Social Studies
Course: World Geography
Unit:
Designated Grading Period: 6th – 16 days
Days to teach:
East Asia
Southeast Asia
Oceania/Australia/Antarctica
4 days
4 days
3 days
(EOC 2 days, tests and reviews 2 days, finals 4 days)
TEKS
Guiding
Questions
Assessment &
Specificity
Vocabulary
Instructional
Strategies
Resources/
Weblinks
East Asia; Approximate days to teach: 4
(3) Geography. The student understands how physical processes shape patterns in the physical environment
(6) Geography. The student understands the types, patterns, and processes of settlement
(7) Geography. The student understands the growth, distribution, movement, and characteristics of world population.
(8) Geography. The student understands how people, places, and environments are connected and interdependent.
(10) Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world.
(16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures.
(18) Culture. The student understands the ways in which cultures change and maintain continuity.
3(B) describe the physical
Examine key
Political and Physical
Huang He
TEACHER NOTE:
Google Drive Activities:
processes that affect the
physical features of
Map Quiz
Subsistence
Unit 9 Atlas and Unit
-Vocab Assignment
environments of regions,
East Asia.
agriculture
planning guide on pgs.
-Political and Physical
including weather, tectonic forces,
Vocab Quiz
Market-oriented
605a-605d in HMH,
Map
erosion, and soil-building
Explain China’s early
or commercial
“World Geography”
-Discovering China
processes.
history and isolation
East Asia Test
agriculture
PowerPoint and guided
7(A) construct and analyze
Cottage
TEACHER NOTE:
notes
population pyramids and use other What is China’s
Where do most
industries
Discuss this question
-Communist China
data, graphics, and maps to
economic, political,
Japanese people live
Commercial
with students: Do
PowerPoint
describe the population
and social influence
within Japan?
industries
Americans tend to think One Child Policy Power
characteristics of
on the rest of East
Dynasty
of East Asia in
Point and assignment different societies and to predict
Asia?
Which political group
Confucianism
stereotypical ways?
Population Pyramid of
future population trends
has held considerable
Taoism
Emphasize that the
China
8(C) evaluate the
How has China’s
power in China for the Buddhism
extremes of the region’s -Three Gorges Dam
economic and political
adoption of more free last 50 years?
Seoul
physical geography has Activity
relationships between settlements
enterprise principles
Demilitarized
led to development of
-South Korea Globe
and the environment, including
and policies affected
How have the nomads Zone
countless different ways Trekker
sustainable development and
itself as well as the
of Mongolia
Korean War
of life.
-The Koreas Power Point
renewable/non-renewable
rest of the world?
maintained their
Samurai
-North and South Korea
resources
culture?
Shogun
Emphasize that people
Comparison activity
10(C) compare the ways people
What type of
Ring of Fire
have lived in China for
-Japanese population
satisfy their basic needs through
economy did both
What countries are
Tsunami
thousands of years.
density activity
Revised June 2015
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 6th – 16 days
Days to teach:
East Asia
Southeast Asia
Oceania/Australia/Antarctica
4 days
4 days
3 days
(EOC 2 days, tests and reviews 2 days, finals 4 days)
TEKS
the production of goods and
services such as subsistence
agriculture versus commercial
agriculture or cottage industries
versus commercial industries.
13 (B) compare maps of
voting patterns or political
boundaries to make inferences
about the distribution of political
power.
16 (B) describe elements of
culture including language,
religion, beliefs and customs,
institutions, and technologies
17 (B) describe major world
religions, including animism,
Buddhism, Christianity,
Hinduism, Islam, Judaism, and
Sikhism and their spatial
distribution
18 (B) assess causes, effects, and
perception of conflicts between
groups of people, including
modern genocide and terrorism
6(A) Locate and describe human
and physical features that
influence the size and distribution
of settlements
6(B) Explain the processes that
have caused changes in settlement
patterns, including urbanization,
Revised June 2015
Guiding
Questions
North and South
Korea have prior to
the Korean War?
How are North and
South Korea’s
economies different
today?
How have the
Japanese modified
their physical
environment in
response to natural
disasters?
What aspects of
being an island nation
are helpful or harmful
to Japan’s
development?
How does the
Japanese school
system compare with
American education?
Assessment &
Specificity
considered part of East
Asia?
