism, Buddhism, Judaism, Christianity and Islam. (The New Global Era: 1989 to Present) 8.4.3.14.6 Describe how movements and social conditions have w US military forces abroad http://news.nationalpost.com/2011/
10/28/graphic­mapping­a­superpow
er­sized­military/ religious traditions and social conditions, such as life for women in Saudi Arabia. (8.4.3.14.6) 8 ­ Discuss the differences between the terms “Arab” and “Muslim.” 9. Examine events of the Arab Spring. NPR published a timeline with brief explanations at http://www.npr.org/2012/01/02/144489844/tim
eline­the­major­events­of­the­arab­spring . (8.4.3.14.7) 10. Examining the Israeli­Palestinian relationship and conflict may include history of conflict, the current state of affairs, and predictions for the future. Students can practice taking the perspective of multiple stakeholders and debate the key positions. (8.4.3.14.6) w http://www.mapsofwar.com history of religion animated map. 11 affected the lives of women in different parts of the world. (The New Global Era: 1989 to Present) 8.1.1.1.1 Exhibit civic skills including participating in civic discussion on issues in the contemporary world, demonstrating respect for the opinions of people or groups who have different perspectives, and reaching consensus. w http://debategraph.org/ , w http://www.procon.org/ 12 Beginning of the year ­ What is Geography? AP Human Geog. https://www.youtube.com/watch?v=rkoUBtfrykw NGS­What is Geo­Literacy? https://www.youtube.com/watch?v=Pb8yenSogzE NGS ­ Why is Geo­Literacy Important? https://www.youtube.com/watch?v=sTUG13RCz9A Geography Matters https://www.youtube.com/watch?v=JyhSHDGg­cw Geobee ­what is geography? http://www.youtube.com/watch?v=ri0_ijyFni4 Ode to Earth­Baba Yetu (Human Planet trailer) http://www.youtube.com/watch?v=r6qi393Z7L8 We are all connected (cool side by side comparison) from WWF http://www.youtube.com/watch?v=JsViKFU63i4 National Geographic ­ real world geographers http://education.nationalgeographic.com/education/topics/real­world­geography/?ar_a
=1 13 United States/Canada Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code Benchmarks Student Friendly Language 8.3.3.5.1 Describe the locations of human populations and the cultural characteristics of the United States and Canada. I can show how settlement patterns of human population affect the cultural characteristic of the United States and Canada. Possible Topics: Resources: Location & Populations, http://www.forbes.com/special­report/2011/migration
Migration .html (Interactive Map showing migrations between US ­ Canada border counties. Junior Scholastic immigration timeline http://www.youtube.com/w http://teacher.scholastic.com/activities/immigration/in
atch?v=qMkYlIA7mgw&list dex.htm, Bloomberg Melting Pot of US =TLVx_l8m2n8Anetl8UulY http://go.bloomberg.com/multimedia/measuring­the­
TWEUCIaU51xNY u­s­melting­pot/ 8.3.3.6.1 Describe how the physical and environmental Climate, landforms, features of the United States and Canada distribution of resources, w affect human activity and settlement. waterways, ecosystems I can show how settlement patterns of v http://www.youtube.
human population affect the physical com/watch?v=YQrT
characteristics of the United States and IC7T­mw intro to Canada. w Canada v https://www.youtub
e.com/watch?v=lrA
4V6YF6SA Tom Brokaw intro to Canada 2) Strange Maps: shows population by lat/long (http://bigthink.com/strange­maps/563­p
op­by­lat­and­pop­by­long ) Food Atlas of the US http://www.ers.usda.gov/data­products/f
ood­environment­atlas/go­to­the­atlas.as
px/ w your ecological footprint http://www.myfootprint.org/ w http://education.nationalgeographic.com/
archive/xpeditions/lessons/16/g912/web.
