geography: regions and...

Geography: Regions and People

Sixth Grade

Working Draft

June, 2009

Forest Hills Public Schools

Philosophy of Social Studies Education

The purpose of social studies is to develop responsible citizens who have the knowledge, skills and values that will allow them to

fully participate in a democratic society and an increasingly complex and interdependent world. Through an integrated study of

history, geography, civics, economics, and global issues, students of social studies develop the content knowledge that allows them

to understand how the past and present affect their future.

In studying the powerful ideas inherent in these content areas, students develop and practice the skills necessary to play an

active role in shaping the future: They learn to become critical thinkers who can make informed decisions, communicate ideas,

and work effectively with others.

A well-developed social studies curriculum instills the values of a democratic society and inspires commitment to upholding and

protecting these values. Further, it builds an understanding of the contributions made to our world by the diverse groups who

inhabit it, and prepares young people to engage in civic and cultural activities that will enhance the quality of life and protect

the rights of all people.

Goals for Social Studies Education

The purpose of a social studies education is to prepare students to become responsible citizens. Therefore, the social studies

curriculum should enable students to:

make informed civic judgments through an understanding of the past and of our diverse cultural heritage; (Historical

Perspective)

make decisions about society based on knowledge of the spatial patterns on earth that shape the human environment;

(Geographical Perspective)

use knowledge of American government and politics to make decisions about governing their communities; (Civic

Perspective)

make personal and societal decisions based on an understanding of basic economic principles and forces; (Economic

Perspective)

research questions about society using the methods of social science investigation; (Inquiry)

construct and express thoughtful positions of public issues; (Public Discourse and Decision Making)

act constructively to further the public good. (Citizen Involvement)

GEOGRAPHY: Regions and People Course Overview

Sixth grade students expand and deepen their understanding of geography, a field of study that examines people, places, and environments—how they came to be and how they affect each other. As they learn about physical geography (the study of natural features on the surface of the Earth) and human geography (how people have spread across Earth), they begin to master the basic concepts, skills, and tools that will help them apply the themes of geography to questions about people and places. Through a case study approach, they explore both the Western and Eastern Hemisphere.

G1 The World in Spatial Terms: Geographical Habits of Mind Describe the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world. 1.1 Spatial Thinking Use maps and other geographic tools to acquire and process information from a spatial perspective. Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and technologies to acquire, organize, process, and report information from a spatial perspective. World maps made for specific purposes (population distribution, climate patterns, vegetation patterns) are used to explain the importance of maps in presenting information that can be compared, contrasted, and examined to answer the questions ―Where is something located?‖ and ―Why is it located there?‖ Students will begin with global scale and then refocus the scale to study the region of the Western Hemisphere, and, finally, focus on a specific place.

1.2 Geographical Inquiry and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. Geographers use information and skills to reach conclusions about significant questions regarding the relationships between people, their cultures, the environments in which they live, and the relationships within the larger world context. Students will reach their own conclusions using this information and make a reasoned judgment about the most justifiable conclusion based on the authenticity of the information, their skill at critically analyzing the information, and presenting the results of the inquiry. 1.3 Geographical Understanding Use geographic themes, knowledge about processes and concepts to study the Earth. The nature and uses of geography as a discipline and the spatial perspective require that students observe, interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography are essential in the development of geographical understanding. A spatial perspective enables student to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy.

G2 Places and Regions Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions. 2.1 Physical Characteristics of Place 2.2 Human Characteristics of Place G3 Physical Systems Describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth. 3.1 Physical Processes 3.2 Ecosystems G4 Human Systems Explain that human activities may be seen on Earth’s surface. Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups. 4.1 Cultural Mosaic 4.2 Technology Patterns and Networks 4.3 Patterns of Human Settlement 4.4 Forces of Cooperation and Conflict G5 Environment and Society Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems. 5.1 Humans and the Environment 5.2 Physical and Human Systems

G6 Global Issues Past and Present Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects. Capstone projects require the student to use geography, history, economics, and government to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete at least three capstone projects. 6.1 Global Topic Investigation and Issue Analysis

Understanding Social Studies Grade Level Content Expectations (CEs)

Coding Each Social Studies GLCE is made up of four parts: the grade, the standard category, the standard, and the expectation.

6 E 2 . 3 . 1 Grade Standard Category Standard Expectation Numbering – In this document, many of the CEs are a combination of the State’s sixth and seventh grade CEs. They have been renumbered, 6/7. When this was done, it was for one of two reasons:

the CE was essentially the same in both grade levels, or

the CE was the same in both grades but emphasized the Western Hemisphere (6th) or the Eastern Hemisphere (7th). When a W or E appears after a 6/7 CE, it is intended that the CE be taught in the context of either the Western or Eastern Hemisphere. (e.g. 6/7-G2.2.1E) If EW appears, it typically means that the CE should be taught in a global context. CEs that begin with a 7 are usually geography concepts and were placed in this course as a result of moving the sixth grade ancient history content to the seventh grade course. Required and Suggested (e.g.) Content – The expectations specify teachable content in two different ways. On numerous occasions, the expectations will offer examples for teachers to help clarify teachable content. Typically, these examples or suggestions appear in parentheses. The document always identifies such optional content with an ―e.g.‖ or ―for example.‖ These are simply suggestions and teachable options. Teachers may use other examples to meet the expectations. In short, these examples are not required content. In other places, the expectations identify specific content that students should study. This content is never preceded by ―e.g.‖ or ―for example.‖ Unlike the optional examples, a statewide assessment might assess the required content.


Essentials Maps

Working Draft

June, 2009

PLEASE NOTE:

The purpose of ―Essentials Maps‖ is to provide a summary of a unit of study—in this course, a chapter or a mapping lab. Each map contains three elements: Content Expectations, Essential Questions, and Lifelong Understandings. The Content Expectations are taken directly from the Michigan Grade Level Content Expectation (GLCE) document and contain the detail that students are required to study. Essential Questions are district-written and intended to focus learning and provide a clearer understanding of the intent of the GLCEs. They should also be used to guide the development of formative and summative assessments. When students are able to answer the essential questions with clarity, accuracy, and specific examples, they will have developed mastery of the knowledge and skills taught in this course. The Lifelong Understanding statements contain the essence of the course. They are the broad, general concepts that well-educated and geographically literate individuals should carry with them throughout life. Teachers are encouraged to use the Essentials Maps as they prepare their lessons, and to share them with students during the course of study. Maps, as geographers well know, provide the direction and information needed to help us reach our destinations…in this case, a broad and deep understanding of people and the world in which we live.

6th GRADE SOCIAL STUDIES

Unit 1: Chapters 1 & 2 4 Weeks

Lifelong Understandings Essential Questions Content Expectations

Geography tools can be used to help answer questions about the Earth’s

people and places.

How do we use maps and other geographic tools to acquire and

spatially process information?

How can we use geographic tools to study the world on global, interregional, regional, and local scales?

6-G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world.

How can data be used to create thematic maps and to analyze population location and density

patterns?


7-G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.

6-G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

6-G3.1.1 Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and

Guatemala City; Edmonton and Toronto)

How do we use climate graphs to answer geographic questions about regions in the Western

Hemisphere?


Unit 2: Mapping Lab 1--United States and Canada 1 Week


Knowledge of a region’s physical features helps us to answer geographic questions about the

area.

A mental picture of the world is important to have when analyzing information about

regions and people.

Why are mental maps important in understanding information about the

Western Hemisphere?

How does knowledge of landforms, rivers, and climate help to answer geographic

questions about the Western Hemisphere?

6/7 – G1.2.5 Use information from modern technology, such as Global Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing, to locate information and process maps and data to analyze spatial patterns and to answer geographic questions.

6/7 – G1.2.6W Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue

of importance to a region of the Western Hemisphere.

6/7 – G1.1.2W Draw a sketch map from memory of the Western Hemisphere showing the major regions: Canada, United States, Mexico, Central America,

South America, and Caribbean.

A technological improvement in geographic tools has improved our knowledge and understanding of

regions and people.

What are some of the resources that can be used to answer questions about the human and physical characteristics of places and regions?


6th Grade Social Studies v4/09

6/7 – G2.1.1W Describe the landform features and the climate of the region (within the Western or

Eastern Hemispheres) under study.

6/7 – G1.2.4 (7 – G1.2.3) Use observations from air photos, photographs (print and CD) and films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics

of places and regions.

6/7 – G1.2.1W Locate the major landforms, rivers,

and climate regions of Western Hemisphere.

6/7 – G1.2.5 Use information from modern technology, such as Global Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing, to locate information and process maps and data to analyze spatial patterns and to answer

geographic questions.

How can understanding geography help us understand the issues faced by the

people of the Western Hemisphere?

What can knowledge of a region’s landforms and climate tell us about a particular place?

The skills of geographic inquiry can be used to analyze issues facing the peoples of the

world.


Unit 2: Chapter 3 2 Weeks


Humans use technology to make particular ecosystems more

habitable.

The geographically informed individual uses the six themes of geography to understand

regions and peoples.

What are the six geographic themes that help us describe regions or places in the

Western Hemisphere?

In what ways can some ecosystems be more desirable than others for human

habitation?

6/7 – G2.2.1W Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural

traditions).

6/7 – G3.2.2W Identify ecosystems and explain why some provide greater opportunities (fertile soil, precipitation) for humans than do other ecosystems and how that changes with technology, e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones.

6/7 – G1.3.1W Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on Earth.

The human and physical characteristics of a place can be used to understand a particular place or region.

What are the physical characteristics that can be used to describe and explain the

Western Hemisphere?



6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain

human activities over time.

6/7 – G1.3.2W Explain the locations and distributions of physical and human characteristics of Earth by using

knowledge of spatial patterns.

6 – G4.4.2 Describe the cultural clash of First Peoples, French and English in Canada long ago, and the

establishment of Nunavut in 1999.

How do we use human characteristics to

study places in the Western Hemisphere?

How do we use human characteristics to

study places on the Earth?

How did the arrival of the early European settlers affect the First Peoples

of Canada?

The characteristics of a particular ecosystem influence human activity

in that ecosystem.

How do humans use technology to make

particular ecosystems more habitable?

How do historians use eras and other time periods to organize and study human

activities?

The movement of people around the world can greatly influence the cultures of a place or region.

Time constructs help us organize the study of the world.


Unit 2: Chapter 4 1 Week


People and places are connected by transportation and

communication.

How do transportation and communication connect places?

What are some ways in which human-induced changes in the physical environment in one place cause changes in other places?

6/7 G5.1.1W Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water), e.g., changes in the tropical

forest environments in Brazil, Peru, and Costa Rica.

6/7 – G5.1.2W Describe how variations in technology affect human modifications of the landscape. e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining coal in Kentucky and West Virginia

6/7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

Technology can positively or negatively affect people and the landscape of the places in which they live.