When did Europeans
begin exploration of
China?
Why is population size
still a problem in
China despite the onechild policy in the
past?
Vocabulary
Great Kanto
earthquake
UNICEF
Jakota Triangle
Instructional
Strategies
Over the millennia,
people have changed
their environment in
many ways.
TEACHER NOTE: Ask
students how a country
in an area can be more
prone to natural
disasters and how can
they prepare for them?
Have students
brainstorm!
Resources/
Weblinks
-Japanese tsunami article
assignment
-Tsunami article
assignment
-Japanese student
assignment
History channel and the
great wall activity pgs 659
MC1-MC2 in HMH,
“World Geography”
China Crashcourse:
https://www.youtube.com/
watch?v=ylWORyToTo4
One Child Policy:
http://www.census.gov/
http://www.cnn.com/2008
/WORLD/asiapcf/03/10/c
hina.onechild/index.html
Comparing Cultures
assignment pg. 656 in
HMH, “World
Geography”
Jakota Triangle
assignment pg. 666 in
HMH, “World
Geography”
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 6th – 16 days
Days to teach:
East Asia
Southeast Asia
Oceania/Australia/Antarctica
4 days
4 days
3 days
(EOC 2 days, tests and reviews 2 days, finals 4 days)
TEKS
transportation, access to and
availability of resources, and
economic activities
7 (A) Construct and analyze
population pyramids and use other
data, graphics, and maps to
describe the population
characteristics of different
societies and to predict future
population trends.
7(C) Describe trends in past world
population growth and
distribution
8 (A) compare ways that humans
depend on, adapt to, and modify
the physical environment
including the influences of culture
and technology.
18 (C) identify examples of
cultures that maintain traditional
ways including traditional
economies
18(D) Evaluate the spread of
cultural traits to find examples of
cultural convergence and
divergence such as the spread of
democratic ideas, U.S.-based fastfood franchises, the English
language, technology or global
sports
19 (B) Analyze ways
Revised June 2015
Guiding
Questions
Assessment &
Specificity
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Population Case Study pg.
668 in HMH, “World
Geography”
How do traditional
cultures affect
economic growth?
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 6th – 16 days
Days to teach:
East Asia
Southeast Asia
Oceania/Australia/Antarctica
4 days
4 days
3 days
(EOC 2 days, tests and reviews 2 days, finals 4 days)
TEKS
Guiding
Questions
Assessment &
Specificity
Vocabulary
Instructional
Strategies
Resources/
Weblinks
technological innovations such as
How have traditional
air conditioning and desalinization
cultures contributed to
have allowed humans to adapt to
population growth?
places
Southeast Asia – Approximate days to teach: 4 days
Oceania/Australia; Approximate days to teach: 3 days
(1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.
(3) Geography. The student understands how physical processes shape patterns in the physical environment
(4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated
processes that produce them.
(5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and
regions.
(12)Economics. The student understands the economic importance of, and issues related to, the location and management of resources.
(15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local,
state, national, and international levels.
(14) Government. The student understands the geographic processes that influence political divisions, relationships, and policies
(18) Culture. The student understands the ways in which cultures change and maintain continuity.
(20) Science, technology, and society. The student understands how current technology affects human interaction.
1(A) analyze the effects of
How, where, and why Political and Physical
Aborigine
Google Drive activities:
Items to Map:
physical and human geographic
have people migrated Map Test or Quizzes
Penal colony
Countries: Australia,
Physical and Political
patterns and
to and through
Maori
New Zealand, Fiji,
Map
processes on the past and describe Oceania, Australia,
Describe how the
Tonga, Solomon
their impact on the present
and New Zealand in
following create or
Islands, Tahiti, Easter
Map of Aboriginal
conditions, including significant
ancient times and
destroy islands:
Island, Samoa
Australian Groups:
physical features and
more recently?
Erosion
Regions: Micronesia,
http://livingknowledge.an
environmental
Volcanoes
Melanesia, Polynesia
u.edu.au/learningsites/aa_
conditions that influenced
How do physical
Coral reefs
Cities: Sydney,
map.htm
migration patterns and shaped the processes affect the
Melbourne, Wellington,
distribution of culture groups
environment and
How is this region
Christchurch
Land Bridge Map:
today;
people of Australia
formed politically?