html?ar_a=1 w http://www.populationeducation.org/inde
14 x.php?option=com_content&task=view&i
d=26&Itemid=4 w carbon footprint lesson http://learning.blogs.nytimes.com/2008/0 1/22/one­foot­to­foot­red­foot­green­foot/
#more­4801 8.3.3.10.1 Explain how the changing patterns of (relates industrialization and trade between the United to States, and Canada or Mexico, have resulted 8.1.5.12.1 in close connections between the countries in ) terms of manufacturing, energy and finance. I can describe how industrialization and trade are connected between the U.S., Canada, and Mexico. w NPR What America Sells to the World http://www.npr.org/blogs/money/2012/03/
14/148460268/what­america­sells­to­the­
world?sc=fb&cc=fp w affluenza http://www.pbs.org/kcts/affluenza/treat/tg
uide/tguide.html w globalization http://www.nytimes.com/learning/teacher
s/lessons/20040303wednesday.html 8.3.3.10.2 Describe the impact of comparative S. Asia­India advantage, the international division of labor, and de­industrialization on manafacturing regions and commercial districts with urban areas in the US and Canada I can explain the impact of resources on manufacturing regions in the U.S. and Canada by outsourcing. w What is a natural resource? NGS on the Mississippi R. basin http://news.nationalgeographic.com/news/
2012/01/120123­mississippi­river­basin/ w Frontline: Is Walmart Good for America? http://www.pbs.org/wgbh/pages/frontline/
shows/walmart/view/ w globalization http://www.nytimes.com/learning/teacher
s/lessons/20040303wednesday.html 15 outsourcing tutoring http://www.nytimes.com/learning/teacher
s/lessons/20050908thursday.html 8.1.5.12.1 Explain why governments belong to different United Nations, World (see also: types of economic alliances and international Trade Organization, Arab Europe/R and regional organizations. League, African Union, ussia) I can explain why governments belong to European Union, North different types of economic alliances & Atlantic Treaty international & regional organizations.I Organization, can explain the purpose of international Organization of American political and economic institutions.I can States, Asia Pacific explain how different governments are influenced by history and culture. 8.4.1.2.1 Pose questions about a topic in world history; gather and organize a variety of primary and secondary sources related to
the questions; analyze sources for credibility and bias; suggest possible answers and write a thesis statement; use sources to draw conclusions and support the thesis; and present supported
findings and cite sources. I can research a topic and create a thesis
statement using contemporary world history . I can use both primary and secondary sources to site my findings. Geothentic is a Univ. of Minnesota project where students solve real world problems in locating a hospital, avian flu, climate change, and more. http://lt.umn.edu/geothentic/ 8.3.2.3.1 Use appropriate geographic tools to analyze and explain the distribution of physical and human characteristics of places. I can use geographic tools to explain the distribution of physical and human characteristics of places. w http://www.icivics.org/teachers/lesson­pla
ns/international­organizations w Map shows phone and SMS connections within the US http://senseable.mit.edu/csa/interact.html 16 8.1.1.1.1 Exhibit civic skills including participating inElection 2012 civic discussion on issues in the contemporary world, demonstrating respect for the opinions of people or groups who have different perspectives, and reaching consensus. I can participate in a Civic discussion. I can demonstrate respect for opinions of people or groups who have different perspectives. I can apply inquiry and analysis skills to be a well informed citizen and participate in my country’s democratic government. w www.uselectionatlas.org , w www.livingroomcandidate.org, e w http://debategraph.org/, pr o and con on many issues w http://www.globalissues.org/ w http://wwcsd.net/~widrigr/PersuasiveWriting
.htm w http://www.procon.org/, 17 Latin America Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code Benchmarks Student Friendly Language Possible Topics: 8.3.3.5.2 Describe the locations of human populations andMexico City (site of former Aztec the cultural characteristics of Latin America, Capital), Brasilia (20th century planned city) including how the contemporary pattern of cities
resulted from a combination of pre­European contact, colonial, and industrial urban societies.
Resources: w Unique look at country to country migration http://peoplemov.in/#f_ZW I can show how past and present settlement patterns of human population affect the cultural characteristics of Latin America. 8.3.3.6.2 Describe how the physical and environmental Where to people in Brazil live?, Andes Mts, (elevation zones & how features of Latin America affect human activity
w 4 zones of andes mountains it effects climate, growing and settlement. http://wahlclassroom.blogspot.com/2012/12/the­four­
seasons,etc.) zones­of­andes­mountains.html I can show how settlement patterns of human population affect the physical characteristic of Latin America. w brazil population distribution http://www.sln.org.uk/geography/schools/blythebridg
e/GCSERevisionPopulationD&D.htm map w http://upload.wikimedia.org/wikipedia/commons/6/64
/ARCHELLA_E_THERY_Img_06.png 8.3.3.10.3 Describe the changing role of Latin America in Emergence of Brazilian economy (sugarcane­energy), Venezuala global trade networks. I can describe how industrialization and trade (OPEC member) are connected between Latin America and the
world. 18 Focus Globalization (Lesson 6: The 8.4.3.14.8 Describe how groups are reviving and maintaining their traditional cultures, identities Impact of Globalization on Tradition w Worldwise Schools (PeaceCorps) and Culture) and distinctiveness in the context of http://wws.peacecorps.gov/wws/ http://www.paperbackswap.com/Foc
increasing globalization. (The New Global Era:
Peace Corps Volunteer stories, letters, and folk us­Globalization­National­Council­On
1989 to Present) ­Economic­Education/book/1561836 I can explain how groups are reviving and 354/ maintaining their traditional cultures and identitites in a world of increasing globalization.
