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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.
World Geography Unit 6 – Physical and Human Systems of
Europe
Elaborated Unit Focus
In this unit, students will understand that the interaction of physical and human systems
has shaped contemporary Europe. Through cooperative group learning, students create a
public policy report that analyzes the impact of physical and human systems on
sustainable development in the region, including Russia. Using Unit Connecting
Themes, students will understand how the development of culture - which includes
various ethnic and religious groups and their customs and traditions - is influenced by
geography. The Unit Connecting Theme of human environmental interaction will help
students understand how physical systems such as physical features, topography and
climate impact population distribution in the region as well as environmental issues
associated with industrial and natural resource development. The Unit Connecting
Theme of location will help students understand that the location of major physical
features and climate zones impacts the population distribution and trade in the region.
Also, the Unit Connecting Theme of movement/ migration will help students understand
Europe’s highly integrated transportation network.
Standards/Elements
SSWG6 The student will describe the interaction of physical and human systems
that have shaped contemporary Europe.
a. Describe the location of major physical features and their impact on Europe.
b. Describe the major climates of Europe and how they have affected Europe.
c. Analyze the importance of Europe’s coastal location, climatic characteristics, and
river systems regarding population, economic development, and world influence.
d. Describe the various ethnic and religious groups in Europe and the influence of
geography on those groups and their major customs and traditions.
e. Explain why Europe has a highly integrated network of highways, waterways,
railroads, and airline linkages.
f. Analyze the impact of geography on Russia in terms of population distribution,
trade, and involvement in European affairs.
g. Analyze the environmental issues associated with industrial and natural resource
development in Europe, including Russia.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 1 of 12
Copyright 2007 © All Rights Reserved
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Enduring Understandings/Essential Questions
The student will understand that the culture of a society is the product of the
religion, beliefs, customs, traditions, and government of that society.
• How do customs and traditions contribute to the formation of culture?
• To what extent does religion impact the formation of culture?
• How does cultural diffusion impact culture, including customs and traditions?
• How do changes in political systems impact society?
The student will understand that humans, their society, and the environment affect
each other.
• How does physical geography impact cultural geography?
• How does cultural geography impact physical geography?
• How does this interrelationship impact the environment?
• To what extent does industrial development and natural resource development
impact the environment?
The student will understand that location affects a society’s economy, culture, and
development.
• How does location impact population density?
• To what extent does location impact the economy, culture and development?
• How does location create intended and unintended consequences?
The student will understand that the movement or migration of people and ideas
affects all societies involved.
• How does movement or migration impact population growth?
• How does movement or migration impact cultural diffusion?
• To what extent do transportation networks impact population, economic
development and global influence?
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested
activities. It is not expected that the teacher complete all assessments for a successful unit.
Balanced Assessment Plan
Description of Assessment
Students research population growth and migration patterns
among European nations over the past several decades. Students
create a t-chart by listing positive and negative impacts of
population growth. Discussion with students concerning their
results should lead them to see multiple points of view and to
understand that an event or occurrence can create intended and
unintended consequences.
Specifically, students discuss shifts in population distribution and
density that correspond to historic events (ie. ethnic conflict on
the Balkan Peninsula, the breakup of the Soviet Union, the
breakup of the Soviet bloc of central and eastern Europe)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 2 of 12
Copyright 2007 © All Rights Reserved
Standard/
Type of
Element
Assessment
6a, 6b,6c, * Observation
6d,6e,6f
* Dialogue and
Discussion
* Constructed
Response
* SelfAssessment
* Charts
* Multiple
Choice Quiz or
Essay
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Students obtain maps of the region that show physical features. 6a, 6b
Based upon research and data, students will create a physical
geography map with a key that includes the location of major
physical features such as rivers, lakes, oceans, mountains and
deserts. Based upon research and data, students will create a
physical geography map with a key that includes the major
climates of each region.
Students read current event articles about positive and negative 6c, 6e,
impacts of changes created by the formation of the European
6f, 6g
Union. Students analyze these articles to identify key issues
and/or problems and methods of alleviating negative impacts.
Small group and whole class discussion should help students
to understand intended and unintended consequences result
from change and to draw conclusions and make
generalizations about emergent culture in Europe.
* Observation
* Dialogue and
Discussion
* SelfAssessment
* Multiple
Choice Quiz or
Test
* Dialogue and
Discussion
* SelfAssessment
* Essay Test
or Journal
Writing
* Current
Event Analysis
Suggestion for article:
Use the internet to locate National Geographic Society’s
publication index. Search for the article entitled “Continental
Shift.” (http://publicationsindex.nationalgeographic.com)
This 2004 article discusses geographic changes experienced by
travelers in ten countries, all of 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, lists of new EU members and countries
seeking EU status as well as discussion regarding economic
issues and currency, use of checkpoints, and major languages.
Students conduct research, utilizing textbooks, the internet or
other reference materials, to determine countries that held
membership in the European Union before and several years
after the collapse of communism in the former Soviet Union.
Students create color-coded political maps based on research
of their textbooks, the internet or other reference materials that
illustrate which European countries were democratic or
communist during the Cold War. Include Russia (the former
Soviet Union) in the map of the region.