How have communities in the Western Hemisphere been affected positively or

negatively by changes in technology?



6/7 – G2.2.2W Explain how communities are affected positively or negatively by changes in technology. e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel.

6/7 – G5.1.3W Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places. e.g., cutting forests in one region may result in river basin flooding

elsewhere; building a dam floods land upstream and

may permit irrigation in another region.

How have human activities affected the atmosphere, biosphere, lithosphere, and hydrosphere in the Western Hemisphere?

How has the use of technology modified the landscape in the Western

Hemisphere?

Human activity affects changes in the ecosystems

in which they live.

The changes humans make in their physical environment can affect the environment of other

places and regions.




Economic systems provide the methods that allow people in a particular place or region to secure

necessary resources.

How do incentives vary in different economic systems?

6/7 – E3.3.1W Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? e.g., compare United States and Cuba, or Venezuela and Jamaica.

6 – E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

6/7 – E1.1.1 Explain how incentives vary in different economic systems (e.g., acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).

What can charts and graphs of import and export data tell us about patterns of economic interdependence in the Western

Hemisphere?



How do traditional command and market economies in the Western Hemisphere answer basic

economic questions?

Trade allows the widespread allocation of resources and creates economic interdependence between and among peoples and regions.


Unit 3: Mapping Lab 2--Latin America 1 Week

Reinforce Content Expectations taught in prior units.



How do cultural perspectives affect the creation of maps?

6 – G1.2.2 Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.

Cultural perspectives and technology affect

the creation of maps.

How have maps changed as a result of new technologies?

7 – G1.2.2 Explain why maps of the same place may vary as a result of the cultural or historical background

of the cartographer.

How can the political background of a cartographer influence the maps they

draw?




Geographical issues contribute to cooperation and conflict between

peoples and regions.

The characteristics of an ecosystem are dependent on its relative location and human

characteristics.

How do ecosystems in the Western Hemisphere differ as a result of relative location and human characteristics?

How have changes in the physical environment caused changes in human activities and choices in the Western Hemisphere?

6/7 – G4.3.2W Describe patterns of settlement by using historical and modern maps; e.g., coastal and river cities and towns in the past and present, locations of mega cities, modern cities over 5 million such as Mexico City, and patterns

of agricultural settlements in South and North America.

6/7 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use

of natural resources, power, wealth and cultural diversity).

6/7 – G3.2.1W Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities; e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, and the effects of annual flooding

on vegetation along river flood plains such as the Amazon.

People modify natural environments to make

them more habitable.

What are some of the places in the Western Hemisphere that have been modified to be suitable for human settlement?


6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada, irrigated agriculture, or clearing of

forests for farmland).

6/7 – G5.2.1W Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change; e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean, and earthquakes in Mexico City and Colombia.

What can we learn about patterns of settlement in the Western Hemisphere by using historical and modern maps?

What are some of the factors that contribute to conflict and/or cooperation between and among cultural groups?

Comparison of modern and historical maps of the same location can provide an understanding of pattern

of human settlement.

Changes in the physical environment of a place affect human activities in

that place.


Unit 4: Mapping Lab 3--Europe and Russia 1 Week




What are the six geographic themes that help us describe regions of places in the Eastern Hemisphere?

6/7 – G1.3.1E Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on Earth.

The geographically informed individual uses the six themes of geography to understand regions and

peoples.

6/7 – G2.2.1EW Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

How do we use human characteristics to study places on the Earth?

The human and physical characteristics of a place can be used to understand a

particular place or region.

Why do cultural groups cooperate or fall prey to conflict and how is the EU an example?

The European Union provides an example of how cultures create organizations to settle conflicts.


Unit 4: Chapter 14 continued 2 Weeks


What are the characteristics of a nation-state?

A nation-state is an independent state or country whose people share a common identity.



6/7 – C3.6.1EW Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere/Eastern Hemisphere nations interact.

6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

7 – C4.3.1 Explain how governments address national issues and form policies, and how the policies may not be consistent with those of other countries (e.g., population pressures in China compared to Sweden; international immigration quotas, international aid,

energy needs for natural gas and oil & military aid).

6/7 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues. (e.g., migration and human rights).

6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g., North American Free Trade Agreement (NAFTA), Organization of American States

(OAS), United Nations (UN).

How are geo-political relationships between countries affected by location, boundaries, and the national characteristics of individual nations?

How do governments address national issues and form policies, particularly when differences between countries cause conflicts?

What challenges do countries face that need to be solved together?

What roles do international organizations play in providing mutual benefits for countries?

What incentives do countries have to belong to international and regional organizations?

Geo-political relationships involve the protection of a country’s borders, and often involve issues related to a country’s location and resources.

Governments belong to international and regional organizations to protect the wants and needs of their people and to settle disputes with other countries or

regions.

7 – C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), and Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political)).






The changes humans make in their physical environment can affect the environment of other

places and regions.

What are some ways in which human-induced changes in the physical environment in one place

cause changes in other places?

What are some of the sources and methods that are used in historical

inquiry?

6/7 – G5.1.3E Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places, e.g., building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation

downstream.


6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical

quantitative data, radiocarbon dating, DNA analysis).

We can learn about the past by using a

variety of sources.


Unit 5: Mapping Lab 4--Africa 1 Week


Knowledge of a region’s physical features helps us to answer geographic questions about the

area.

A mental picture of the world is important to have when analyzing information about regions

and people.

Why are mental maps important in understanding information about the

Western Hemisphere?

How does knowledge of landforms, rivers, and climate help to answer geographic questions about the Eastern Hemisphere?

7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern

Hemisphere.

6/7 – G1.2.6E Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere.

6/7 – G1.1.2E Draw a sketch map from memory of the Eastern Hemisphere showing the

major regions.

Technological improvement in geographic tools has improved our knowledge and understanding of

regions and people.


6/7 – G2.1.1E Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

6/7 – G1.2.1E Locate the major landforms, rivers, and climate regions of Eastern

Hemisphere.

How can the Earth’s surface features and vegetation be compared using

technological tools?

How can understanding geography help us understand the issues faced by the people of the Eastern

Hemisphere?


The skills of geographic inquiry can be used to analyze issues facing the peoples of the

world.




Human activity affects changes in the ecosystems

in which they live.

The characteristics of an ecosystem are dependent on its relative location and

human characteristics.

How do ecosystems in the Western Hemisphere differ as a result of relative location and human characteristics?

How have changes in the physical environment caused changes in human activities and choices in the Eastern Hemisphere?

6/7 – G4.3.2E Describe patterns of settlement by using historical and modern maps; e.g., the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under

environmental stress such as the Sahel.

6/7 G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water), e.g., desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban centers, and chemical spills in European Rivers.

6/7 – G3.2.1E Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities; e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China.

The characteristics of a particular ecosystem influence human activity in that ecosystem.

In what ways can some ecosystems be more desirable than others for human habitation?



6/7 – G3.2.2E Identify ecosystems and explain why some provide greater opportunities (fertile soil, precipitation) for humans than do other ecosystems and how that changes with technology, e.g., China’s humid east and arid west and the effects of irrigation technology.

6/7 – G5.2.1E Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change; e.g., drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh.

What can we learn about patterns of settlement in the Western Hemisphere by using historical and modern maps?

How have human activities affected the atmosphere, bio-sphere, lithosphere, and hydro-sphere in the Eastern Hemisphere?

Comparison of modern and historical maps of the same location can provide an understanding of pattern of

human settlement.

Changes in the physical environment of a place affect human activities in

that place. 6 – W2.1.1 Explain how the environment favored hunter-gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere.

7 – W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia (Africa) were linked to the rise of pastoral societies on the steppes.

How do humans use technology to make particular ecosystems more habitable?

Humans use technology to make particular ecosystems

more habitable.

How did the environment of Central Asia and Africa favor hunter-gather, pastoral, and small-scale agricultural ways of life?

What were the characteristics of early civilization and pastoral societies?

Environments can be conductive to, or prohibitive of, pastoral or agricultural ways of life.




How do traditional command and market economies in the Eastern Hemisphere answer basic economic questions?

6/7 – E3.3.1E Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China.

Economic systems provide the methods that allow people in a particular place or region to secure necessary resources.



7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.

How are cultures affected when a change in economic conditions creates new gender roles?


Unit 6: Mapping Lab 5—Southwest Asia 1 Week




What generalizations can we make about patterns of population distribution in the Eastern Hemisphere?

7 – G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.

Technology can positively or negatively affect people and the landscape of the places

in which they live.

Forest Hills Public Schools 6th Grade Social Studies v4/09

6/7 – G2.2.2E Explain how communities are affected positively or negatively by changes in technology. e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles.

How have communities in the Eastern Hemisphere been affected positively or negatively by changes in technology?

6/7 – E2.3.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).

7 – E3.1.3 Determine the impact of trade on a region by graphing and analyzing the Gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.

How do economic decisions made by a

nation affect other nations?

What can be learned about the impact of trade on a region by analyzing its gross domestic product and the trend data on the value of imports and exports?

Technology can positively or negatively affect people and the landscape of the places

in which they live.

Decisions made by national governments on how to use and distribute resources impact other nations as

well as their own.

Analysis of a country’s economic indicators can be used to make predictions and informed decisions about

economic policy.


Unit 7: Mapping Lab 6—Monsoon Asia 1 Week




How can the Earth’s surface features and vegetation be compared using technological tools?

7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.

As people, products, and ideas diffuse throughout the world, cultures are influenced

and often changed.



6/7 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas and within the Eastern Hemisphere, e.g.,

baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration.

the spread of sports, music, architecture, television, Inter-

net, Bantu languages in Africa, Islam in Western Europe.

How are cultures affected by diffusion of

products and ideas?

6/7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world.

7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum in Africa, mineral resources in Asia)

What are the advantages and disadvantages of using technologies to move people, products and ideas around the world?

How have advances in communication technology affected worldwide economic interactions?

New technologies can tell us a great deal about Earth’s surface features and vegetation.

Communication innovations have changed the nature of economic competition in

the world.

6/7 – E3.1.3 (7-E3.1.4) Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies).

In what ways is trade important in the national economies of the Eastern Hemisphere?

The resources imported and exported by a region greatly affect

that region’s economy.








What are the physical characteristics that can be used to describe and explain the Eastern Hemisphere?

6/7 – G1.3.2E Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

The human and physical characteristics of a place can be used to understand a

particular place or region.

7 – E1.1.2 Describe the circular flow model (that businesses get money from households in ex-change for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).

6/7 – G5.1.2E Describe how variations in technology affect human modifications of the landscape. e.g., clearing of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean, and damming rivers to meet needs for electricity.