8.4.3.14.1 Describe causes of economic imbalances Haiti earthquake and social inequalities among the world’s peoples in the post­colonial world and efforts made to close those gaps. (The New Global Era: 1989 to Present) I can compare/contrast economic and social inequalities from 1989 to the present 8.4.3.13.1 Analyze connections between revolutions, independence movements and social transformations during the Cold War era. (The World After World War II: 1950­1989) w land claims in South Africa http://www.nytimes.com/learning/teachers/lessons
/20040107wednesday.html I can explain how revolutions and independence movements changed societies during the Cold War Era. 8.3.2.3.1 Use appropriate geographic tools to analyze and explain the distribution of physical and human characteristics of places. Exhibit civic skills including participating in civic discussion on issues in the contemporary world, demonstrating respect for the opinions of people or groups who have different perspectives, and reaching consensus. I can use geographic tools to explain the distribution of physical and human characteristics of places. 8.1.1.1.1 ­ I can participate in a Civic discussion. ­ I can demonstrate respect for opinions of w debate http://debategraph.org/, w http://www.procon.org/ w http://wwcsd.net/~widrigr/PersuasiveWriting.htm 19 8.3.1.1.1 people or groups who have different perspectives. ­ I can apply inquiry and analysis skills to be a
well informed citizen and participate in my country’s democratic government. Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use. I can gather and analyze geographic information from print and electronic sources.I can use geospatial technology to analyze geographic information. w UN maps of human development http://hdr.undp.org/en/data/map/ 20 Europe/Russia Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is
not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. code Benchmark/ Student Friendly Language Possible Topics Resources 8.3.3.5.3 Describe the locations of human Demographic transition, Migrations populations and the cultural from N. African nations & Middle East w characteristics of Europe and to Western European Nations Russia, including the role of migration patterns, and the impact w http://ukdataexplorer.com/europ v of aging population and other ean­translator/?word=birthday effects of demographic transition. translate Eur languages on a map w I can show how migration patterns and the aging population affect the v https://www.youtube.com/watch?v=
cultural characteristics of Europe RLmKfXwWQtE pop.pyramids w w http://m.theatlanticcities.com/jobs­
and­economy/2014/05/can­you­g w uess­which­us­states­people­most
­want­flee/9019/ migration w w http://www.businessinsider.com/po
pulation­over­60­map­2014­5 aging populations worldwide 8.3.3.6.3 Describe how the physical and environmental features of Europe v for fun ­ Northern Lights and Russia affect human activity http://www.youtube.com/watch?v=xI
and settlement. _qG0DuuMU v Population Reference Bureau: http://www.census.gov/population/international/data/idb/in
formationGateway.php, http://populationpyramid.net/ http://www.youtube.com/watch?v=lOZmqIwqur4 International migration http://www.nytimes.com/ref/world/20070622_CAPEVERD
E_GRAPHIC.html http://geographyiseasy.wordpress.com/2013/02/05/popul
ation­change­in­europe­in­2010/ http://www.irinnews.org/photo/details/2013111112383706
42/migration­routes­into­europe http://www.worldbank.org/en/news/feature/2013/01/17/the
­eu­11­in­an­aging­europe http://www.youtube.com/watch?v=Tuz6jyxRGSg population pyramids and demographic transition w Look at Danube River and settlement http://education.nationalgeographic.com/education/lesson/
conflict­danube/?ar_a=1 21 I can show how settlement patterns
of human population affect the physical characteristics of Europe. http://www.youtube.com/watch?v=Xj
VwA1UKBzA w http://education.nationalgeographic.com/education/lesson/
gathering­ideas­about­europe/?ar_a=1 w http://www.wbur.org/npr/302337754/
google­maps­displays­crimean­bord
er­differently­in­russia­u­s Crimea borders v v http://www.youtube.com/watch?v=U­1R634vpRQ shrinking Aral Sea w http://www.nytimes.com/ref/world/20070622_CAPEVERD
E_GRAPHIC.html Global migration interactive graphic http://www.youtube.com/watch?v=lO
ZmqIwqur4 International migration w http://www.irinnews.org/photo/details/20131111123837064
2/migration­routes­into­europe Europe migration map 8.3.3.10.4 Describe the role of Europe in the global economy today. I can describe the role of Europe in the global economy today. w European Union http://europa.eu/index_en.htm w std. of living http://hdr.undp.org/en/data/map/ 8.4.3.13.2 Explain the major differences in the political and economic ideologies and values of the Western democracies and the Soviet bloc. (The World After World
War II: 1950­1989) I can compare and contrast politics, economies, and western democracies and the Soviet bloc. v http://www.youtube.com/watch?v=fK1MwhEDjHg Berlin Wall falls ­ NBC 8.4.3.13.3 Describe political challenges and Capitalism vs. Communism Economic Indicator choloropleth map of struggles of w newly independent countries during Europe (1/3 of students do life exp,map, 1/3 Income, 1/3­GDP) Have students group the Cold War era. (The World After together to discuss patterns in the maps. World WarII: 1950­1989) Soviet bloc will show differences. I can compare and contrast the struggles of newly independent History of 1989 http://chnm.gmu.edu/1989/ 22 countries during the Cold War Era. 8.1.5.12.1 (see also: U.S./Cana
