World Geography
Unit Curriculum Document
Unit Number and Title:
Time Frame:
Unit 4-Europe and Russia
3 weeks
Curriculum
Concepts:
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Economic Systems
Political Systems
Enduring Understandings (Big Ideas):
Essential Questions:
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Beliefs and ideals of a society influence the social, political,
and economic decisions of that society.
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How do similar and different economic and political systems
interact?
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Man-made and natural borders create distinct settlement,
economic, and political patterns.
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How does geography impact the development and history of a
society?
The student will know:
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The influence of geography and spatial exchange on events in
the past and present
The student will be able to:
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Analyze the effects of geography on Russia, Great Britain,
France, and Germany and the influence it has on the past and
present
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Human and physical features that influence the size and
distribution of settlements
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Locate and describe features that influence the size and
distribution of settlements
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The spectrum of economies between free enterprise and
communism found in Europe
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Classify the range of economies between free enterprise and
communism
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The various types of man-made and natural borders in
Europe that make up cities, states, and countries
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Interpret maps to identify man-made and natural borders and
specific political units
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The processes that influence political divisions, relationships,
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Analyze factors that influence the power to control territories
Unit 4 Europe/Russia 2014-15
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World Geography
Unit Curriculum Document
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and policies
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Identify resources that cause conflict/war
International political relations of sovereign nations such as
Russia and organized nation groups such as the European
Union
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Analyze the impact of sovereign nations
Student Understanding (student friendly TEKS)
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1A –I can analyze the effects of geography on Russia, Great Britain, France, and Germany and the influence it has on the past and
present.
6A—I can describe the influence of human and physical features on settlements.
10B—I can determine where countries in Europe fall on the economic spectrum.
13A—I can interpret maps to explain the division of land.
14C—I can analyze the human and physical factors that impact international political relations.
21A—I can analyze and evaluate primary and secondary sources, aerial photographs, and maps.
21B—I can locate places of significance on a map.
21C—I can create and interpret different types of maps.
22A--I can design maps, diagrams, tables, and graphs to communicate geographic information.
22B—I can create summaries, generalizations, and thesis statements supported by evidence.
22C—I can use geographic terminology correctly.
22D--I can use proper English form when writing.
23B—I can identify modern issues and answer real-world problems by using case studies and GIS.
23C-- I can use problem-solving and decision-making skills.
TEKS
 Student Expectations and Knowledge and Skills Statement
(1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.
The student is expected to:
(A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant
physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today
(6) Geography. The student understands the types, patterns, and processes of settlement. The student is expected to:
(A) locate and describe human and physical features that influence the size and distribution of settlements; and
(10) Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:
(B) classify where specific countries fall on the economic spectrum between free enterprise and communism.
Unit 4 Europe/Russia 2014-15
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World Geography
Unit Curriculum Document
(13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to:
(A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries
(14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:
(C) analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political
relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European
Union (EU).
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic
technology. The student is expected to:
(A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and
maps;
(B) locate places of contemporary geopolitical significance on a map; and
(C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.
22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;
(B) generate summaries, generalizations, and thesis statements supported by evidence;
(C) use geographic terminology correctly;
(D) use standard grammar, spelling, sentence structure, and punctuation
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student
is expected to:
(B) use case studies and GIS to identify contemporary challenges and to answer real-world questions; and
(C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
Targeted College Readiness Standards:
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I.E,4
II.B,1
III.A,2
IV.B,2
V.A,2
Targeted ELPs:
 1D
 2G
Unit 4 Europe/Russia 2014-15
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World Geography
Unit Curriculum Document
 3E
 4J
 5E
Academic Vocabulary:
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Economic Spectrum
Political Spectrum
Unit 4 Europe/Russia 2014-15
Language of Instruction:
Physical Geography (Location
and Influence)
 Mountain Ranges (Balkans,
Alps, Ural, Caucasus)
 River Systems (Rhine,
Danube,Volga,Tiber,Thames,
Seine)
 Peninsulas (Iberian,
Scandinavian, Italian, Balkan,
Crimean)
 Seas (Mediterranean, North,
Black, Caspian, Aegean, Aral)
 Northern European Plains
 North Atlantic Drift
 Strait of Gibraltar
 Central Siberian Plateau
 Fjords
 Russia
Human Geography (Application)
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Democracy
Free-Enterprise
Chernobyl
Chechnya
Democracy
Biomes
Renewable resources
Nonrenewable resources
“GDP
Multicultural/heterogeneous
Mass transportation
Sovereign Nation
Commercial Agriculture
Levels of economic development
Glaciation
Export/Import
Euro
Globalization
Superimposed boundary
Socialism
European Union
Cold War
Communism
Republic
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World Geography
Unit Curriculum Document
 Ethnic/territorial conflict (Balkans)
 Religious conflict (New immigrantsIslamic)
 Command economy
 Slow population growth
 Polders
 Dikes
 Balance of Power
 Constitutional Monarchy
 “Iron Curtain”
 Former Yugoslavia
Instruction
Instructional Resources:
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Geography Alive! Regions and People, Teachers’ Curriculum Institute
- Mapping Lab Europe and Russia
- Introducing the Region p.204-211
Mastering the TEKS in World Geography, Jarrett, Zimmer, Killoran
- Chapter 13 p. 213-223 only
- Chapter 14
World Geography, McDougal Littell
- Chapter 4 p. 73-74, 83, 85, 86
- Chapter 10 p. 70-71, 73, 127-128, 132, 135, 147-149, 176, 178-179, 211-212, 214, 229-234, 243-244, 248-250, 263-264, 282-284
- Chapter 12 p. 273-277, 278-280,
- Chapter 13 p. 294-295, 302-305, 310-311, 313, 326-329
- Chapter 16 p. 363-364, 372-373
- Chapter 17 p. 392-395
- Chapter 25 p. 580-581
Maps 101: http://www.maps101.com Username and password required
Geography of Europe
Why Europe?—Alief ISD, Dawn Bishop, Jo Ann Williams, and Greg Byers
European Union-- Center for Education in Law and Democracy
Unit 4 Europe/Russia 2014-15
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World Geography
Unit Curriculum Document
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Fall of the Berlin Wall Anniversary (video)
Technology:
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Exemplar Lessons:
Career Connections/Real Life Application:
 Suggested ways to make content relevant
Research Based Instructional Strategies:
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Sketch Mapping
OPTIC
Cornell Note-taking
SOAPS
Vocabulary Strategies
Mapshots
Assessment
Student self-assessment & reflection:
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Unit 4 Europe/Russia 2014-15
Acceptable evidence or artifacts:
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