How can the circular flow model show the interconnections between business, government and households?

Graphic representations, such as the circular flow model, can be used to illustrate the flow of money and goods and services throughout an economy and

the world.

How do we use human characteristics to study places in the Eastern Hemisphere?

Technology can positively or negatively affect people and the landscape of the

place in which they live.

How has the use of technology modified the landscape in the Eastern Hemisphere?

6/7 – E3.1.2 Diagram or map the movement of a consumer product from where it is man-ufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

How do we map the global patterns and networks of trade for goods and services?


Unit 8: Mapping Lab 3—Oceania and Antarctica 1 Week



Curriculum Map

Based on Geography Alive! Regions and People

Working Draft

June, 2009

PLEASE NOTE:

See ―Understanding Social Studies Grade Level Content Expectations‖ for an explanation of how the course expectations are numbered. Some CEs appear multiple times throughout the course. In this Curriculum Map, the first time a CE is addressed it appears in boldface type. Repeat CEs that should be reviewed and reinforced as regions are studied appear in plain type. Vocabulary is also repeated throughout the course, particularly in the Mapping Labs. Therefore, a term is listed only the first time it appears. (Hence, there are some mapping labs with little or no new vocabulary.) Boldface vocabulary words are considered ―GEOTERMS.‖ The complete content expectation statements, along with clarifications provided by the Michigan Department of Education, can be found in the ―Content Expectations‖ section of this document.


GEOGRAPHY – 6th Grade Curriculum Map

UNIT 1: THE GEOGRAPHER’S WORLD

Week Core Topics Essential Questions and Vocabulary GLCE

CHAPTER 1 Week 1&2

The Tools of Geography Absolute Location Relative Location Distortion Map Projection Map Titles and Symbols Longitude and Latitude Map Scale Hemispheres, Continents, and Oceans The Earth and Sun

How do we use maps and other geographic tools to acquire and spatially process information? How can we use geographic tools to study the world on global, interregional, regional, and local scales?

6-G1.1.1 7-G1.1.1

absolute location relative location distortion map projections compass rose cardinal directions intermediate directions map grid map legend

map key global grid parallels of latitude meridians of longitude prime meridian International Date Line coordinates map scale hemisphere landmass

revolution rotation Tropic of Capricorn Tropic of Cancer Tropical zones Arctic Circle Antarctic Circle polar zones temperate zones

CHAPTER 2 Week 3&4

Seeing the World Like a Geographer Thematic Maps Physical Features Landforms Climate Vegetation Population Density Economic Activity

What are some of the resources that can be used to answer questions about the human and physical characteristics of places and regions? How can data be used to create thematic maps and to analyze population location and density patterns? How do we use climate graphs to answer geographic questions about regions in the Western Hemisphere?

6-G1.1.1 7-G1.1.1 6-G1.2.3 6/7-G3.1.1 W

climate economic activity landform physical feature population density region thematic map vegetation

cholera plateaus natural resources peninsula climate zones precipitation climagraph desert

humid continental vegetation zones plantations land use forestry fossil fuels hydroelectric power

UNIT 2: THE UNITED STATES AND CANADA


LAB Week 5

Mapping Lab #1: U.S. and Canada Physical Features of U.S. & Canada Vegetation Zones of U.S. & Canada Climate Zones of U.S .& Canada Population Density of U.S. & Canada Economic Activity of U.S. & Canada

Why are mental maps important in understanding information about the Western Hemisphere? How does knowledge of landforms, rivers, and climates help to answer geographic questions about the Western Hemisphere? What generalizations can we make about patterns of population distribution? How can new technologies, such as GPS and GIS, assist us in answering geographical questions? How can understanding geography help us understand the issues faced by the people of the Western Hemisphere?

6-G1.1.1 6-G1.2.3 6/7-G1.1.2W 6/7-G1.2.1W 6/7-G1.2.4 6/7-G1.2.5 6/7-G1.2.6W 6/7-G2.1.1W

shield tundra humid subtropical tropical wet and dry arid

semiarid highlands temperate grasslands ice cap

coniferous forests desert scrub chaparral mixed forest

CHAPTER 3 Week 6&7

Settlement Patterns and Ways of Life in Canada Canada’s Founding Peoples Canada’s Five Regions Settlement Patterns Plural Society (Who Speaks What) Canada’s Economic Activity Thinking Globally

What are the six geographic themes that help us describe regions or places in the Western Hemisphere? What are the physical characteristics that can be used to describe and explain the Western Hemisphere? How do we use human characteristics to study places in the Western Hemisphere? In what ways can some ecosystems be more desirable than others for human habitation? How do humans use technology to make particular ecosystems more habitable? How did the arrival of the early European settlers affect the First Peoples of Canada? How do historians use eras and time periods to organize and study human activities?

6-G1.1.1 6/7-G1.3.1W 6/7-G1.3.2W 6/7-G2.2.1W 6/7-G3.2.2W 6-G4.4.2 6-H1.1.1

ecumene plural society rural urban

capital city subarctic marine west coast igloo

aborigines Inuit First Peoples Nunavut

UNIT 2 CONTINUED: THE UNITED STATES AND CANADA


CHAPTER 4 Week 8

The Great Lakes: The U.S. and Canada’s Freshwater Treasures The Great Lakes in 1969 The Great Lakes Today Pollution Invasive Species Ecosystem Watershed Thinking Globally

How do transportation and communication systems connect places? How have communities in the Western Hemisphere been affected positively or negatively by changes in technology? How have human activities affected the atmosphere, biosphere, lithosphere, and hydrosphere in the Western Hemisphere? How has the use of technology modified the landscape in the Western Hemisphere? What are some ways in which human-induced changes in the physical environment in one place can cause changes in other places?

6-G.1.1.1 6-G1.2.6W 6/7-G3.2.2W 6/7-G1.3.3 6/7-G2.2.2W 6/7-G5.1.1W (SCIENCE)

6/7-G5.1.2W 6/7-G5.1.3W 6-P3.1.1 6-P4.2.1 6-P4.2.2 6-P4.2.3

ecosystem freshwater watershed food web food chains

pollution glaciers point-source pollution pollutants runoff

sediment invasive species habitat wetlands

CHAPTER 7 Week 9

Consumption Patterns in the United States: The Impact of Living Well Consumption Developed Countries Developing Countries Gross Domestic Product Food Consumption Oil Consumption Computer and Internet Use Educated Work Force Thinking Globally

How do incentives vary in different economic systems? What can charts and graphs of import and export data tell us about patterns of economic interdependence in the Western Hemisphere? How do traditional, command, and market economies in the Western Hemisphere answer basic economic questions?

6-G1.1.1 6/7-G2.2.1 6/7-E1.1.1 6-E3.1.1 6/7-E3.3.1W

consumption developed countries developing countries gross domestic product per capita

calories technology digital divide recycling

traditional economy command economy market economy

UNIT 3 LATIN AMERICA


LAB Week 10

Mapping Lab #2: Latin America Physical Features of Latin America Vegetation Zones of Latin America Climate Zones of Latin America Population Density of Latin America Economic Activity of Latin America

See previous units. 6-G1.1.1 6/7-G1.1.2W 6/7-G1.2.1W 6-G1.2.3 6-G1.2.4 6/7-G1.2.5 6/7-G1.2.6W 6/7-G2.1.1W 6/7-G3.2.2W

cloud forest broadleaf evergreen forest tropical grasslands forest floor

empire dictators livestock raising subsistence farming

barter commercial farming tourism

CHAPTER 9 Week 11

Spatial Inequality in Mexico City: From Cardboard to Castles Spatial Inequality Unequal Distribution of Wealth Rule Decline Standard of Living Urbanization Thinking Globally

How do cultural perspectives affect the creation of maps? How can the political background of cartographers influence the maps they draw? How have maps changed as a result of new technologies?

6-G1.1.1 6/7-G1.2.6W 6-H1.1.1 6/7-E1.1.1 6-P3.1.1 6-G1.2.2 7-G1.2.2

spatial inequality standard of living urbanization rural decline

suburbs metropolitan area communal lands unemployment volcanoes

smog air quality estates tenements

CHAPTER 12 Week 12&13

Land Use Conflict in the Amazon Rainforest Land Use Conflict Biodiversity Deforestation Sustainable Development Indigenous Wants Rubber-Trapper Wants Logger Wants Settler Wants Cattle Rancher Wants Environmentalists Wants Reducing Land Use Conflict Thinking Globally

How do ecosystems in the Western Hemisphere differ as a result of relative location and human characteristics? What are some of the factors that contribute to conflict and/or cooperation between and among cultural groups? How have changes in the physical environment caused changes in human activities and choices? What can we learn about patterns of settlement in the Western Hemisphere by using historical and modern maps? What are some of the places in the Western Hemisphere that have been modified to be suitable for settlement?

6-G1.1.1 6/7-G1.2.6W 6/7-G2.2.1 6/7-G5.1.1 SCIENCE

6/7-G5.1.2W 6/7-G5.1.3W 6-P4.2.1 6-P4.2.2 6/7-G3.2.1W 6-G4.3.1 6/7-G4.3.2W 6/7-G4.4.1 6/7-G5.2.1W

tropical rainforest biodiversity deforestation carbon oxygen cycle sustainable development

indigenous people canopy lower story clear cut

reserves nutrients ecotourism reforestation

UNIT 4: EUROPE AND RUSSIA


LAB Week 14

Mapping Lab #3: Europe and Russia Physical Features of Europe & Russia Vegetation Zones of Europe & Russia Climate Zones of Europe & Russia Population Density of Europe & Russia Economic Activity of Europe & Russia

See previous units. 6-G1.1.1 6/7-G1.1.2 6/7-G1.2.1W 6-G1.2.3 6/7-G1.2.4 6/7-G1.2.5 6/7-G1.2.6W 6/7-G2.1.1W

marine climate continental climate Mediterranean climate

nation Industrial Revolution

cash crops natural gas


Supranational Cooperation in the European Union Supranational Cooperation European Union Centrifugal Force Centripetal Force Common Markets Economic Cooperation Political Cooperation Cultural Cooperation Thinking Globally

What are the six geographic themes that help us describe regions or places in the Eastern Hemisphere? How do we use human characteristics to study places on the Earth? Why do culture groups cooperate or fall prey to conflict and how is the European Union an example? What are the characteristics of a nation-state? How are geo-political relationships between countries affected by location, boundaries, and the national characteristics of individual nations? How do governments address national issues and form policies, particularly when differences between countries cause conflicts? What challenges do countries face that need to be solved together? What role do international organizations play in providing mutual benefits for countries? What incentives do countries have to belong to international and regional organizations?