da) Explain why governments belong United Nations, World Trade Organization, Arab League, African Union, European to different types of economic Union, North Atlantic Treaty Organization, alliances and international and Organization of American States, Asia regional organizations. Pacific ­ I can explain why governments belong to different types of economic alliances & international & regional organizations. ­ I can explain the purpose of international political and economic institutions 8.2.3.4.1 (see also: overview, sub­Sah Afr. Identify factors which affect economic growth (percentage changes in Gross Domestic Product – GDP) and lead to a different standard of living. I can identify factors which affect economic growth in different countries. 8.4.3.13.1 (see also: sub­Sah Afr, Lat Am) Analyze connections between revolutions, independence movements and social transformations during the Cold War era. (The World After World War II: 1950­1989) I can explain how revolutions and independence movements changed societies during the Cold War Era. 23 SW Asia/N. Africa Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code Benchmarks Student Friendly Language Possible Topics: Resources: 8.3.3.5.4 Describe the locations of human populations and the cultural characteristics of Southwest Asia and North Africa. I can show how settlement patterns of human population affect the cultural characteristic of North Africa and Southwest Asia. 8.3.3.6.4 w overview map of Middle East conditions http://www.nytimes.com/interactive/2011/02/06/weekinreview/06ma
rsh.html?ref=weekinreview Describe how the physical and environmental v http://www.youtube.com/wat
features of Southwest Asia and North ch?v=2pXuAw1bSQo Our Africa affect human activity and Thirsty World settlement. I can show how settlement patterns of v http://www.youtube.com/wat
human population affect the physical ch?v=4PTtcDdgaqE It Starts characteristics and environmental With One Drop features of North Africa and Southwest Asia. v http://www.youtube.com/wat
ch?v=eDzxN1CclyM Water Changes Everything w Freshwater initiative from NGS http://environment.nationalgeographic.com/environment/freshwater/
about­freshwater­initiative/# v World Water Day rqzE http://www.youtube.com/watch?feature=player_embedded&v=Xt5U
GzL v http://www.youtube.com/watch?v=4PTtcDdgaqE water crisis w us recognition of israel http://www.archives.gov/education/lessons/us­israel/ v http://www.youtube.com/wat
ch?v=Xt5UGzLrqzE Refresh 8.3.3.8.1 Describe the impact of nationalist movements in the twentieth century on contemporary geopolitics in Southwest Asia and North Africa. For example: Turkish War of Independence, Israeli and Palestinian territorial dispute, various nationalist parties, “Arab Spring”. 24 I can describe how conflict and cooperation among people influence the Earth’s surface. v http://www.cbsnews.com/news
/bashar­assad­tells­charlie­ros
e­us­should­expect­every­actio
n­in­response­to­syria­strikes/ Syria v http://www.bbc.co.uk/news/worl
d­middle­east­25926282 Syria v Syria intro ­http://www.bbc.co.uk/news/wor
ld­middle­east­25217799 v http://www.pbs.org/pov/promises/ Arab/Israeli conflict through the eyes of children living there v http://www.youtube.com/watch?v=Y58njT2oXfE animated explanation of Palestine/Israel conflict 8.3.3.10.5 Describe how the distribution and development of oil and water resources influence the economy and societies of Southwest Asia and North Africa. I can describe how the distributions of oil and water resources influence the economy and societies of Southwest Asia and North Africa. 8.4.3.14.7 Assess the influence of television, the Internet and other media on cultural identity and social and political movements. (The New Global Era: 1989 to Present) I can describe how current media affect cultural identity and social/political movements. v http://money.msn.com/money­video?videoid=1babc456­aec4­4d7f­
bf8c­094ef75a1166&from=en­us_money Oil in America w social media and Arab spring http://fyb.umd.edu/2012/journalism­resources/today/arab­spring/ w occupy movement http://www.theatlantic.com/technology/archive/2011/11/­occupy­the
­tech­at­the­heart­of­the­movement/248435/ w social media and arab spring http://fyb.umd.edu/2012/journalism­resources/today/arab­spring/ w occupy movement http://www.theatlantic.com/technology/archive/2011/11/­occupy­the
­tech­at­the­heart­of­the­movement/248435/ 8.1.5.13.1 Explain how different types of governments reflect historically and culturally specific understandings of the w US military forces abroad 25 relationships between the individual, government and society. I can explain how different governments are influenced by history and culture. http://news.nationalpost.com/2011/10/28/graphic­mapping­a­super
power­sized­military/ w http://www.icivics.org/teachers/lesson­plans/who­rules w In Google Earth under the Global Awareness Layer­­choose The Elders: Every Human has Rights.This allows you to view issues around the world. w unicef children’s rights http://teachunicef.org/sites/default/files/units/Child_rights_Unit_6­8
.pd w w United Nations Population Fund http://www.unfpa.org/issues/ children with disabilities http://teachunicef.org/sites/default/files/documents/children_with_