Next, students transfer their research on EU membership status
to the map through the use of symbols. This will help students
visually to draw conclusions and make generalizations
regarding political and economic integration of the EU.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 3 of 12
Copyright 2007 © All Rights Reserved
6c, 6f, 6g
* Observation
* Dialogue and
Discussion
* SelfAssessment
* Multiple
Choice Quiz
* Maps
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Students obtain statistics from countries in Europe and Russia
and create country profiles. Include categories such as major
physical features, major climates, population, per capita
income, ethnic and religious groups, natural resources and
major industries.
6a, 6b,
6c, 6d,
6e, 6f, 6g
Students compare and contrast the demographic statistics to
draw conclusions and make generalizations. Have students
pay special attention to the data from countries that hold
membership in the European Union.
Students create a t-chart based upon research of various ethnic
and religious groups in the region, including major customs,
traditions and locations of these groups. Students create a
cultural special purpose map showing the location of various
ethnic and religious groups in the region. Students compare
and contrast this map with the physical features maps to draw
conclusions and make generalizations.
6a, 6b,
6c, 6d
Students obtain special purpose maps of the region that feature
cultural features such as population density. Based upon
research and data, students will create a population density
map. Students analyze the population density maps with the
physical features map and climate zone maps to draw
conclusions and make generalizations.
6a, 6b,
6c,6e,6f
Students pretend they are reporters for a major American
6a, 6b,6c,
newspaper, working in the London bureau. Students formulate 6d, 6e,
appropriate research-based questions for country leaders in this 6f, 6g
world region related to addressing concerns regarding ethnic
conflict, economic development, population growth, trade and
environmental issues. Students should include questions that
include Russia’s role in European affairs.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 4 of 12
Copyright 2007 © All Rights Reserved
* Observation
* Dialogue and
Discussion
* Constructed
Response
* SelfAssessment
* Cooperative
Groups
(Think-PairShare)
* Observation
* Dialogue and
Discussion
* Constructed
Response
* SelfAssessment
* Multiple
Choice Quiz
* Observation
* Dialogue and
Discussion
* Constructed
Response
* SelfAssessment
* Multiple
Choice Quiz
* Special
Purpose Maps
* Observation
* Dialogue and
Discussion
* Cooperative
Groups
(Think-PairShare)
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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
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 5 of 12
Copyright 2007 © All Rights Reserved
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The publisher of the report provided the following guidelines:
•
Introduction
o Provide an overview of sustainable development.
o Include background information regarding issues associated with sustainable
development, including intended and unintended consequences.
o This segment should be 1 paragraph.
o Include charts, graphs, maps and/or photographs as evidence to support your position.
•
A segment about Cultural geography
o Describe population, beliefs, customs, traditions, religion, government,
socio-economic statistics.
o Describe and explain health care and poverty in the region.
o Analyze how these demographics may impact population growth and density.
o This segment should be no more than 2 paragraphs.
o Include charts, graphs, maps and/or photographs as evidence to support your position.
•
A segment explaining and analyzing Human Environmental Interaction
o Explain and analyze positive and negative consequences for human-environmental
interaction created by population growth in your country and/or region.
o Explain and analyze the significance of conservation and management of natural
resources.
o Explain and analyze the impact of climate and climate change.
o This segment should be no more than 2 paragraphs.
o Include charts, graphs, maps and/or photographs as evidence to support your position.
•
A segment explaining and analyzing the impact of Location
o Explain and analyze how the location of major physical features and climate impact
transportation, consumption and production.
o Explain and analyze how Europe’s coastal location impacts the economy, culture and
continued development of the 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.
•
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
o Develop a conclusion in which you reflect upon the questions below.
o Use the sample questions to guide your concluding remarks.
o This segment should be no more than 2 paragraphs.
o Include charts, graphs, maps and/or photographs as evidence to support your position.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 6 of 12
Copyright 2007 © All Rights Reserved
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Interrelationship between Physical and Human characteristics
o How does decision-making involve the potential for interdependency between
individuals, groups and/or institutions?
o How does industrial and resource development impact decision-making by
individuals, groups and/or institutions?
o How does population distribution or growth impact the environment?
o 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
*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
2
Needs Improvement
3
Meets Standard
4
Exceeds Standards
Incorrectly
identifies issues or
underlying
concerns with
sustainable
development. Does
not use a map,
chart, or graph as
supporting
evidence.
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 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.
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 7 of 12
Copyright 2007 © All Rights Reserved
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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.
Explain and
analyze how
location affects
economy,
culture and
development.
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
Explains and
analyzes the
impact of
movement and
migration.
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.
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.
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.
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,
Everything in Meets
Standards PLUS:
Incorporates and
explains how movement
and/or migration from
other world regions
impacts this region.
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 FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 8 of 12
Copyright 2007 © All Rights Reserved
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.
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Evaluates the
interrelationship
between
physical and
cultural aspects
of geography.
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.
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 (ie.
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.
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 FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 9 of 12
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.
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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, healthrelated 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 of ten 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 10 of 12
Copyright 2007 © All Rights Reserved
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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.
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 New & World. A teacher’s guide is available.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD GEOGRAPHY FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 11 of 12
Copyright 2007 © All Rights Reserved
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*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 FRAMEWORK UNIT 6
UPDATED 1/28/2008 y Page 12 of 12
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