6-G1.1.1 6/7-G1.3.3 6/7-G1.3.1W 6/7-G4.4.1 6/7-G1.3.1E 6/7-G2.2.1EW 7-G4.4.2 6/7-C3.6.1EW 6-C4.3.1 7-C4.3.1 6/7-C4.3.2 6-C4.3.3 7-C4.3.3

supranational cooperation centripetal force centrifugal force common market tariffs

currency euro trade bloc European Union

cultural identity diversity

UNIT 4 CONTINUED: EUROPE AND RUSSIA


CHAPTER 16 Week 17

Invisible Borders: Transboundary Pollution in Europe The Chernobyl Radiation Accident The ―Black Triangle‖ and Acid Rain -The Tisza-Danube Cyanide Spill Thinking Globally

What are some ways in which human-induced changes in the physical environment in one place can cause changes in other places?

6-G1.1.1EW 6/7-G5.1.1 6/7-G5.1.3E

nuclear radiation transboundary pollution acid rain river system

accidental pollution general pollution nuclear reactor downwind

toxic chemical sewage detected potential


New Nation-States from the Old Soviet Empire: Will They Succeed? Ethnic Groups Nationalism Nation-States Kazakhstan Azerbaijan Belarus Lithuania Russia Thinking Globally

What are some of the sources and methods that are used in historical inquiry and analysis to study the past?

6-G1.1.1 6/7-G4.4.1 6/7-C3.6.1E 6-C4.3.1 7-C4.3.1 6-H1.2.1

ethnic group nationalism nation-state state

superpowers failed state life expectancy toxic waste

pesticides landlocked NATO

UNIT 5: AFRICA


LAB Week 20

Mapping Lab #4: Africa Physical Features of Africa Vegetation Zones of Africa Climate Zones of Africa Population Density of Africa Economic Activity of Africa (Need to pick up ―Ring of Fire‖ Chapter 17,p.262)

How can we use geographic tools to study the world on global, interregional, regional, and local scales? Why are mental maps important in understanding information about the Eastern Hemisphere? How does knowledge of landforms, rivers, and climates help to answer geographic questions about the Eastern Hemisphere? How can understanding geography help us understand the issues faced by the people of the Eastern Hemisphere? How can the earth’s surface features and vegetation be compared using technological tools?

7-G1.1.1 6/7-G1.1.2E 6/7-G1.2.4 6/7-G1.2.5 6/7-G1.1.2E 6/7-G1.2.1E 6/7-G1.2.6E 6/7-G2.1.1E 7-G2.1.2

oasis oases

Ring of Fire

CHAPTER 20 Weeks 21&22

Life in The Sahara Desertification The Sahel Pastoral Nomads Desert Environment Adaptations to Desert Life Oases Environment Adaptations to Oases Life The Sahel Environment Adaptations to Life in the Sahel Thinking Globally

How do ecosystems in the Eastern Hemisphere differ as a result of relative location and human characteristics? In what ways can some ecosystems be more desirable than others for human habitation? How do humans use technology to make particular ecosystems more habitable? What can we learn about patterns of settlement in the Eastern Hemisphere by using historical and modern maps? How have changes in the physical environment caused changes in human activities and choices in the Eastern Hemisphere? How did the environment of Central Asia and Africa favor hunter-gatherer, pastoral, and small-scale agricultural ways of life? What were the characteristics of early civilization and pastoral societies?

6/7-G1.3.1E 7-G1.1.1 6/7-G3.2.1E 6/7-G3.2.2E 6/7-G4.3.2E 6/7-G5.1.1E 6/7-G5.2.1E 6-W2.1.1 7-W2.1.5

drought marginal land pastoral nomads desertification

trade winds ergs regs hammads

wadis windbreaks adaptation shifting agriculture

UNIT 5 CONTINUED: AFRICA



Micro-entrepreneurs: Women’s Role in the Development of Africa Developing countries Gender-based Division of Labor Informal Economy Peanuts in Rural Mali Selling in Uganda Food Prep in Botswana Thinking Globally

How do traditional, command, and market economies in the Eastern Hemisphere answer basic economic questions? How has the changing roles of women in Africa affected the traditional cultures of the region?

7-G1.1.1 6/7-G2.2.1E 6/7-E3.3.1E 7-G4.1.2

micro-enterprise micro-entrepreneurs gender-based division of labor

undernourished civil war informal economy

multi-functional platform UNDP micro-credit organization

UNIT 6: SOUTHWEST ASIA


LAB Week 25

Mapping Lab #5: Southwest Asia Physical Features of Southwest Asia Vegetation Zones of Southwest Asia Climate Zones of Southwest Asia Population Density of Southwest Asia Economic Activity of Southwest Asia

What generalizations can we make about patterns of population distribution in the Eastern hemisphere?

7-G1.1.1 6/7-G1.1.2E 6/7-G1.2.1E 6/7-G1.2.4 6/7-G1.2.5 6/7-G1.2.6E 6/7-G2.1.1E 7-G1.2.4

inland seas gulf nomadic herding

global positioning system (GPS) geographic information system (GIS)


Oil in Southwest Asia: How ―Black Gold‖ Has Shaped a Region Oil Reserves Crude Oil Nonrenewable Resource Renewable Resource Many Ethnic Groups and One Major Religion Geology and Geography of Oil Oil Distribution Gross Domestic Product The Price and Flow of Oil OPEC Thinking Globally

How have communities in the Eastern Hemisphere been affected positively or negatively by changes in technology? How do economic decisions made by a nation affect other nations? What can be learned about the impact of trade on a region by analyzing its gross domestic product and trend data on the value of imports and exports?

7-G1.1.1 6/7-G1.2.6E 6/7-G1.3.1 6-H1.1.1 6-C4.3.3 7-C4.3.3 6/7-G2.2.2E 6/7-E2.3.1 7-E3.1.3

oil reserves non-renewable resource crude oil renewable resource

nomads Earth’s crust geothermal energy impermeable rock pores tectonic plates

proven reserves distribution infant mortality rate solar energy ethanol

UNIT 7: MONSOON ASIA (SOUTHEAST ASIA)


LAB Week 28

Mapping Lab #6: Monsoon Asia Physical Features of Monsoon Asia Vegetation Zones of Monsoon Asia Climate Zones of Monsoon Asia Population Density of Monsoon Asia Economic Activity of Monsoon Asia


7-G1.1.1 6/7-G1.1.2E 6/7-G1.2.1E 6-G1.2.3 7-G1.2.4 6/7-G1.2.5 6/7-G1.2.6E 6/7-G2.1.1.E 7-G2.1.2

deltas World Wide Web

monsoon commercial fishing


Tech Workers and Time Zones: India’s Comparative Advantage Information Technology (IT) Outsourcing Comparative Advantage India’s Geographic Setting and Economy Advantage One: Low Wages Advantage Two: English Speakers Advantage Three: Trained Workers Thinking Globally

How have advances in communication technology affected economic interactions world-wide? In what ways is trade important in the national economies of the Eastern Hemisphere? How are cultures affected by diffusion of products and ideas? What are the advantages and disadvantages of using technologies to move people, products and ideas around the world?

7-G1.1.1 6/7-G1.3.3 6/7-G2.2.1E 6/7-G2.2.2E 6/7-E1.1.1 6/7-G4.1.1 6/7-G4.2.1 7-E3.1.1 6/7-E3.1.3

comparative advantage informational technology outsource time zone

castes cost of living work force dialects linguistic groups

illiterate brain drain immigration migration foreign investment


China: The World’s Most Populous Country China’s Geographic Setting Zero Population Growth Plan One: Slow Population Growth Plan Two: More Clean Energy Plan Three: Economic Growth Thinking Globally

See previous units.

6-G1.1.1 7-G1.1.1 6/7-G1.2.6E 6/7-G2.2.1E 6/7-G5.1.3E 6/7-E1.1.1

famine zero population growth rate of natural increase doubling time

flood plains one child policy clean fuel fault

special economic zones migrant workers

UNIT 7: MONSOON ASIA (SOUTHEAST ASIA)


CHAPTER 31 Week 33

Population Density in Japan: Life in a Crowded Country Population Density Japan’s Geographic Setting Arable Land Limited Land Effects on Transportation Effects on Housing Effects on Land Use Effects on Health Thinking Globally

What are the physical characteristics that can be used to describe and explain the Eastern Hemisphere? How do we use human characteristics to study places in the Eastern Hemisphere? How has the use of technology modified the landscape in the Eastern Hemisphere?

7-G1.1.1 6/7-G2.2.1 6/7-G4.3.2 6/7-G1.3.2E 6/7-G5.1.2E

arable land population distribution physiologic population density arithmetic population density

tsunamis commute time extended families nuclear families

earthquake zone terracing waste water


The Global Sneaker: From Asia to Everywhere Globalization Economic Interdependence Free Trade Multinational Cooperation Athletic Shoe Production Design Materials Manufacturing Distribution Thinking Globally

How can the circular flow model show the interconnections between business, government, and households? How do we map the global patterns and networks of trade for goods and services?

7-G1.1.1 6/7-G1.2.6EW 6/7-G1.3.3 6/7-G4.2.1 6/7-G4.4.1 6/7-E1.1.1 7-E1.1.2 6/7-E3.1.2

free trade multi-national corporation economic interdependence

synthetic production

labor costs freight containers

UNIT 8: OCEANIA AND ANTARTICA


LAB Week 36

Mapping Lab #7: Oceana and Antarctica Physical Features of Oceana and Antarctica Vegetation Zones of Oceana and Antarctica Climate Zones of Oceana and Antarctica Population Density of Oceana and Antarctica Economic Activity of Oceana and Antarctica

See previous units.

7-G1.1.1 6/7-G1.2.1E 6-G1.2.3 7-G1.2.4 6/7-G1.2.5 6/7-G1.2.6E 6/7-G2.1.1E 6/7-G2.1.2E

windward side groundwater


Content Expectations

PLEASE NOTE:

This Content Expectations document contains the State CEs and the ―Response to Essential (Focus) Questions‖ taken directly from the State’s ―Companion Document.‖ However, the ―Essential (Focus) Questions‖ were rewritten to provide clarity, specificity, and guidance in developing course assessments. It is critical that teachers teach to the CEs and use the Essential Questions as tools to determine student understanding As described on the ―Understanding Social Studies Grade Level Content Expectations‖ page, this course contains CEs taken from the Michigan Content Expectations for both sixth and seventh grade

SIXTH GRADE SOCIAL STUDIES CONTENT EXPECTATIONS

GEOGRAPHY—Regions and People

CONTENT EXPECTATION CH. FH ESSENTIAL QUESTION RESPONSE TO ESSENTIAL QUESTION

H1.1 Temporal Thinking Use historical conceptual devices to organize and study the past.

6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.

3 9

24

How do historians use eras and time periods to organize and study human activities?