disabilities_6­8_0.pdf w w Asian Human Rights Commission http://www.humanrights.asia/ Amnesty International http://amnesty.org/ case studies, research, news; searchable by country w Citizens for Global Solutions http://globalsolutions.org/human­rights v http://globalsolutions.org/multimedia w http://www.ohchr.org/en/pages/welcomepage.aspx w Free the Children http://www.freethechildren.com/ w International Gay and Lesbian Human Rights Commission www.iglhrc.org/cgi­bin/iowa/home/index.html w Know Child Labor http://www.knowchildlabor.org/ w http://www.mapsofwar.com ­ on this site there is a history of 8.4.3.14.5 (see also: Cen & S Asia, E & SE Asia, Sub­Sah Afr Assess the state of human rights around the world as described in the 1948 Universal Declaration of Human Rights. (The New Global Era: 1989 to Present) I can evaluate the state of human rights around the world. w Human Rights Watch http://www.hrw.org/ w UofM Center for Human Rights http://www1.umn.edu/humanr
ts/center/default.html (including “This is My Home” curriculum) w Breaking the Silence http://www.breakingthesilenc
e.org.il/ w Education program on children’s rights http://worldschildrensprize.or
g/page.html#&panel1­2 w India Together www.indiatogether.org/huma
nrights 8.4.3.14.3 Describe varieties of religious beliefs (see also: and practices in the contemporary E & SE world 26 Asia, Cen. including Shamanism/Animism, & S Asia) Hinduism, Buddhism, Judaism, Christianity and Islam. (The New Global Era: 1989 to Present) I can describe different religions around the world. religion animated map. w summaries of world religions http://www.schoolatoz.nsw.edu.au/homework­and­study/other­subj
ects­and­projects/people­cultures­and­government/world­religions w UK RE resources for ages 11­14 http://www.bbc.co.uk/schools/websites/11_16/site/re.shtml 8.4.3.14.6 Describe how movements and social conditions have affected the lives of w women in different parts of the world. (The New Global Era: 1989 to Present) I can explain how women’s rights have changed around the world in the present era. w women’s rights http://www.globalissues.org/article/166/womens­rights http://www.pewresearch.org/f
act­tank/2014/01/08/what­is­
appropriate­attire­for­women­i
n­muslim­countries/ women’s attire w umoja kenya http://www.nytimes.com/learning/teachers/lessons/20041208wedn
esday.html v http://www.imdb.com/title/tt2258858/ Wadjda trailer ­ Saudi girl and bike 8.1.1.1.1 Exhibit civic skills including participating in civic discussion on issues in the contemporary world, demonstrating respect for the opinions of people or groups who have different perspectives, and reaching consensus. ­ I can participate in a civic discussion. ­ I can demonstrate respect for opinions of people or groups who have different perspectives. ­ I can apply inquiry and analysis skills to be a well informed citizen and participate in my country’s democratic government. w debate http://debategraph.org/, w http://www.procon.org/ w http://wwcsd.net/~widrigr/PersuasiveWriting.htm 27 South/Central Asia Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code Benchmarks Student Friendly Language Possible Topics: Resources: 8.3.3.5.6 Describe the locations of human populations and the cultural characteristics of South Asia and Central Asia, including causes for the differences in population density in the region, and implications of population growth in South Asia on the future world population. can show the reasons for different settlement patterns and how they affect future population growth of South Asia and Central Asia. 8.3.3.6.6 Describe how the physical and environmental features of South Asia and Central Asia affect human activity and settlement. I can show how the human population affect the physical characteristics and environmental features of South Asia and Central Asia. v http://www.youtube.com/watch?v=U­1R634vpRQ&featur
e=related, Aral Sea v http://www.youtube.com/watch?v=EAUyddi_5j8&safe=a
ctive Aral Sea 8.3.3.10.7 Analyze the role of comparative advantage in the rise of the Indian market economy in the global economic system. I can analyze how comparative advantage has impacted the rise in the Indian market economy on the global economic system v India Rising from ABC News http://www.youtube.com/watch?v=FQ1O9NlnugE w http://www.pbs.org/now/shows/425/ (india rising) 8.4.3.14.2 Compare and contrast the development of (see also diasporic communities throughout the world due Latin to regional conflicts, changing international labor 28 America) demands and environmental factors. (The New Global Era: 1989 to Present) I can define diasporic communities.I can compare and contrast diasporic communities from 1989 to the present. l w list of diasporas http://en.wikipedia.org/wiki/List_of_diasporas w letters from the diaspora http://www.nytimes.com/learning/teachers/lessons/20070905w
ednesday_print.htm w garifuna diaspora (banana corporations caused) http://www.stanford.edu/group/arts/honduras/teacher/migration
teacher.html w http://learning.blogs.nytimes.com/2007/09/05/letters­from­the­
diaspora/refugees w http://www.redcross.org.uk/What­we­do/Teaching­resources/L
esson­plans/Refugees­secondary w http://movingpeoplechangingplaces.org/locations.html w International trade game ­ advanced level ­http://www.imf.org/external/np/exr/center/students/trade/trade
rs.aspx?u=DD60F25B w globalization http://www.nytimes.com/learning/teachers/lessons/20040303
wednesday.html w Dalit caste girls in India http://www.theglobeandmail.com/news/world/breaking­caste/ w world religions http://www.schoolatoz.nsw.edu.au/homework­and­study/other­
subjects­and­projects/people­cultures­and­government/world­re
