Grade 8 Social Studies (Master) Content Skills Learning Targets Assessment Resources & Technology CEQ. Compose a map of the and meridians

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1 St. Michael-Albertville Middle School Teacher: Brianne Messick Grade 8 Social Studies (Master) September 2014 Content Skills Learning Targets Assessment Resources & Technology CEQ A. Locate major parallels Compose a map of the and meridians classroom. HOW DO PEOPLE PRESERVE THEIR TRADITIONAL CULTURE WHILE ADAPTING TO MODERN LIFE? HOW DO PEOPLE ADAPT TO THEIR ENVIRONMENTS? HOW DO PEOPLE CHANGE THEIR ENVIRONMENTS TO FIT THEIR NEEDS? WHAT FACTORS CONTRIBUTE TO SUCCESS OR FAILURE OF NATION- STATES? HOW DO GEOGRAPHERS SHOW AND INTERPRET INFORMATION ON MAPS? UEQ: A. How do geographers show information on maps? A. Use latitude and longitude to determine absolute location A.Measure distance using scale A. Idenitify the oceans and continents in each hemisphere. A. Understand how Earthsun relations cause seasons A. Understand the relative merits of five map projections (Mercator, Eckert IV, Robinson, Goode s Homolosine, and Lambert Equal-Area) A. Design a map with basic map components (title, legend, compass A1. I can use latitude and longitude to locate information on a map. A2. I can use scale to measure the distance on a map. A3. I can explain how the Earth-sun relations cause seasons. A4. I can idenitify the oceans and continents in each hemisphere. A5. I can design a map with basic map components (title, legend, compass rose, grid system, scale). A6. I can define key vocabulary related to Unit 1. B1. I can identify the 5 themes of geography and show how they relate Basic Skills Assessment A. Planet Earth Videos GPS/GIS Project Key geographic terms: absolute location distortion map projection relative location. 1 of 16

2 Content Skills Learning Targets Assessment Resources & Technology B. How can the Five Themes of Geography be used to organize information? rose, grid system, scale) B. Identify the 5 themes of geography and show how they relate to their daily life. to their daily life. B. Apply the Five Themes of Geography to a country in Latin America. (or Canada) October 2014 Content Skills Learning Targets Assessment Resources & UEQ: C. Why do geographers use a variety of maps to represent the world? A.What can we learn about North America from thematic maps? C. Define the terminology specific to six types of thematic maps: physical features, climate zones, vegetation zones, population density, economic activity, and regions C1. I can explain and analyze a variety of thematic maps. Unit One Assessment B. How does where you live influence how you live? C. How can people best use and protect Earth's freshwater ecosystems? C. Analyze six thematic maps to gather information about the world A. Label physical and political maps of North America. A. Identify characteristics of the region s physical and human geography A. I can use thematic maps to make inferences on the people and places of North America. (80% accuracy on mapping lab). B. I can identify and explain how location and natural environment influence how people live in Canada. C. I can evaluate the health of the Great Key geograph climate economic acti landform physical featu population den region thematic map vegetation key geographi ecosystem food chain food web 2 of 16

3 Content Skills Learning Targets Assessment Resources & on a map Lakes and global freshwater freshwater ecosystems. watershed A. Develop skills for layering geographic information, similar to geographic information systems (GIS) A. Apply the steps in the geographic inquiry process (GIP) B. Analyze the characteristics of each of the five regions of Canada. B. Explain how location affects ways of life in those five regions. B. Evaluate the importance of location on the ways of life around the world. C. Evaluate the environmental health and management of the Great Lakes freshwater ecosystem. C. Examine the environmental challenges facing global freshwater ecosystems and impending crisis in freshwater supplies. C. I use persuavise techniques to determine the future of the Great Lakes. November 2014 UEQ D. Student will analyze the D. I will analyze the causes, Unit 2 Test causes of, consequences of consequences to urban B. USA and Canada 3 of 16

4 D. How does Urban Sprawl affect people and the planet? and various solutions to urban sprawl. sprawl. Physical Features PPT. E. How do American consumption patterns affect people and the planet? D. Analyze the implications of global urban patterns and international solutions to sprawl. E. Demonstrate and ability to read and interpret cartograms E. Identify current consumption patterns in the US. D. Using settlement patterns I will present solutions to problems surrounding urban sprawl. E. I can read and interpret information using cartograms. E. I can explain the difference between a developed and developing country. key geographic terms: metropolitan area rural fringe suburb urban core urban fringe urban sprawl consumption developed country developing country gross domestic product (GDP) per capita E. Compare US consumption patterns with those of other countries around the world E. Evaluate the effects and predict the future impact of growing levels of consumerism E. I can analyze current consumption patters in the United States and predict the future impact of growing levels of consumerism. December 2014 UEQ's A.What can we learn about Latin America A. Label physical and political maps of the region A. I can use thematic maps to make inferences on the people and places of Latin Spatial Inequality - Mexico City and Minneapolis key geographic terms: rural decline spatial inequality 4 of 16