Bodies of water: Indian http://www.donsmaps.co
3(B) describe the physical
and Oceania?
Ocean, Pacific Ocean,
m/images12/sahulmap60t
Revised June 2015
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 6th – 16 days
Days to teach:
East Asia
Southeast Asia
Oceania/Australia/Antarctica
4 days
4 days
3 days
(EOC 2 days, tests and reviews 2 days, finals 4 days)
TEKS
processes that affect the
environments of regions,
including weather, tectonic forces,
erosion, and soil-building
processes.
4(B) describe different landforms
and the physical processes that
cause their development
5(A) analyze how the character of
a place is related to its political,
economic,
social, and cultural elements
12(B) evaluate the geographic and
economic impact of policies
related to the development, use,
and scarcity of natural resources
such as regulations of water.
18(B) assess causes, effects, and
perceptions of conflicts between
groups of people including
modern genocide and terrorism
20(B) examine the economic,
environmental, and social effects
of technology such as medical
advancements or changing trade
patterns on societies at different
levels of development.
14(B) compare how democracy,
dictatorship, monarchy, republic,
theocracy and totalitarian systems
operate in specific countries.
Revised June 2015
Guiding
Questions
How have native
people in Oceania,
Australia, and New
Zealand maintained
and/or integrated
traditional customs
and lifestyles?
How does technology
influence economic
activities as well as
impact the
environment?
How has cultural
appropriation
affected the
Aborigines?
widely spread
religion (due to
missionary work)
English; many British
customs; outdoor
sports are popular
How do the
Aborigines of
Australia maintain
their local culture?
Assessment &
Specificity
How have geographic
processes changed
Oceania?
How and why are
islands in Oceania
different?
Vocabulary
Instructional
Strategies
Coral Sea
in New Zealand.
TEACHER NOTE:
OCEANIA—Consists
of about 20,000 islands,
but that number is
constantly changing
TEACHER NOTE:
Could easily be
combined with
WG.14B and the Kyoto
Protocol and the
Antarctica Treaty.
TEACHER NOTE:
Geographic Issues:
Ecotourism—Compare
Ecotourism to
traditional tourism.
Ecotourism typically
focuses on personal
growth, volunteering,
and learning new ways
to live on the planet.
Ecotourists usually go
to places where the
flora, fauna, and
cultural heritage are the
primary attractions.
Global warming—
Resources/
Weblinks
o120mcontour.jpg
40, 000 years ago when
sea levels were lower.
Allowed people to walk to
Australia.
Climate Map of Australia
http://www.bom.gov.au/cl
imate/how/newproducts/i
mages/kpn_map.jpg
Population Distribution
Map of Australia
http://www.hreoc.gov.au/s
ocial_justice/sj_report/sjre
port08/img/ch3_mapofaus
2.jpg
Accounts with graphic of
past and current use by
Pacific Islanders of
ancient navigational tools
Coral Reef Lesson Plans
http://www.pbs.org/newsh
our/extra/teachers/lessonp
lans/science/coralreefs.ht
ml
Coral Reefs Impact on
Social Studies
Course: World Geography
Unit:
Designated Grading Period: 6th – 16 days
Days to teach:
East Asia
Southeast Asia
Oceania/Australia/Antarctica
4 days
4 days
3 days
(EOC 2 days, tests and reviews 2 days, finals 4 days)
TEKS
Guiding
Questions
What damage is
being done to coral
reefs through human
interaction?
Is ecotourism good or
bad? Is global
warming affecting
Oceania?
How was Antarctica
divided?
Revised June 2015
Assessment &
Specificity
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Effects seen in
Antarctica. How will
these effects bring
economic opportunities
as well as economic and
environmental
disasters?
Global Warming
http://www.worldviewofgl
obalwarming.org/pages/ris
ing-seas.html
TEACHER NOTE:
You could help students
explore the ideas of
how ecotourism can
encourage tolerance and
promote
environmentally
responsible living. This
easily expands in
Antarctica to studies of
the impact of global
warming.
Articles on Ecotourism in
Antarctica:
http://madeinatlantis.com/
travel/antarctica_ecotouris
m.htm
http://www.fathomexpedit
ions.com/science.html
Global Warming’s Impact
on Oceania
http://www.worldviewofgl
obalwarming.org/pages/ris
ing-seas.html