ligions w http://www.bbc.co.uk/schools/websites/11_16/site/re.shtml 8.2.5.12.1 (see also: S & SE Asia) Explain why trade is mutually beneficial to countries; define and apply absolute and comparative advantage with respect to international trade. I can use international trade information to show how countries around the world benefit from trade. 8.4.3.14.3 (see also: S & Cen. Asia, Middle East, E & SE Asia) Describe varieties of religious beliefs and practices in the contemporary world including Shamanism/Animism, Hinduism, Buddhism, Judaism, Christianity and Islam. (The New Global Era: 1989 to Present) I can describe different religions around the world 29 8.4.3.14.5 (see also: sub­Sah Afr, E & Se Asia, SW Asia & N. Afr) Assess the state of human rights around the world as described in the 1948 Universal Declaration of Human Rights. (The New Global Era: 1989 to Present) I can evaluate the state of human rights around the world. See resources under Africa South of the Sahara or SW Asia/N. Africa units 8.3.1.1.1 Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use. I can gather and analyze geographic information from print and electronic sources.I can use geospatial technology to analyze geographic information. w UN maps of human development http://hdr.undp.org/en/data/map/ 30 Africa South of the Sahara Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code Benchmark Student Friendly Language Possible Topics: Resources: 8.3.3.5.7 Describe the locations of human populations and the cultural characteristics of Africa v http://ngm.nationalgeographic.co w South of the Sahara, including the causes m/video/player?titleID=14372861
and effects of the demographic transition since 1945. 83#/?titleID=africa­sahel&catID=
I can show settlement patterns of human 1 Nat. Geo. on the Sahel w population affect the cultural characteristics of Africa south of the Sahara since 1945. PBS on race including activity on sorting people http://www.pbs.org/race/002_SortingPeople/002_00­h
ome.htm Day in the Life of Africa project http://www.olympus­global.com/en/event/DITLA/ w http://www.washingtonpost.com/wp­srv/photo/world/af
rica/index.htm w http://www.inourvillage.org/index.html v https://www.youtube.com/watch?v=BPjQGYaBDtg Africa overview ­ teacher podcast 8.3.3.6.7 Describe how the physical and environmental features of Africa South of the Sahara affect human activity and settlement. I can show how the human population affect the physical characteristics and environmental features of Africa south of the Sahara ­ article about Africa's economic growth , Freshwater initiative from NGS , You Tube w video for World Water Day http://www.foreignpolicy.com/articles/2012/06/11/afric
a_takes_off_by_g_paschal_zachary?page=0,0 w http://environment.nationalgeographic.com/environme
nt/freshwater/about­freshwater­initiative/# v http://www.youtube.com/watch?feature=player_embe
dded&v=Xt5UGzLrqzE w life without taps simulation game http://www.bridgesglobal.org.uk/documents/LWTOnlin
e.pdf 31 v http://www.youtube.com/watch?v=2pXuAw1bSQo 8.3.3.7.1 (see also: SW Asia/NAfr) Describe independence and nationalist movements in Sub­Saharan Africa and Asia, including India's independence movement. v https://www.youtube.com/watch?fea
I can describe the independence and ture=player_embedded&v=kPS_WX
nationalist movements of Sub­Saharan OyomY S.Sudan­crisis Africa, Asia, and India. documentary 8 min. 8.4.3.14.8 (See also Latin America) w Lost Boys of Sudan several short videos http://education.nationalgeographic.com/education/top
ics/lost­boys/?ar_a=1 w after Darfur resettlement in Midwest http://www.nytimes.com/learning/teachers/lessons/20
070404wednesday.html Describe how groups are reviving and maintaining their traditional cultures, identities and distinctiveness in the context of increasing globalization. (The New Global Era: 1989 to Present) I can explain how groups are reviving and maintaining their traditional cultures and identitites in a world of increasing globalization. w NGS Sudan: Country in Crisis videos http://news.nationalgeographic.com/news/2006/12/06
1215­sudan­video1.html v https://www.youtube.com/watch?v=pRpeEdMmm
Q0 Shakira ­ WakaWaka ­ World Cup Soccer 2010 v World Cup Soccer ­ Wavig Flag https://www.youtube.com/watch?v=y4a8ueEMz7YWa
vin 8.2.3.4.1 (see also: Overview, Eur/Russia
) Identify factors which affect economic growth ; (percentage changes in Gross Domestic v Product—GDP) and lead to a different standard of living in different countries. I can identify factors which affect economic v growth in different countries. https://www.youtube.com/watch?v=
U­FcYo3JCZo CNN Africa growth http://www.youtube.com/watch?v=b
pSNM625LFU&safe=active#t=36 About Micro­Finance ­ Kiva w http://www.gapminder.org w Jr. Schol. Foreign aid by country: http://www.foreignassistance.gov/CountryIntro.aspx w China’s economy http://www.pbs.org/newshour/extra/teachers/lessonpl
ans/world/china.html 32 8.3.1.1.1 Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use. I can gather and analyze geographic information from print and electronic sources.I can use geospatial technology to analyze geographic information. 8.4.3.14.5 (see also: Cen. & S. Asia, E and SE Asia, SW and N. Afr Assess the state of human rights around the world as described in the 1948 Universal w Human Rights Watch Declaration of Human Rights. (The New http://www.hrw.org/ Global Era: 1989 to Present) I can evaluate the state of human rights w UofM Center for Human Rights around the world. http://www1.umn.edu/humanrts/cent
er/default.html (including “This is My Home” curriculum) w United Nations Population Fund http://www.unfpa.org/issues/ w Asian Human Rights Commission http://www.humanrights.asia/ w Breaking the Silence http://www.breakingthesilence.org.il/ w Education program on children’s rights http://worldschildrensprize.org/page.
html#&panel1­2 w India Together www.indiatogether.org/humanrights w In Google Earth under the Global Awareness Layer­­choose The Elders: Every Human has Rights.This allows you to view issues around the world. w UNICEFchildren’s rights http://teachunicef.org/sites/default/files/units/Child_rig
hts_Unit_6­8.pd w children with disabilities http://teachunicef.org/sites/default/files/documents/ch
ildren_with_disabilities_6­8_0.pdf w Amnesty International http://amnesty.org/ case studies, research, news; searchable by country w Citizens for Global Solutions http://globalsolutions.org/human­rights v http://globalsolutions.org/multimedia w http://www.ohchr.org/en/pages/welcomepage.aspx w Free the Children http://www.freethechildren.com/ v https://www.youtube.com/watch?v=
K2z8BoRyuSw Free Nelson Mandela song w International Gay and Lesbian Human Rights Commission www.iglhrc.org/cgi­bin/iowa/home/index.html v http://www.history.com/topics/nelso
n­mandela/videos/nelson­mandela­c
w Know Child Labor http://www.knowchildlabor.org/ 33 hampion­of­freedom?m=528e394da9
3ae&s=undefined&f=1&free=false Nelson Mandela life 8.4.3.13.1 (see also Latin America) Analyze connections between revolutions, independence movements and social transformations during the Cold War era. (The World After World War II: 1950­1989) I can explain how revolutions and independence movements changed societies during the Cold War Era. v Mandela­http://www.youtube.com/watch?v=yjYm
78K6aNI BBC v Mandela­ http://www.youtube.com/watch?v=hmm­aazQQ
KA Long Walk to Freedom trailer v Mandela­ Invictus trailer http://www.youtube.com/watch?v=AqKjVo­9qso 8.3.2.3.1 Use appropriate geographic tools to analyze and explain the distribution of physical and human characteristics of places. I can use geographic tools to explain the distribution of physical and human characteristics of places. w teacher info on wide variety of topics dealing with Africa http://www.africa.upenn.edu/About_African/ww_dev.ht
ml 34 East/Southeast Asia unit Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code Benchmarks Student Friendly Language Possible Topics: Resources: 8.2.5.12.1 Explain why trade is mutually beneficial to countries; define and apply absolute and comparative advantage with respect to international trade. I can use international trade information to show how countries around the world benefit from trade. w http://www.forbes.com/2010/04/20/oil­energy­minerals­
business­global­2000­10­china­investment­tracker.html w http://www.nytimes.com/learning/teachers/lessons/20
040303wednesday.html 8.3.3.5.5 Describe the locations of human populations and ; the cultural characteristics of East w http://lt.umn.edu/earthducati
Asia and Southeast Asia, including how the on/expedition6/2014/05/06/c
demographic transition has influenced the ommunity/ region’s population, economy and culture. Earthducation #6­ Nepal I can show how settlement patterns of human population affect the cultural characteristics of East Asia and Southeast Asia. v NGS ­ world reaches 7 billion http://www.youtube.com/watch?v=sc4HxPxNrZ0&featu
re=player_embedded v NGS Are you Typical? http://www.youtube.com/watch?v=4B2xOvKFFz4&feat
ure=relmfu w http://ngm.nationalgeographic.com/7­billion v http://www.youtube.com/watch?v=VcSX4ytEfcE excellent re: population growth v http://ed.ted.com/lessons/how­pandemics­spread 8.3.3.6.5 Describe how the physical and environmental features of East Asia and Southeast Asia affect human activity and settlement. I can show how the settlement patterns of human population affect the physical characteristics and v ABC video ­ quake and tsunami 2011 http://www.abc.net.au/news/specials/japan­quake­201
1/ 35 environmental features of East Asia and Southeast Asia. v http://freevideocoding.com/flvplayer.swf?file=http://flas
h.vx.roo.com/streamingVX/63056/1458/20110311_japa
n_wave_successions_sky_1000k.mp4&autostart=true 8.3.3.10.6 8.2.3.4.2 Identify the characteristics of a market economy that exist in contemporary China; describe how China's changing economy has impacted the United States and the global economic system since 1970. I can identify the characteristics of China’s market economy and the impact it has on the United States. Identify characteristics of command, mixed, and market­based (capitalist) economies; classify the economic systems of countries in a given region. I can explain the different characteristics of economic systems around the world w China’s economy http://www.pbs.org/newshour/extra/teachers/lessonpla
ns/world/china.html w comparative economic systems http://www.econedlink.org/lessons/index.php?lid=322
&type=educator w who what for whom http://www.councilforeconed.org/lesson­resources/less
ons/sample­lessons/Master_Curriculum_Guides_56_S
ample_Lesson.pdf w candy activity for different systems http://www.fraserinstitute.org/uploadedFiles/fraser­ca/
Content/education­programs/teachers/classroom­reso
urces/Lesson­Plan­Economic­Systems.pdf 8.2.1.1.1 Apply reasoned decision­making techniques in making choices; explain why different governments faced with the same alternatives might make different choices. I can explain why individuals and governments make different economic choices. w paced chart http://fffl.councilforeconed.org/documents/978­1­56183
­694­9­visual­lesson­02.pdf w benefits and drawbacks of globalization http://www.nytimes.com/learning/teachers/lessons/20
040303wednesday.html w khmer rouge search for justice 36 http://www.nytimes.com/learning/teachers/lessons/20
071114wednesday.html 8.4.3.14.3 (see also: Cen. & S Asia, SWasia/NAfr) Describe varieties of religious beliefs and practices in the contemporary world including Shamanism/Animism, Hinduism, Buddhism, Judaism, Christianity and Islam. (The New Global Era: 1989 to Present) I can describe different religions around the world. w summaries of world religions http://www.schoolatoz.nsw.edu.au/homework­and­stud
y/other­subjects­and­projects/people­cultures­and­gove
rnment/world­religions w UK RE resources for ages 11­14 http://www.bbc.co.uk/schools/websites/11_16/site/re.
