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Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographyUNIT I: Introduction to GeographySTANDARDS OF LEARNING: This unit will address the following objectives:Note: Power Standards below are indicated in bold.SOL WG.1The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,and environments;b) using geographic information to determine patterns and trends to understand world regions;c) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;d) evaluating sources for accuracy, credibility, bias, and propaganda;e) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;f) explaining indirect cause-and-effect relationships to understand geospatial connections;g) analyzing multiple connections across time and place;h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; andj) investigating and researching to develop products orally and in writing.ENDURING UNDERSTANDING: The interaction of humans with their environment affects the development of a region.CONCEPTUAL UNIT QUESTIONS (Essential Questions): What is geography? What are the essential terms needed to study geography?PREVIEW ACTIVITY: Students are asked to draw a map of the world using only their own mental map of the world. Students are encouraged tostart with what they know and work out from that point. Praise and encouragement are offered for placing items in the correct hemisphere orregion, not necessarily artistic skill.These maps are stored until the end of the year. At that point, students will repeat the activity to visualize their progress.Each student should get a blank sheet of paper and a copy of the student directions, which can be found in the Introduction to Geography folderfrom this link: https://drive.google.com/open?id 0BySl24GaKHVdMDlCc19rWVNzRFkTEXTBOOK ALIGNMENT: SEE FILES

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographyPACING GUIDE:UNITTIME FRAMEDATESI.Introduction to Geography4-5 daysSeptemberII.Physical Geography and Geographic Skills20 daysSeptemberIII.Cultural Geography10-15 daysOctoberIV.Demographics, Economics and Political Geography25 daysNovember/DecemberV.United States and Canada3 daysThe remaining units follow a regionalapproach. The sequence of regions variesVI.Latin America and the Caribbean15 daysdepending on factors such as availableVII.Europe10 daysresources within your school, current events,VIII.Russia and Central Asia4 daysand integration with core subjects.IX.Sub-Saharan Africa15 daysX.North Africa and Southwest Asia10 daysXI.South and Southeast Asia15 daysXII.East Asia15 daysXIII.Australia and Pacific Islands1 dayLITERATURE AND OTHER RESOURCES:LITERATUREScholastic New York Times UPFRONT News Magazine. This is a magazine, which can be ordered using textbook money or a PTA Grant. Ithas great current event articles, editorial cartoons, and debate features. Useful for all units.WEBSITESNewsELAhttps://newsela.com/This site is great for current event articles that can be matched to students according to lexile level. It is a very good resource and useful for allunits.Sheppard Softwarehttp://www.sheppardsoftware.com/European Geography.htmThis website allows students to quiz themselves on maps of the world.Sporclewww.sporcle.comThis is a quiz site for practically everything including history and geography.Geoguessrwww.geoguessr.comThis is a web based geography game using images. Students must carefully analyze an image and then determine where the image was taken.Also uses Google Earth.Kahoothttps://kahoot.it/#/

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographyThis allows teachers to build interactive quizzes that can be used for review. Students can play using their smart phone and teachers are able todownload the results in a spreadsheet at the end of each class to see what students know and where they are struggling. All students participate!Quizlethttps://quizlet.comOnline flashcards for vocabulary practice. Students can create their own or the teacher can create them and give the link to students. Appavailable for iPhones and iPads.CIA he-world-factbook/This site is great for researching demographics, economics and politics of all countries.Gapminderhttp://www.gapminder.org/This site contains graphs of demographics.The following databases are provided by APS library s databaseWorld History in Context databaseOpposing Viewpoints in Context databaseTapQuiz Maps (app for studying country locations)SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students shouldknow to successfully understand course content and pass the SOL exams.BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper sInhabitantsLocationPrime rctic OceanSatellite imagesDiagramsDiversityIncentivesPrimary SourcesData basesField WorkConsequencesPerspectiveMovementHuman EnvironmentInteractionHuman GeographyPhysical GeographyLatitudeLongitudeAsiaAtlantic OceanAbsolute LocationAustraliaRelative LocationEuropePacific OceanIndian OceanSouthern OceanSouth AmericaNorth AmericaSAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id 0BySl24GaKHVdVnFhdFUtdlliREE&usp sharingSOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in thisunit is studies.