5 from thematic maps? A. Identify characteristics of America. (80% accuracy on the region s physical and mapping lab). human geography on a map B. Why does spatial inequality exist in urban areas? C. How do indigenous peoples preserve their traditional culture while adapting to modern life? D. How should resources of rain forests be used and preserved? A. Develop skills for layering geographic information, similar to geographic information systems (GIS) A. Apply the steps in the geographic inquiry process (GIP) B. Identify causes and consequences of urbanization. B. Explain how spatial inequality affects people living in Mexico City. B. Examine standards of living around the world to understand that spatial inequality exists on a global scale. C. Create interactive dramatizations that demonstrate the ways in which indigenous peoples in the highlands of Guatemala B. I can define spatial inequality and explain its impact on Mexico City. C. I can identify the successes and challenges of indigenous peoples around the world in maintaining their traditional cultures while adapting to the modern world. D. I can identify and explain conflicts over resources and the use of the Amazon Rainforest. D. I will investigate ideas from around the world about how to address land use conflict in the rain forest and determine which would be most applicable to the Amazon region. standard of living urbanization adaptation indigenous peoples traditional culture subsistence farming 5 of 16

6 and Chiapas have preserved their traditional Mayan culture and have also adapted to modern life. C. Identify the successes and challenges of indigenous peoples around the world in maintaining their traditions cultures in the modern world. D. Teach the rest of the class about one of the groups that has an interest in the preservation or use of the resources of the Amazon rain forest. D. Analyze and discuss a series of questions to helped them understand the competing viewpoints of these various groups. D. Investigate ideas from around the world about how to address land use conflict in the rain forest and determine which would be most applicable to the Amazon region. 6 of 16

7 January 2015 UEQ's D. How should resources of rain forests be used and preserved? D. Teach the rest of the class about one of the groups that has an interest in the preservation or use of A. I can use thematic maps to make inferences on the people and places of Europe (80% accuracy on Ch. 12 Amazon Rainforest Conflict Persuasive Essay Unit 3 Test key geographic terms: biodiversity carbon-oxygen cycle deforestation the resources of the Amazon mapping lab). sustainable development rain forest. tropical rainforest A.What can we learn about Europe from thematic maps? D. Analyze and discuss a series of questions to helped them understand the competing viewpoints of these various groups. D. Investigate ideas from around the world about how to address land use conflict in the rain forest and determine which would be most applicable to the Amazon region. A. Label physical and political maps of the region A. Identify characteristics of the region s physical and human geography on a map 7 of 16

8 A. Develop skills for layering geographic information, similar to geographic information systems (GIS) February 2015 A. Apply the steps in the geographic inquiry process (GIP) UEQ: B. What forces work for and against supranational cooperation among nations? B. Analyze a population cartogram of selected Europeans countries. B. I can explain the centripetal and centrifugal force in the EU. Unit 4 Test E. What factors contribute to the success or failure of new nation-states? B. Experience the forces that unite and divide members of the European Union. B. Examine other examples of international cooperation. E. Identify some major factors that affect whether a nation will succeed or collapse. E. Analyze some of the factors that may determine B. I can analyze the positive and negatives of global supranational cooperation. E. I can identify and explain what factors contribute to the success of failure of new nation-states. key geographic terms: centrifugal force centripetal force common market supranational cooperation ethnic group nation nationalism nation-state state 8 of 16

9 the success of the nationstates that have developed out of the former Soviet Union. March 2015 E. Examine other regions in the world where new nations are forming. UEQ: A.What can we learn about Africa from thematic maps? A. Label physical and political maps of Africa. A. I can use thematic maps to make inferences on the people and places of Africa. (80% accuracy on mapping Ch. 20 Life of Djibrilla Narrative Essay Unit 5 Test A Long Way Gone: Ishmael Beah They Poured Fire On Us lab). From The Sky B. How do people adapt to living in the desert region? C. How can dividing a diverse country into regions make it easier to understand? D. How might ethnic group differences affect who controls resources and power in a society? A. Identify characteristics of the region s physical and human geography on a map A. Develop skills for layering geographic information, similar to geographic information systems (GIS) A. Apply the steps in the geographic inquiry process (GIP) B. Describe the physical characteristics of three environments of the Saharan region: the desert, B. I can describe the physical characteristics of Northern Africa. B. I can explain how people in Northern Africa adapt to their environment. C. I can identify various ethnic and physical regions in Nigeria. C. I can analyze potential problems of the possible solutions to the great ethnic Africa: 50 Years of Independence (Junior Scholastic) A Desert Journey: Djibrilla Video (United Streaming) 9 of 16