shtml w Burma Buddhism government oppression of monks http://www.nytimes.com/learning/teachers/lessons/20
071003wednesday.html 8.4.3.14.4 Analyze how Pacific Rim countries have achieved economic growth in recent decades. (The New Global Era: 1989 to Present) I can analyze how the Pacfic Rim countries have grown economically from 1989 to the present. w how East Asia became an economic power lessonhttp://www.indiana.edu/~easc/outreach/docum
ents/teamsvol2/how_east_asia_became_an_economi
c_power.pdf 8.3.1.1.1 8.4.3.14.5 (see also: sub­Sah Afr, SW & N Afr., Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use. ­ I can gather and analyze geographic information from print and electronic sources. ­ I can use geospatial technology to analyze geographic information. Assess the state of human rights around the world as described in the 1948 Universal Declaration of Human Rights. (The New Global Era: 1989 to Present) See resources under SW Asia/N. Africa or sub­Sahara Africa units w UN maps of human development http://hdr.undp.org/en/data/map/ 37 S & Cen Asia) I can evaluate the state of human rights around the world. 8.4.1.2.1 Pose questions about a topic in world history; gather and organize a variety of primary and secondary sources related to the questions; analyze sources for credibility and bias; suggest possible answers and write a thesis statement; use sources to draw conclusions and support the thesis; and present supported findings and cite sources. I can research a topic and create a thesis statement using contemporary world history . I can use both primary and secondary sources to site my findings. Geothentic is a Univ. of Minnesota project where students solve real world problems in locating a hospital, avian flu, climate change, and more. 38 Australia/Oceania Many benchmarks have been placed in multiple units. It is often helpful for students to address a benchmark multiple times during the course. It is not a requirement, however, that each benchmark be taught (or assessed) in all units where they have been placed. The pacing guides suggest variable lengths for units based on the number of benchmarks, but can, and should, be adjusted to meet local needs. Code 8.3.3.5.8 Benchmarks Student Friendly Language Possible Topics: Describe the locations of human populations and the cultural characteristics of Australia/Oceania. I can show how settlement patterns of human population affect the cultural characteristics of Australia/Oceania. Resources: v Time lapse video of New Zealand http://vimeo.com/43799611 w Korean population in NZ lesson http://www.asianz.org.nz/our­work/educating­asia/asia­curriculum/units/k
orea w population possibilities activity http://www.stats.govt.nz/tools_and_services/services/schools_corner/Acti
vities/Secondary/activity­ibm­education­resource.aspx w (use with interactive boundary map http://apps.nowwhere.com.au/StatsNZ/Maps/default.aspx) w Aboriginal Australia http://www.schoolatoz.nsw.edu.au/homework­and­study/other­subjects­a
nd­projects/history/aboriginal­australia w Many Nations One People (Australia) http://www.abc.net.au/schoolstv/nations/ 8.3.2.6.8 Describe how the physical and environmental features of Australia/ Oceania affect human activity and settlement, including how the human populations have adapted to and changed the w www.go4thesummit.com ; ­ sustainability http://www.reefcheckaustralia.org/files/documents/83/teacher_facilitation
_and_information_guide.pdf w Gold (focus on Australian Gold Rush) 39 landscape differently over time. I can show how human population affects the physical characteristics and environmental features of Australia/Oceania. 8.3.1.1.1 Obtain and analyze geographic information from a variety of print and electronic sources to investigate places or answer specific geographic questions; provide rationale for its use. ­ I can gather and analyze geographic information from print and electronic sources. ­ I can use geospatial technology to analyze geographic information. http://www.schoolatoz.nsw.edu.au/homework­and­study/other­subjects­a
nd­projects/history/gold v http://www.youtube.com/watch?v=tdMCAV6Yd0Y NZ haka video http://www.youtube.com/watch?v=XCbPFHu3OOc http://www.youtube.com/watch?v=qHIDGESGh5c 40 General Resources Resources: Description http://www.educationalsimulations.com/index.php Real Lives is a unique, interactive life simulation game that enables you to live one of billions of lives in any country in the world. http://wws.peacecorps.gov/wws/educators/ Lessons (culture) http://www.econedlink.org/ K­12 Econ Lesson Materials (470 Lessons) http://www.econdata.net/ 400 links to socioeconomic data sources and a top­ten list of sites. http://www.geteach.com/ Allows dual screen Google Earth displaying any info from the CIA Factbook and Google Earth www.overlapmaps.com Overlay countries and physical features for size comparison http://hdr.undp.org/en/data/map/ UN Human Development in maps http://www.scoop.it/t/geography­education Frequent updates on topics of interest in Geography http://education.nationalgeographic.com/education/?ar_a=1 Numerous teacher resources from National Geographic http://www.peacecorps.gov/wws/educators/enrichment/globalissuesfocus/i
ndex.cfm Peace Corps ­ lessons and other ideas http://www.newseum.org/todaysfrontpages/flash/ Front pages of newspapers from around the world http://www.kmlfactbook.org/ All the info in the CIA Factbook put on Google Earth in file that can be saved http://www.archives.gov/federal­register/electoral­college/links.html Office of the Federal Register http://www.newspapermap.com Google map with clickable links to newspapers around the world http://www­personal.umich.edu/~mejn/cartograms/ World Cartograms http://www.we­explore.com/ Online adventure learning environment where students pose their own questions, answer them, and share safely online. http://mapfrappe.com/ Overlay any place onto another for true size comparison 41