We use eras, millennia, periods, decades, and centuries. We use these devices to organize time and to describe the common characteristics of events during that time period. The era of the Ice Age is characterized, for example, by a certain climate which affected large areas of the Earth. The decades of the ―Cold War‖ were characterized by the polarization of power between two super powers. Looking for common characteristics in devices that help us organize time helps historians and students explain and compare human activity.

H1.2 Historical Inquiry and Analysis Use historical inquiry and analysis to study the past.

6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

18

What are some of the sources and methods that are used in historical inquiry?

Historians use a variety of sources to explore the past. The sources provide information that is used to describe and explain the past. Technology has changed the way in which information is obtained, stored and analyzed. We can learn about the past by examining artifacts, reading primary and secondary sources, using historical maps, radiocarbon dating, DNA analysis, and other sources.

W2.1 Early Civilizations and Early Pastoral Societies Describe the characteristics of early Western Hemisphere civilizations and pastoral societies.

6 – W2.1.1 Explain how the environment favored hunter-gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere.

20

How did the environment of Central Asia and Africa favor hunter-gather, pastoral, and small-scale agricultural ways of life?

Areas with regular and abundant precipitation, soil and adequate growing seasons developed societies that utilized small scale agriculture; as well as opportunities for hunting, fishing and gathering of berries and other plants for food, dye, and medicine. Drier and more mountainous climates developed small pastoral societies, which often supplemented agriculture with hunting and gathering. Agriculture could be sustained through irrigation of specialty crops such as potatoes.

7 – W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia (Africa) were linked to the rise of pastoral societies on the steppes.

20

What were the characteristics of early civilization and pastoral societies?

The geography of Central Asia was favorable to supporting small bands of pastoral people. Some characteristics of pastoral societies were a nomadic lifestyle, small population groups, dependence on livestock for wealth and status. The leadership of bands was often based on inheritance. They used well-defined migratory routes which recognized rights to specific water and pasture land. Pastoral people inhabited the arid and semi-arid grasslands, or steppes, of the Eastern Hemisphere where rainfall determined grazing regions. The physical geography of the pasture lands was most often valley plains located between mountain ranges.

C3.6 Characteristics of Nation-States Describe the characteristics of nation-states and how they may interact.

6/7 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere/Eastern Hemisphere nations interact.

14 18

What are the characteristics of a nation-state?

A nation-state can be defined as having a specific geographic territory, permanent

citizenry, jurisdiction over the people that reside there, political sovereignty, and a government. A nation-state is often referred to as a country. Most countries in the Eastern Hemisphere exchange diplomats and participate in the United Nations. Countries usually have economic and cultural exchange agreements. Most nations in the Western Hemisphere exchange diplomats and participate in the Organization of American States (OAS). Most countries have economic and cultural exchange agreements.


6 – C3.6.2 Compare and contrast a military dictatorship such as Cuba (Africa), a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.

5th SS What are the differences between government systems?

We can ask three questions to compare parliamentary systems, presidential systems and dictatorships. Question 1: How is a leader chosen? In the presidential system, the president is chosen by the people, in the United States through the electoral college; in a parliamentary system, the prime minister is chosen by the majority political party; and in a dictatorship, the leader is chosen by decree backed by force. Question 2: How many political parties does the country have? Presidential and parliamentary are multi-party systems, in dictatorships there are no political parties or one legally recognized party. Question 3: How are laws made? In the presidential system, laws are passed by Congress and approved or vetoed by the President; in a parliamentary system, the laws are passed by the Parliament, in a dictatorship laws are passed by decree of the leader or ruling party.

C4.3 Conflict and Cooperation Between and Among Nations Explain the various ways that nations interact both positively and negatively.

6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

14 18

How are geo-political relationships between countries affected by location, boundaries, and the national characteristics of individual nations?

Location is an important aspect of the geo-political relationship a country has with

other countries. There are two basic aspects of geo-politics. First, all countries want to have undisputed territorial boundaries that clearly define political space and are respected by other countries. Secondly, countries want to protect national borders by projecting a strong national image, both at home and in other countries. A country's national interests most often come in conflict with nearby or adjacent countries over natural resources, migration of citizens, and disputed land. International cooperation and negotiations over sovereign borders and other issues of national identity can provide stability and resolution over geo-political issues.

7 – C4.3.1 Explain how governments address national issues and form policies, and how the policies may not be consistent with those of other countries (e.g., population pressures in China compared to Sweden; international immigration quotas, international aid, energy needs for natural gas and oil and military aid).

14 18

How do governments address national issues to form policies, particularly when differences between countries cause conflicts?

Generally countries attempt to form policies that best serve the interests of their own people. In representative forms of government the people’s elected representatives meet to discuss what these policies should be. The priorities and values of the people direct the policies that are enacted. If a government officials engage in policy making that the people do not support, they will be voted out of office or the officials will take over the government from the people. If this occurs, then it would be a dictatorship. All countries have different histories and different physical and human characteristics; because of this diversity, it is logical to acknowledge that the priorities and policies of some countries would come in conflict with other countries. Some examples of conflicts that have occurred between countries include differences in trade policies, differences in population priorities and control, and differences over environmental concerns.

6/7 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues. (e.g., migration and human rights).

14

What challenges do countries face that need to be solved together?

Some examples of challenges governments face are trade, immigration and national sovereignty. Ideally, governments would want to support low prices on consumer goods and protect jobs and industries at home. Ideally, countries would want to support the free movement of all people. Ideally, all nations would seek to protect

their national sovereignty. HOWEVER, countries must make choices and the best choices serve the common good of their citizens. In reality, governments may make decisions which fall short of the ideal to serve a greater good. Some issues inherently involve the cooperation of many countries to solve, such as immigration, pollution, fair trade policies, or fighting the drug trade.


6 – C4.3.3 Give examples of how countries work together for mutual benefits through international organizations (e.g., North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN).

14 24

What roles do international organizations play in providing mutual benefits for countries?

Countries work together for their mutual benefit through international organizations. Governments work together when it is more efficient to work together than it would be to work independently. Some regional examples of governments working together are the trade agreements between United States, Canada, and Mexico known as NAFTA; and The Organization of American States (OAS), working to strengthen democracy in the region through the overseeing of fair and free elections, working for peace by leading negotiations to resolve border disputes, and fighting the drug trade. Globally, the United Nations (UN) seeks to maintain international security, cultural treasures, and protect human rights.

7 – C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), and Organization of the Petroleum

Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political)).

14 24

What incentives do countries have to belong to international and regional

organizations?

Generally countries form policies that attempt to best serve the interests of their own people. Throughout the twentieth century countries have found it beneficial to form alliances. These alliances can fulfill a variety of social, political, economic, military, and humanitarian needs. A single country will choose to make alliances and treaties

with a variety of countries. Sometimes individuals who are enemies will belong to the same organization because it serves the interests of their countries. The United Nations is an example of an organization to which almost all countries belong.

E1.1 Individual, Business, and Government Choices Describe how individuals, businesses and government make economic decisions when confronting scarcity in the market economy.

6/7 – E1.1.1 Explain how incentives vary in different economic systems (e.g., acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).

7 9

28 30 32

How do incentives vary in different economic systems?

Individuals respond predictably to positive and negative incentives in market economies. Productive resources, such as natural resources, labor or human resources, and capital resources are privately owned. Incentives and profits motivate producers to produce the best product at the lowest cost. In a command economy where the profit motive is not present, there exists little incentive, outside of loyalty, to work hard, contain costs, or produce quality goods.

7 – E1.1.2 Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).

32

How can the circular flow model show the interconnections between business, government and households?

The circular flow model is a device designed to show how the factors of production come together in a market economy. The factors of production are natural resources also called land, human resources also called labor, and capital. Put together by entrepreneurs, the factors of production are the building blocks of the production of goods and services in a market economy. Who owns the factors of production, how they are exchanged, and for what purposes is what we can see on a circular flow model. Individual households provide labor, land and capital to the government and to business. People can work for the government or for a business in exchange for a wage. People also provide capital in the form of taxes to the government; they can also provide capital for businesses if they invest their savings in the purchase of stocks or bonds. In a free market society, natural resources are often owned by individuals. These resources can be sold to both businesses and the government. The government provides services to both business and households in exchange for taxes. Some of the natural resources of our country are owned by the

government. The government can sell or lease these resources to individuals or businesses. With tax money, the government provides goods and services known as public goods and public services. These public goods or services are provided with tax income when it is determined that it is more efficient for the government to do so as opposed to private entrepreneurs. Schools, libraries, roads, bridges and the protection of the nation's armed forces are some examples.


E2.3 Role of Government Describe how national governments make decisions that affect the national economy.

6/7 – E2.3.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).

24 How do economic decisions made by a nation affect other nations?

Governmental policies regarding trade, like the imposition of tariffs, sanctions, and treaties have negative impact on foreign companies and domestic consumers. Sanctions and tariffs increase the cost of foreign goods, protecting the dominance of domestic companies. Foreign companies are forced to charge higher prices as compared to domestic goods or services. Consumers are hurt because the lack of competition from foreign companies keeps prices artificially high. For example, through the use of sanctions: Japan restricts import of tuna to protect its tuna farming industries, causing the prices for tuna in Japan to be higher for Japanese consumers.

Chile could restrict the import of salmon to protect its salmon farming industries causing the prices for salmon in Chile to be higher for Chilean consumers.

E3.1 Economic Interdependence Describe patterns and networks of economic interdependence, including trade.

6 – E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

7

What can charts and graphs of import and export data tell us about patterns of economic interdependence in the Western Hemisphere?

We can use import and export data to compare different countries and make generalizations about patterns of economic interdependence.

7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum in Africa, mineral resources in Asia)

28

In what ways is trade important in the national economies of the Eastern Hemisphere?

Trade is important to all countries. Geographic diversity has made the allocation of resources throughout the planet widespread. The natural, human and capital resources of countries vary. For the largest number of people to be able to have their needs met, it is best for countries to produce those products and services for which they are most efficient; an example of this might be Germany. Germany is a country with many human and capital resources. Germans love bananas. It would be possible for Germans to build large greenhouses to grow bananas, but the cost of growing bananas in this way would be very high. It is cheaper for Germans to import bananas from a country with an appropriate climate and adequate banana production. Importing bananas means that more Germans can decide to purchase bananas if they want to consume them. Germany will then apply its resources to produce those things for which they have the greatest efficiency. Every country freely trading those products and services they are most efficient in producing means that products worldwide are available at competitive costs.

6/7 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

32

How do we map the global patterns and networks of trade for goods and services?

We can map the production of consumer products including raw materials, labor, and capital to demonstrate the economic interdependence of countries in a global market system.

6/7 – E3.1.3 (7-E3.1.4) Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies).

28

How have advances in communication technology affected worldwide economic interactions?