10 the oases, and the Sahel. diversity that exists within most African countries. B. Identify ways in which people have adapted to life in these three environments. B. Analyze the impact of desertification on people living in desert regions around the world. C. Describe the characteristics of the physical environment, ethnic groups, culture, and economic activity unique to each region of Nigeria. C. Analyze photographs of Nigeria to determine in which region each was taken. C. Analyze potential problems of the possible solutions to the great ethnic diversity that exists within most African countries. D. Describe how apartheid has affected South Africans of various ethnicities. D. I can evaluate South Africa's progress toward equality for all South Africans since the end of apartheid. D. I can explain how different ethnic groups in South Africa control resources and power in society. D. I can explain effects of the worldwide HIV/AIDS epidemic. 10 of 16

11 D. Analyze the redistribution of power and resources in post-apartheid South Africa. D. Evaluate South Africa's progress toward equality for all South Africans since the end of apartheid. April 2015 D. Examine the effects of the worldwide HIV/AIDS epidemic. UEQ: A.What can we learn about the Middle from thematic maps? A. Label physical and political maps of Middle. A. I can use thematic maps to make inferences on the people and places of the Middle. (80% accuracy CA: Unit 5 Test Arab-Israeli Conflict Essay: Informative Essay Three Cups of Tea by David Mortenson Carpet Bagger Boy on mapping lab). B. How might having a valuable natural resource affect a region? C. How have Christianity, Islam and Judaism developed and contributed to conflict in Southwest Asia? D. How has conflict in the Middle affected life A. Identify characteristics of the region s physical and human geography on a map A. Develop skills for layering geographic information, similar to geographic information systems (GIS) A. Apply the steps in the geographic inquiry process (GIP) B. I can explain how oil distribution in the Middle affects life in the region and globally. B. I can explain various types of alternative energy resources. C. I can identify important characteristics of Seal Target Geronimo by Chuck Pfarrer Birthplace of Religions (Judaism, Christianity, Islam) History of Arab-Israeli Conflict 11 of 16

12 in the region? Christianity, Islam and B. Understand how oil is formed. Judaism. B. Understand how oil is distributed in Southwest Asia. B. Investigate the effects of large oil reserves on Southwest Asian countries. B. Explore alternative energy resources. C. Compare and constract major world religions founded in the Middle. D. I can identify the roots of conflict in the Middle. D. I can construct potential peace plan for the on-going conflict in the Middle. May 2015 D. Evaluate the current political climate of Middle. UEQ: A.What can we learn about Asia from thematic maps? A. Label physical and political maps of Asia. A. I can use thematic maps to make inferences on the people and places of the Middle. (80% accuracy CA: Unit 7 Test on mapping lab). B. What factors give some countries a comparative advantage in the global IT A. Identify characteristics of the region s physical and human geography on a map. A. Develop skills for B. I can identify the factors that give India a 12 of 16

13 revolution? layering geographic comparative advantage in information, similar to the global IT revolution. geographic information systems (GIS). C. How does a country meet the challenges created by a large and growing population? D. How does population density affect the way people live? E. What is globalization, and how does it affect people and places? F. How has the development and spread of religions in Asia affected the political climate of the region. A. Apply the steps in the geographic inquiry process (GIP). B. Examine the factors that give India a comparative advantage in the global IT revolution. B. Investigate the impact of global IT revolution (outsourcing) on Bangalore, India. B. Discover factors that cause foreign companies to invest in the United States and the effects of such investment. C. Examine challenges created by a large and growing population. C. Analyze the steps taken by China to meet its Challenges as the world's most populous country. B. I can identify the factors that give the United States a comparative advantage in the global market. C. I can explain the challenges China faces as the world's most populous country. C. I analyze steps China has taken to meet its population challenges and formulate solutions to countries with popluation problems. D. Explain the impact population density has on life in Japan and the world. E. I can identify the components and steps of manufacturing a global product. E. I can explain the impact of globalization on people and places. E. I can analyze the global 13 of 16

14 efforts needed to design, manufacture, and distribute a particular product. C. Investigate ways in which rapidly growing countries around the world might address the challenges created by their expanding populations. D. Describe how population density affects various aspects of life in Japan. D. Analyze how population density affects life in their own community and around the world. E. Identify the components and steps of manufacturing a global product. E. Explain the impact of globalization on people and places. E. Analyze the global efforts needed to design, manufacture, and distribute a particular product. F. Compare and contrast important contributions of ern religions. F. I can compare and contrast important contributions of ern religions. 14 of 16

15 June 2015 UEQ: A. How does a country's location shape life within its borders? A. Examine how absolute location and relative location affect place. A/B. I can explain how Australia's location in the planet affect life on the continent. CA: Final Exam B. How do people adapt to life in an island region? A. Analyze how location has played a role in shaping aspects of life in Australia. A. Investigate the impact of location and other factors on threatened species worldwide. B. Explain how the ocean affects life on the islands in the Pacific. B. Create an illustrated map depicting how physical and human geography affect life on three types of islands: continental islands, volcanic island and atolls. B. Evaluate the over utilization of the ocean resources and explain what is being done to protect 15 of 16

16 oceans today. 16 of 16