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1aThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship bya) synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities,and environments;Essential UnderstandingsSynthesizing involves combiningprocessed information with otherknowledge to logically reach anew interpretation andunderstanding of content.Primary and secondary sourcesenable us to examine evidenceclosely and to place it in abroader context.An artifact is an object or tool thattells us about the people from thepast.A primary source is an artifact,document, image, or other sourceof information that was createdduring the time under study.A secondary source is adocument, image, or other sourceof information that relates ordiscusses information originallypresented elsewhere.Experiences may include but are not limited to the following: Use a variety of sources to collect information about a location. Describe the impact of the location’sgeography on its social and cultural development. Tools and sources to consider for data collectionmay include the following:o GIS (Geographic Information Systems)o Field worko Satellite imageso Photographso Maps, globeso Databaseso Primary sourceso Diagrams Examine and analyze information about cities, countries, regions, and environments. Use theinformation gathered to gain a new and deeper understanding of inhabitants, resources, land and waterusage, transportation methods, and communications. Examine and analyze geographic information and demographic data. Use the information gathered togain a new and deeper understanding of economic development.

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1bThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship byb) using geographic information to determine patterns and trends to understand world regions;Essential UnderstandingsExperiences may include but are not limited to the following:Analyzing and interpreting involves Use a variety of sources to collect information about a location. Describe how people haveidentifying the important elements ofadapted to the earth’s features. Tools and sources to consider for data collection may include thegeographic sources in order to makefollowing:inferences and generalizations ando GIS (Geographic Information Systems)draw conclusions.o Field worko Satellite imagesKnowledge of geography ando Photographsapplication of geographic skills enableo Maps, globesus to understand relationships betweeno Charts and graphspeople, their behavior, places, and theo Databasesenvironment for problem solving ando Primary sourceshistorical understanding.o Diagrams Analyze the relationship between physical and human geography.The physical geography of a location Analyze geographic information related to the movement of people, products, resources, ideas,had a direct impact on the lives ofand language to determine patterns and trends.people in world regions and how they Examine maps of a location before and after a major conflict to discuss how the conflictadapted to their environment.influenced the social, political, and economic landscapes of the region. Use maps to explain how the location of resources influences the patterns, trends, and migrationFive Themes of Geographyof the population. Location: Defined according to itsposition on the earth’s surface; where isit?Place: Locations having distinctivefeatures that give them meaning andcharacter that differ from otherlocations; what is it like?Region: A unit on the earth's surfacethat has unifying characteristics; howare places similar or different?Movement: The way people, products,and information move from one place toanother; how do people, goods, andideas move from one location toanother?Human-Environment Interaction: Therelationship between people and theirenvironment; how do people relate tothe physical world?

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1cThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship byc) creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;Essential UnderstandingsInterpreting involves the processof explaining or translatinginformation.Interpreting begins withobservation of data and thenrequires students to extractsignificant information embeddedwithin data in order to drawconclusions.Experiences may include but are not limited to the following: Interpret a variety of thematic maps to draw conclusions about a region or country. Gather information from a variety of sources to create a chart or graph depicting characteristics of aworld region. Gather information about the push and pull factors of a region. Create a chart differentiating betweeneconomic, political, and social factors.