Communication innovations have made the competition for the provision of services by the most productive provider a worldwide competitive market. Some examples are: expert readings of medical x-rays, records, and tests by highly qualified physicians regardless of geographic location, and provision of customer support for computers and electronics in countries world-wide.


7 – E3.1.3 Determine the impact of trade on a region by graphing and analyzing the gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.

24

What can be learned about the impact of trade on a region by analyzing its gross domestic product and the trend data on the value of imports and exports?

We can determine the impact of international trade on the Gross Domestic Product (GDP), for regions in the Eastern Hemisphere by analyzing data and trends. Using impact and trend data to make predictions enables countries to prepare for the future. Impact and trends can show the effect of current economic policies. It can also predict what potential changes in policies might mean. Analyzing data is one way for countries to make informed decisions about economic policy.

E3.3 Economic Systems Describe how societies organize to allocate resources to produce and distribute goods and services.

6/7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare

United States and Cuba, or Venezuela and Jamaica; market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China)

West 7

East 21

How do traditional command and market economies in the Western/Eastern Hemisphere answer basic economic questions?

In traditional economies, who produces a good or service in a traditional economy is inherited or determined by gender roles. Tradition dictates what and how products are produced. Barter or local currency is most often the medium of exchange. In command economies, economic goals are set in multiyear plans. Decisions about what is produced are made by a central planning committee of the government. Allocation of resources to produce and distribute goods and services is also determined by the planning group. The benefits of production are shared by

society. In market economies, what should be produced is determined by consumer demand. How goods and services will be produced and distributed will be determined by entrepreneurs who must compete for resources in the market place. The benefits of production will go to those consumers who can pay the market price and to producers and distributors who earn a profit because they have risked their investment.

G1.1 Spatial Thinking Use maps and other geographic tools to acquire and process information from a spatial perspective.

6 – G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world.

1, 2, L1, 3, 4, 7, L2, 9,

12, L3, 14, 16, 18, 30

How do we use maps and other geographic tools to acquire and spatially process information?

We use maps to show what places and regions are like. At the most basic level, the maps are used to show information, location and names of places, and data such as population density, economic productivity, and climate. At more complex levels, maps are used to explain why a place or region is particularly well suited for an activity. For example, Central Chile produces many grape vineyards. We ask why and compare regions using the climate map. The climate map tells us the region has a Mediterranean climate which has dry, hot summers and mild winters – conditions which are excellent for vineyards. We can locate other areas of the world with Mediterranean climates and predict that vineyards are grown there as well. The spatial pattern of the climate map has enabled us to predict spatial patterns for vineyards.

7 – G1.1.1 Explain and use a variety of

maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.

1, 2, L4, 20, 21,

L5, 24, L6, 28, 30, 31, 32, L7,

How can we use geographic

tools to study the world on global, interregional, regional, and local scales?

Geographers use maps to show places and regions at different scales. At the most basic level, maps are used to show information, location and names of places, and data such as population density, economic productivity, and climate. When a map of a different scale is used, the amount of detail and perspective change. At the local scale, the details of the immediate environment are shown. At the interregional scale, a larger area is presented on the map and geographic patterns may be

observed, such as the location of populations along rivers. At the global scale, the entire world is shown on the map and continental and oceanic patterns of climate, vegetation and topography can be shown. Global maps may also show world populations distribution and cultural patterns, such as language and religion. At more complex levels, maps are used to explain why a place or region is particularly well suited for an activity. Web-based maps such as Google Earth may be used to change the scale and perspective from global to local and the respective changes in the detail of the information.


6/7 – G1.1.2 Draw a sketch map from memory of the Eastern/Western Hemisphere showing the major regions.

Canada, United States, Mexico, Central America, South America, and Caribbean.

Africa, Asia, Europe, Australia/Oceania, Antarctica

West L1-L3

East L4-6

Why are mental maps important in understanding information about the Western/Eastern Hemisphere?

We use mental maps to understand information about the world. Mental maps help people make decisions, ask further questions, navigate through their world, and form hypotheses about other places.

G1.2 Geographical Inquiry and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context.

6/7 – G1.2.1 Locate the major landforms, rivers, and climate regions of the Eastern/Western Hemisphere.

West L1-L2

East L4-7

How does knowledge of landforms, rivers, and climate help to answer geographic questions about

the Western/Eastern Hemisphere?

We can use maps of the locations of major landforms and climate regions to answer geographic questions. Geographic questions are: Where is something located? Why is it there? With what is it associated? What are the consequences of its location

and associations? What is this place like? How has this place changed over time?

6 – G1.2.2 Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.

9

How do cultural perspectives affect the creation of maps?

How have maps changed as a result of new technologies?

Cultural perspectives and technology affect the creation of maps. As an example: American Indians living in Northern Michigan could draw maps showing many of the same features as a map produced by the Michigan Department of Transportation. The American Indian cultural perspective may also lead a Native American in Michigan to map things in the environment useful to his/her cultural group using traditional words and phrases. New technology can add additional information to thematic maps or correct previously held information.

7 – G1.2.2 Explain why maps of the same place may vary as a result of the cultural or historical background of the cartographer.

9

How can the political background of a cartographer influence the maps they draw?

A map reflects the cultural and political background of the person who drew it. A map drawn by a person from Pakistan will likely show Kashmir as a part of Pakistan. A person from India will likely include Kashmir as a part of India. The two perspectives regarding the location of Kashmir reflect rational and cultural perspectives. The maps may also include the names, locations, and ethnic groups that each person is more familiar with from his or her cultural perspective.

6 – G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

2 L1-L3 L6-7

How can data be used to create thematic maps and to analyze population location and density patterns?

We can use data to create thematic maps and to analyze population location and density patterns. Two examples would be the Great Plains and the Mississippi Valley, and Northern and Southern Mexico. Rainfall is less on the Great Plains and in Northern Mexico leading to less dense population patterns, compared to the Mississippi Valley region and Southern Mexico. A second generalization we could make about the same areas is that cities locate near water or in locations that have good water supply.

6/7 – G1.2.4 (7 – G1.2.3) Use observations from air photos, photographs (print and CD) and films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions.

West L1-L3

East L4-7

What are some of the resources that can be used to answer questions about the human and physical characteristics of places and regions?

A variety of geographic resources may be used to answer geographic questions about the characteristics of places and regions in the western hemisphere, such as

Where is something located? Why is it there? With what is it associated? What are the consequences of its location and associations? What is this place like? How has this place changed over time?


7 – G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.

L5 L6 L7

What generalizations can we make about patterns of population distribution in the Eastern Hemisphere?

Maps enable a person to analyze patterns and answer general questions about why people live where they do. The density of population in the Eastern Hemisphere is greatest in the following regions: Europe; South Asia: India-Pakistan-Bangladesh; East Asia: Eastern China-Japan-South Korea; and Tropical West Africa: Nigeria-Benin-Togo-Ghana-Cote de Ivore-Liberia-Sierra Leone. Many generalizations can be made about population pattern and density. One generalization could be that population density is greatest in regions where the climate provides the best opportunities for agricultural production, such as where the precipitation and growing season are adequate for growing crops. Another is that population density is greatest where opportunities for trade and transportation are abundant, such as in the urban regions along the rivers and seacoasts of Europe.

6/7 – G1.2.5 Use information from modern technology, such as Global Positioning System

(GPS), Geographic Information System (GIS), and satellite remote sensing, to locate information and process maps and data to analyze spatial patterns and to answer geographic questions.

L1-7

How can new technologies,

such as GPS and GIS, assist us in answering geographical questions?

New maps and satellite images which employ science and technology will be more accurate, show greater detail, provide more data, and be updated more frequently. They assist in answering geographical questions, such as where is

something located? Why is it there? With what is it associated? What are the consequences of its location and associations? What is this place like? How has this place changed over time? This information will allow us to identify and analyze spatial patterns, where things are located and why, and answer geographic questions.

6/7 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern/Western Hemisphere.

West L1-3,

4, 9, 12

East L4-7

24,32

How can understanding geography help us understand the issues faced by the people of the Western/Eastern Hemisphere?

We can use geographic inquiry to analyze issues of importance in the Western Hemisphere. For example, we analyze a problem by asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions. An example would be:

the population living in proximity to potential natural disasters such as the Mississippi River Flood Plain, including New Orleans and St. Louis; near active volcanoes; and fault lines in earthquake zones.

finding the population living in proximity to the potential natural disasters such as the Ganges Delta in Bangladesh, the Ring of Fire active volcanoes such as Indonesia, and on the fault lines and earthquake zones, such as Japan.

G1.3 Geographical Understanding Use geographic themes, knowledge about processes and concepts to study the Earth.

6/7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on Earth.

West 3, 14

East

20,24

What are the six geographic themes that help us describe regions or places in the Western/Eastern Hemisphere?

We use location, human environment interaction, movement, and region to describe regions or places on Earth. The themes include the information that is essential to understand the geographic significance of places and regions and to answer the geographic questions: Where is something located? Why is it there? With what is it associated? What are the consequences of its location and associations? What is this place like? How has this place changed over time?


6/7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

West 3

East 31E

What are the physical characteristics that can be used to describe and explain the Western/Eastern Hemisphere?

How do we use human characteristics to study places in the Western/Eastern Hemisphere?

We use the spatial patterns of physical and human geography to describe and explain the Earth. Human characteristics include cultural, economic, and political systems. Physical characteristics include climate, terrain, soil, and water. People use their specific cultural skills such as knowledge of farming, mining, or business to interact with the physical environment. The physical environment may also limit the ways that people use resources. Spatial patterns of the human and the physical environment tell us why activities are in particular places.

6/7 – G1.3.3 Explain the different ways in which places are connected and how those

connections demonstrate interdependence and accessibility.

4 14 28

32

How do transportation and communication connect

places?

Places are connected by transportation and communication systems. The spatial pattern of the transportation system can be compared to the pattern of urban places; the spatial patterns demonstrate how the places are connected. Additionally, people and places are interdependent because of the production and consumption

of services and goods: both manufactured goods and raw materials. Places can also be connected by institutions such as government and language. An example of this is the use of Spanish as the official language in much of Latin America.

G2.1 Physical Characteristics of Place Describe the physical characteristics of places.

6/7 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

West L1-L3

East L4-7


Knowledge of landform and climate conditions enables people to predict the ways in which particular natural regions may be used, how they are changing, and places that may not be very suitable to live. We can use landforms and climates to describe a natural region like:

rain forests in Brazil, Guatemala, and Northwestern United States; the Rocky Mountain region; and the frequency of hurricanes.

tropical rain forests in the Congo River Basin, deserts in China, the Himalaya Mountain region, typhoon and cyclone paths in the western Pacific.

6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events,

settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.

Coordinate with

SCIENCE

What methods of inquiry and analysis do we use to

answer questions?

Regions of the Western Hemisphere are located along the Ring of Fire, where tectonic plates meet, and where earthquake-prone topographic patterns are present. Topographic patterns can be observed on the earth's surface such as mountain ranges, river valleys, plains, and plateaus. Some topographic patterns provide evidence of earthquake and volcanic activity. These would include fault lines, such as the San Andres Fault; uplifted mountains, such as the Coastal Mountains in Oregon and Washington; the Rocky Mountains; the Andes Mountains; and the volcanoes along the Ring of Fire extending from the Pacific Coast of Asia along the Aleutian Islands, western North and South America, including Mt. St. Helens, Mount Shasta, and the Osorno Volcano in southern Chile. Modern technology allows us to study the natural hazards that may affect people in the Western Hemisphere. GIS, remote sensing, and the world wide web enable us to make maps that show volcano

and earthquake hazard zones. Satellite remote sensing helps to locate where there are towns, cities and rural populations. Comparing two maps, one of natural hazard patterns and the other showing population patterns, enables us to predict the location where the greatest number of people is at the greatest risk from a natural disaster. This permits us to recommend special building construction, emergency response personnel training, and to educate the local populations to pre-pare their homes, businesses, schools, and themselves for a potential natural disaster.


7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.

L4 L6


We can compare natural regions using surface features and natural vegetation of continents in the Eastern Hemisphere. We can predict where crops will grow, where new cities may be located, and make generalizations about population patterns.

G2.2 Human Characteristics of Place Describe the human characteristics of places.

6/7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

3, 7,

12, 14 21, 28, 30, 31

How do we use human characteristics to study places on the Earth?

Human characteristics of a region include art, architecture, language, roads, bridges, religion, traditions, in short, inventions of mankind. We can describe the human characteristics of a region by identifying the unifying characteristics such

the Spanish language in South America, except Brazil; cultural traditions maintained in French-speaking Canada; and free market economic systems present in NAFTA countries.

the Romance languages of Europe-- French, Spanish, Italian, Portuguese, and Romanian regions; where cultural traditions have been maintained, such as the Hindu religious pilgrimage to Varanasi on the Ganges River; and free market economic systems used in the European Union, an economic region.

6/7 – G2.2.2 Explain how communities are affected positively or negatively by changes in technology. e.g.,

Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel.

increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles

West 4

East 24 28

How have communities in the Western/Eastern Hemisphere been affected positively or negatively by changes in technology?

A human characteristic can affect places positively or negatively. The use of technology can provide jobs, safety, hydroelectric power, improved agricultural methods, and improved communication and transportation. Technology can produce negative changes in a community as well. Some examples would be destruction of natural habitat, pollution of water and/or air; and loss of cultural identity.

G3.1 Physical Processes Describe the physical processes that shape the patterns of the Earth’s surface.

6/7 – G3.1.1 Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. e.g.,

compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto.

compare and contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi

West 2

East 21

How do we use climate graphs to answer geographic questions about regions in the Western/Eastern Hemisphere?

We can analyze climate graphs to answer geographic questions like: Where is something located? Why is it there? With what is it associated? What are the consequences of its location and associations? What is this place like? We can also make predictions based on climate patterns. We can analyze data to compare places like Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto.


G3.2 Ecosystems Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.

6/7 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities, e.g.,

South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, and the effects of annual flooding on vegetation along river flood plains such as the Amazon.

effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China.

West 12W

East 20E

How do ecosystems in the Western/Eastern hemisphere differ as a result of relative location and human characteristics?

We can explain how and why ecosystems differ based on relative location and human characteristics. Some important influences on ecosystems include latitude, elevation, climate; and human activities that alter ecosystems such as agriculture, manufacturing, mining, lumbering and fishing.

6/7 – G3.2.2 Identify ecosystems and explain why some provide greater opportunities (fertile soil, precipitation) for humans than do other ecosystems and how that changes with technology, e.g.,

mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones.

China’s humid east and arid west and the effects of irrigation technology

West 3 4

East 20

In what ways can some ecosystems be more desirable than others for human habitation?

How do humans use technology to make particular ecosystems more habitable?

We use information about ecosystems and biomes, or zones with the same vegetation, to document the diversity of plant and animal life on Earth. People are particularly attached to certain ecosystems and biomes because they provide large, direct benefits. For example, a forest is often viewed as a valuable biome, while a desert is viewed as less valuable. Forests have direct benefits to people since trees provide wood products such as lumber, paper, synthetic fibers, and open land can be used for farming or urban development when the forest is removed. Desert is a biome with fewer opportunities and people must first obtain water for a successful settlement. If water is available, then the desert has many uses ranging from agriculture to recreation and industry. Notable desert settlements are Phoenix, Arizona and Antofagasto, Chile in the Atacama desert. All ecosystems and biomes require environmental management by the people who use them. Changes in technology allow people to modify the environment in both positive and negative ways. Some important technologies are air conditioning, irrigation, and the genetic modification of plants to support the population.

G4.1 Cultural Mosaic Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.

6/7 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas and within the Eastern Hemisphere, e.g.,

baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration.

the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe.

28 How are cultures affected by diffusion of products and ideas?

People exchange products and ideas with one another. Those exchanges sometimes reach only the group of people that is living close by and at other times reach across the Earth. Potatoes were first raised in the Andes of South America. Today potatoes are grown in many places. There are many uses for potatoes, such as potato dumplings, French fries, potato chips, mashed potatoes, etc. The potato has diffused globally. If a product is accepted, then the new group may make changes

that fit it into its culture. A technology that has diffused across the earth is the cell phone. Since cell phones operate with satellite links, there are few places on Earth where cell phones are not used. One particular use of cell phones became text messaging, and while the first use for the cell phone was for voice communications, the use of sending text message diffused along with it. The acceptance of new ideas and products changes the culture. Sometimes the change is fast as with the acceptance of fast foods and other changes are slow as with the reduction in tobacco use for health and second hand smoke reasons.


7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.

21

How are cultures affected when a change in economic conditions creates new gender roles?

Societies maintain cultural traditions and experience change. In many African countries, women were traditionally responsible for agriculture. In many African countries today, women can take advantage of micro-loans to become entrepreneurs to improve the economic situation for their families. Their new endeavors engage their skills as seamstresses, bakers, cafe owners, and store owners.

G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products, and ideas.

6/7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world. e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the

Internet; transport of people and perishable products; the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet; opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries.

28 32

What are the advantages

and disadvantages of using technologies to move people, products and ideas around the world?

The spatial patterns of networks that connect people, products and ideas are visible everywhere. Through the use of satellite technology, news reports become immediately available after natural disasters, political conflicts, and other events allowing people, governments, and non-governmental organizations (NGOs) to be informed and react. Modern transportation such as airplanes and fast cargo ships move products and people quickly from place to place. For example, people in South America consume fresh blueberries from North America during June and July. During December and January, North Americans consume grapes and strawberries grown in South America. Another example is the use of the Internet to report data and statistics about strains of flu to health officials who are worried about the spread of flu to their country. Movement of people, products, and ideas are generally considered to be positive, but can have negative aspects. Contagious diseases move much more rapidly with fast transportation and are more difficult to monitor. Exotic species such as plants, fish, birds, insects and reptiles move much more easily from one continent to another hitching rides on boats, planes, and with people.

G4.3 Patterns of Human Settlement Describe patterns, processes, and functions of human settlement.

6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada, irrigated agriculture, or clearing of forests for farmland).

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What are some of the places in the Western Hemisphere that have been modified to be suitable for human settlement?

We can identify places in the Western Hemisphere where the natural environment has been modified so the places were more suitable for people to live. Some examples include the terracing of steep slopes by the Incas in South America, the cutting of tropical forests for farmland and grazing land in the Amazon, the levees along the Mississippi for flood control, and the cutting of Michigan's White Pine for lumber and to clear land for farming.

6/7 – G4.3.2 Describe patterns of settlement by using historical and modern maps, e.g.,

coastal and river cities and towns in the past and present, locations of mega cities, modern cities over 5 million such as Mexico

City, and patterns of agricultural settlements in South and North America.

the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel.

West 3

East 31

What can we learn about patterns of settlement in the

Western/Eastern Hemisphere by using historical and modern maps?

We can describe and explain settlement patterns by using historical maps and modern satellite images. Settlements were located near natural resources and networks of land and water transportation. Settlements that began along rivers initially grew by stretching along the river banks. This is called a linear settlement pattern. Buenos Aires in Argentina developed as a port city along the Rio de la Plata, as did the cities along the Rhine River. Another example would be the city of Detroit. Later, linear settlement patterns developed along railways, interstates, and

highways. Another settlement pattern is nuclear. A nuclear pattern is observed when many transportation systems intersect and merge. Examples include Beijing, New Delhi, Mexico City, and Chicago. Calumet, Michigan would be an example of a nuclear settlement pattern centered on the natural resource of copper. Johannesburg would be an example of a nuclear settlement pattern centered on the natural resources of diamonds and coal. Mega cities, cities with more than 5 million people, represent a new pattern of settlement.


G4.4 Forces of Cooperation and Conflict Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources.

6/7 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth and cultural diversity).

12 14 18 32

What are some of the factors that contribute to conflict and/or cooperation between and among cultural groups?

Some factors that contribute to cooperation between and among culture groups are common cultural ancestry, common economic or political systems, common religions and language. An example of cooperation would be the establishment of the border between the United States and Canada or the European Union. Some factors that contribute to conflict are disagreement over the control of natural resources, religious differences and language differences or long standing animosity based on warfare or military occupation. The ongoing conflict between Bolivia and Peru over the location of the border relative to natural resource deposits and between Serbia and Kosovo over ethnic and religious differences and control of the land are examples.

6 – G4.4.2 Describe the cultural clash of First

Peoples, French and English in Canada long ago, and the establishment of Nunavut in 1999.

3

How did the arrival of the

early European settlers affect the First Peoples of Canada?

Early European settlers in Canada had conflicts with the First Peoples over resources. Those clashes often resulted in the First Peoples losing their land. In 1999, the Canadian government and a group of First Peoples leaders cooperated in the

establishment of Nunavut, a territory governed by the First Peoples. Another example of conflict was caused because Canada was colonized by both French and English speakers which resulted in a cultural clash over the official language of the country. It was resolved when Canadians agreed that the country would recognize both French and English as official languages.

7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

14

Why do cultural groups cooperate or fall prey to conflict and how is the EU an example?

The European Union is one of the world’s largest trading blocks. It is an example of international cooperation. National interests, however, generate conflict within the European Union. Examples of this are joint policies about the movement of people among countries, the use of a single currency, and the role of the European Parliament in the establishment of European Union policies.

G5.1 Humans and the Environment Describe how human actions modify the environment.

6/7 G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water), e.g.,

changes in the tropical forest environments in Brazil, Peru, and Costa Rica.

desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban centers, and chemical spills in European Rivers.

4 12 16

How have human activities affected the atmosphere, biosphere, lithosphere, and hydrosphere in the Western/Eastern Hemisphere?

A complete description of the effects of human actions on the environment would include an examination of atmosphere, biosphere, lithosphere, and hydrosphere. For example, as a result of the cutting of the tropical rain forest in South America and Madagascar, one sees a loss of biodiversity in the biosphere, people, animals and plants, and a decrease in the fertility of the lithosphere or soil. Manufacturing may lead to pollution of the atmosphere, air and hydrosphere, water. However, human action may also be used to reverse negative trends, such as the replanting of forests or the installation of air scrubbers in factories that exhaust pollutants.


6/7 – G5.1.2 Describe how variations

in technology affect human

modifications of the landscape. e.g.,

clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining coal in Kentucky and West Virginia

clearing of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean, and damming rivers to meet needs for electricity

4W 12W 31E

How has the use of technology modified the landscape in the Western/Eastern Hemisphere?

Human actions modify the environment. How much the environment is modified is dependent on the technology employed. For example, agriculture is one way we have modified the environment. In earliest times and in some places today, humans use hand tools and animals for the cultivation of crops. The resulting disruption or change was, and is, limited by the amount of work that can be done with this technology. Conversely, as humans have in many places world-wide employed machines to assist with agriculture and mining, the disruption or modification of the environment is broader.

6/7 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places, e.g.,

cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region.

building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation downstream

4W 12W 16E 30E

What are some ways in which human-induced changes in the physical environment in one place cause changes in other places?

Human changes to the environment in one location will affect the environment in other locations. The consequences can be positive and/or negative. For example, building a dam can provide low cost hydroelectric power and water for irrigation in other locations; changing the environments of both the flooded area caused by the dam and the newly irrigated farmland. Examples of negative consequences would include the loss of farmland upstream from China's Three Gorges Dam and loss of soil fertility due to salinization in Egypt.

G5.2 Physical and Human Systems Describe how physical and human systems shape patterns on the Earth’s surface.

6/7 – G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change, e.g.,

drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean, and earthquakes in Mexico City and Colombia.

drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh.

12W 20E

How have changes in the

physical environment caused changes in human activities and choices in the Western/Eastern Hemisphere?

Changes in the physical environment are caused by natural events and human activity. Natural events include earthquakes, volcanoes, and drought. Human activity includes deforestation, over-grazing, over-fishing, and water pollution caused by industrial and agricultural activities. People adjust to environmental change by

making choices. Choices are made by governments or individuals. For example, if the environmental change is dangerous, then the government may require people to move for safety reasons. Examples may be a volcano, hurricanes, and industrial accidents. If the environmental change is not perceived as life-threatening, the choice is usually made by individuals. Examples may be a prolonged drought, exhaustion of a natural resource, and effects of repeated flooding. When environmental disruptions occur, people may relocate, change their way of making a living, or stay where they are.

The following expectations should be taught when most appropriate throughout the course. G6.1 Global Topic Investigation and Issue Analysis (P2)

6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

How do citizens construct deep understandings of global issues?

Elements of a capstone project People face significant challenges as residents of Earth. Students will use the following elements to investigate one universal problem: - use technology - collect data - develop a product or performance - apply content from the core disciplines - demonstrate ability to participate in public discourse - make reasoned decisions - demonstrate citizen involvement - use methods of inquiry - compose persuasive civic essays using reasoned arguments

P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement.

6 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. Identify public policy issues related to global topics and issues studied. Clearly state the issue as a question of public policy orally or in written form. Use inquiry methods to acquire content knowledge and appropriate data about the

issue. Identify the causes and consequences and analyze the impact, both positive and

negative. Share and discuss findings of research and issue analysis in group discussions and

debates. Compose a persuasive essay justifying the position with a reasoned argument. Develop an action plan to address or inform others about the issue at the local to

global scales.

4 9

How do citizens act constructively to further the common good?

Public issues that affect the life of citizens of the Western Hemisphere may include environmental concerns, jobs, trade, working conditions, human rights, education, and migration/immigration. A deep examination of policy issues would require students to 1) Use graphic data, charts and visual data to inform decision making. 2) Understand a variety of points of view. Recognize how resolutions will differ depending on an individual's interpretation of core democratic values. For example, the recognition of the rights of indigenous people is a public issue for many countries in the Western Hemisphere. Public issues include the preservation of indigenous cultures, languages, territorial claims and the accommodation of sovereign rights within the national borders of countries.

P4.2 Citizen Involvement Act constructively to further the public good.

6 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results,

and evaluate effectiveness.

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One way to act constructively to further the public good is to develop a plan to inform others about the problem and to know how, when, and where to address a public issue. For example, mail a letter or email the newspaper, contribute to a blog, contact an elected representative, participate in a local meeting discussing a public policy.

6 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.

4 12


One way to engage in activities intended to contribute to or solve national or international problems is to participate in projects that help or inform others.

6 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).

4 How do citizens act constructively to further the common good?

One way to act constructively to further the public good is to participate in projects that help or inform others.

VOCABULARY: SIXTH GRADE GEOGRAPHY (Terms in italics are Geoterms)

aborigines absolute location accidental pollution acid rain adaptation air quality Antarctic Circle arable land arid arithmetic population density Arctic Circle barter biodiversity birth rate brain drain broadleaf evergreen forest calories canopy capital city carbon oxygen cycle cardinal directions cash crops castes centrifugal force centripetal force chaparral cholera civil war clean fuel clear cut climagraph climate climate zones cloud forest command economy commercial farming commercial fishing

common market communal lands commute time comparative advantage compass rose coniferous forest consumption continental climate coordinates cost of living crude oil cultural identity currency deciduous forest deforestation deltas desert desert scrub desertification detected developed countries developing countries dialects dictator digital divide distortion distribution diversity doubling time downwind drought Earth’s crust Earthquake zone economic activity economic interdependence ecosystem ecotourism

ecumene empire ergs erosion estates ethanol ethnic group euro European Union extended families failed state famine fault First Peoples Flood plains food chains food web foreign investment forest floor forestry fossil fuels free trade freight containers freshwater gender-based division of labor general pollution Geographic Information System geothermal energy glaciers global grid Global Positioning System gross domestic product groundwater gulf habitat hammadas hemisphere

highlands humid continental humid subtropical hydroelectric power ice cap igloo illiterate immigration impermeable rock indigenous people Industrial Revolution infant mortality rate informal economy informational technology inland seas intermediate directions International Date Line Inuit invasive species labor costs land use landform landlocked landmass life expectancy linguistic groups livestock raising lower story map grid map key map legend map projections map scale marginal land marine climate marine west coast market economy

VOCABULARY: SIXTH GRADE GEOGRAPHY Page 2

Mediterranean climate meridians of longitude metropolitan area micro-credit organization micro-enterprise micro-entrepreneurs migrant workers migration mixed forest monsoon multi-functional platform multi-national corporations nation nationalism nation-state NATO natural gas natural resources nomadic herding nomads non-renewable resource nuclear families nuclear radiation nuclear reactor Nunavut nutrients oasis (oases) oil reserves OPEC outsource parallels of latitude pastoral nomads peninsula

per capita pesticides physical feature physiologic population density plantations plateaus plural society point-source pollution polar zones pollutants pollution population density population distribution pores potential precipitation prime meridian production proven reserves rate of natural increase recycling reforestation region regs relative location renewable resource reserves revolution Ring of Fire river system rotation runoff rural

rural decline Sahara sediment semiarid sewage shield shifting agriculture smog solar energy spatial inequality special economic zones standard of living state steppes subarctic subsistence farming suburbs supernational cooperation superpowers sustainable development synthetic tariffs technology tectonic plates temperate grasslands temperate zones tenements terracing thematic map time zone tourism toxic chemical toxic waste

trade bloc trade winds traditional economy transboundary pollution Tropic of Cancer Tropic of Capricorn tropical grasslands tropical rainforest tropical wet and dry Tropical zones tsunamis Tuareg Tundra Undernourished UNDP unemployment urban urbanization vegetation vegetation zones volcanoes wadis waste water watershed wetlands wind break windward side work force zero population growth

NATIONAL GEOGRAPHY STANDARDS

The World in Spatial Terms: Geographical Habits of Mind 1. Tools, Technology, and Information Processing

Significance of Maps

Special Tools and Technologies

Using a Spatial Perspective 2. Mental Maps

Spatial Information

Mental Maps

Spatial Context 3. Spatial Organization on Earth’s Surface

Spatial Interaction

Spatial Organization

Spatial Decisions

Places and Regions 4. Physical and Human Characteristics of Place

Significance of Place

Physical Characteristics

Human Characteristics 5. Creating Regions

Regions

Regional Systems

Regional Interactions 6. Perceptions of Places and Regions

Sense of Place

Cultural Significance of Place

Changes in Places and Regions

Physical Systems 7. Physical Processes

Physical Systems are Dynamic

Physical Systems are Global

Physical Systems Interact 8. Ecosystems

Spatial Patterns of Ecosystems

Ecosystems Vary in Productivity

Ecosystems Respond to Environmental Change

Human Systems 9. Distribution and Migration of People

Population Distribution

Population Density

Human Migration 10. Cultural Mosaic

Significance of Cultural Regions

Cultural Change

Spatial Diffusion of Culture 11. Economic Interdependence

Spatial Pattern of Economic Systems

Centers of Economic Activity

Spatial Technologies and Networks 12. Patterns of Human Settlement

Settlement Patterns

Spatial Patterns of Urbanization

Change in Urban Areas 13. Forces of Cooperation and Conflict

Control of Earth’s Surface

Cultural Conflict and Cooperation

Local to Global Territorial Units

Environment and Society 14. Human Modification of the Environment

People Change the Environment

Technology Affects Change

Evaluating Environmental Change 15. How Physical Systems Affect Human Systems

Environments Influence Human Activities

Environmentally Sustainable Development

Natural Hazards and Disasters 16. Resource Use and Distribution

Spatial Distribution of Natural Resources

Renewable and Nonrenewable Resources

Resources in the Future

Uses of Geography 17. Using Geography to Interpret the Past

Geographic Characteristics Affect Events

Place and Environment Contexts in History

Relationships between Space and Time 18. Using Geography to Interpret the Present and Plan for the Future

Spatial and Environmental Perspectives

Spatial Dimensions of Contemporary Issues

Decision Making with Spatial Information

Geography For Life, National Geography Standards, 1994

geography: regions and...

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