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1dThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship byd) evaluating sources for accuracy, credibility, bias, and propaganda;Essential UnderstandingsIt is critical to determine theaccuracy and validity ofinformation and recognize bias todraw informed conclusions, solveproblems, and make informeddecisions.The context from the time periodof a primary or secondary sourcecan influence the informationincluded.Facts can be verified withevidence while opinions cannot.Bias is partiality in favor of oragainst one thing, person, orgroup compared with another.Experiences may include but are not limited to the following: Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:o Timeliness of the informationo Importance of the informationo Source of the informationo Reliability, truthfulness, and correctness of the contento Reason the information exists Select a current issue or regional concern. Explore multiple sources that report the same event, issue,or concern. Examine the information to determine the accuracy and validity of the sources. Events,issues, or concerns may include the following:o War conflicto Immigrationo Environmental issueso Geographic boundaries

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1eThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship bye) using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;Essential UnderstandingsThe skill of comparing andcontrasting perspectives involvesbreaking down information andthen categorizing it into similarand dissimilar pieces.Experiences may include but are not limited to the following: Select an environmental issue (e.g., recycling, air pollution, water scarcity). Gather information from avariety of sources (e.g., executive orders; foreign policy outlines; political, business, or environmentalWeb sites; social or political blogs with an environmental focus). Compare and contrast varyingperspectives on the issue to gain an understanding of historical, cultural, political, and regionalperspectives, including the following:o The impact on the inhabitants of the regiono Policies to regulate, encourage, or discontinue activities Create a post for a social media platform highlighting an issue of environmental concern or benefit.

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1fThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship byf) explaining indirect cause-and-effect relationships to understand geospatial connections;Essential UnderstandingsA cause-and-effect relationship isa relationship in which one event(the cause) makes another event(the effect) happen. There can bemultiple causes and effects.An indirect cause-and-effectrelationship usually takes time toestablish. Such relationships areoften unforeseen, unplanned, orconnected to the main causesand effects.Explaining includes justifying whythe evidence credibly supportsthe claim.Diversity creates a variety ofperspectives, contributions, andchallenges.Experiences may include but are not limited to the following: Apply a process for explaining indirect cause-and-effect relationships, such as the following:o Choose an established effect and brainstorm causes.o Categorize the causes into direct or indirect causes.o Describe direct and indirect items separately.o Compare and contrast direct and indirect causes.o Identify the most important difference between the direct and indirect causes.o Draw conclusions about the impact on people, places, and events.o Discuss, defend, and refine conclusions. Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,economic, and political structures ofo a regiono standard of living/quality of lifeo developing/developed countries. Create flow charts, storyboards, and timelines to explore multiple causes and effects. Determine how the choices of selected people/groups influenceo a regiono standard of living/quality of lifeo developing/developed countries. Examine both intended and unintended consequences of an event, including the following questions:o What was the context for the event to take place?o What actions were taken?o What was the result of these actions?

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1gThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship byg) analyzing multiple connections across time and place;Essential UnderstandingsAnalyzing includes identifying theimportant elements of a topic.Analytical thinking is furtherstrengthened when connectionsare made between two or moretopics.Experiences may include but are not limited to the following: Research a regional issue. Create a timeline or graphic organizer to illustrate how that issue haschanged over time. Organize significant historical events and people that have influenced the issue.Issues may include the following:o Movemento Regiono Human-environment interactionso Location and place Identify how cultures change to reflect the following:o Advancementso Conflictso Diversityo Movements and migrationso Human-environment interactions

Arlington Public SchoolsSocial Studies Curriculum 2016GRADE 8: World GeographySTANDARD WG.1hThe student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsiblecitizenship byh) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;Essential UnderstandingsDecision-making models serveseveral purposes. They can helpus make decisions for the future better understand the choicespeople faced in the past analyze the outcomes of thedecisions that people alreadymade.Decision making involvesdetermining relevant andirrelevant information.Effective decision-making models compare the expected costsand benefits of alternativechoices identify the costs and benefitsof specific choices made.Incentives are actions or rewardsthat encourage people to act.When incentives change,behavior changes in predictableways.Experiences may include but are not limited to the following: Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid:Problem: Rural Brazilian residents making a choice to migrateCriteriaIncomeFamily impactTransportationAlternativesR

GRADE 8: World Geography COURSE DESCRIPTION: The course of study for grade eight is World Geography. The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives o