Geography

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Teachers **** : ** (list)
 * Textbook: ** (//World Geography//, McDougal Littell, 2012)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * || Ch. 4 || Essential Question:

How do geographers study people?

4.1: -Cultures change through innovation and the spread of ideas from one culture to another. -Language religion, and the arts are among the most important aspects of culture.

4.2: -The world's population is growing at a rapid rate because of improved living conditions. -Population density tells how heavily populated an area is.

4.3: -The three main types of governments are democracy, monarchy, and dictatorship. -Size, shape, and location influence a nation's political geography.

4.4: -Almost half of the world's population lives in urban areas. -Cities around the world have certain geographic characteristics and land use patterns in common.

4.5: -The four basic types of economic systems are traditional, command, market and mixed. -Among the subjects studied by ecomic geographers are levels of economic activity and the location, quality, quantity, and type of natural resources. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W || 10 ||  || text supplemental materials || section reteaching activities

discussion || section quizzes/essential questions related to sections

chapter exam/essential question ||
 * || U4 || EQ (12): What effect does Europe's physical geography have on its people?

EQ (13): How have cultural differences cased conflict among Europeans?

13.1: -Ancient Greek and Roman civilizations shaped Mediterranean culture. -The Roman Empire influenced the development of language and spread Christianity. -The region's economy is becoming less dependent on agriculture and more dependent on industry.

13.2: -Language and religion are important cultural differences. -Nationalism led to the rise of modern nation-states. -Western Europe has a strong and diversified economy and in impressive artistic legacy.

13.3 -Migrating peoples settled Northern Europe. -Great Britain helped to develop representative government and through its empire, to spread the English language throughout the world. -Northern Europeans generally enjoy a high standard of living and have experienced limited cultural diversity.

13.4: -Eastern Europe is a cultural crossroads. -Communist policies in Eastern Europe slowed economic development. -Ethnic and religious diversity has defined regional culture but also has created intense conflict.

EQ (14): How can international cooperation ease the tensions of Europe's past and present?

14.1: -A series of foreign conquests increased diversity and contributed to ethnic tension in the Balkans. -World War II intensified turmoil in Yugoslavia as various ethnic groups aligned themselves with the Nazis or the Allies. -Disagreement among ethnic groups over whether Bosnia and Herzegovina should have become independent led to war in 1992.

14.2: -European countries are working together to clean up water pollution. -European countries are attempting to reduce air pollution both individually and as members of the European Union, collectively.

Case Study: -France and West Germany initiated the process of unification as a way to prevent war. -The European Union faces complex economic and political issues as it attempts to build a consolidated Europe. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W || 15 ||  || text

supplemental materials || section reteaching activities

discussion || Europe map quiz

section quizzes/essential questions related to sections

chapter exam/essential question ||
 * || U5 || EQ (15): How do the extremes of the region's physical geography affect the people of Russia and the Republics?

EQ (16): How did the population of Russia affect the region's people?

16.1: -From modest beginnings, Russia expanded to become the largest country in the world. -In the 1900s, Soviet leaders adopted a command economy to move their society toward communism. -Russian traditions have remained strong through periods of economic and political change.

16.2: -Transcaucasia has been a gateway between Europe and Asia. -The region has a long history of outside control. -The Caspian Sea's oil and gas reserves have given the region great economic potential.

16.3: -A trade route called the Silk Road made Central Asia a historical crossroads. -Soviet officials drew borders in Central Asia that have contributed to the region's instability. -Central Asians have preserved some nomadic traditions despite decades of colonization.

EQ (17): How has the fall of the Soviet Union affected the region?

17.1: -Regional tensions, once under Soviet control, have flared up since the collapse of the Soviet Union in 1991. -Progress in peace talks, declining public support, and the human and economic costs of war may help end some of the conflicts.

17.2: -Russia has sold many government-owned businesses in an effort to move from a command to a market economy. -Russia's economic changes have not yet benefited most Russians. -The enormous size of Russia and widespread criminal activity have hindered economic reform.

Case Study: -The region's new leaders must face the nuclear legacy of the Soviet Union. -This legacy includes nuclear power plants of questionable safety, as well as an arsenal of nuclear weapons, whose security is of great concern to world leaders. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || text

supplemental materials -Tsars video -Lenin video -Stalin video || section reteaching activities

discussion || Eurasia map quiz

section quizzes/essential questions related to sections

chapter exam/essential question ||
 * || U6 || EQ (18): How has the physical geography of Africa affected the lives of the continent's people?

EQ (19): What role has foreign intervention played in Africa's past and present?

19.1: -East Africa has a history of trade and disruptive European colonialism. -Farming and some tourism shape East African economies.

19.2: -Ancient Egyptian civilization and Muslim invasion are features of North African history. -Some North African countries have oil economies.

19.3: -West Africa has a history of trading empires and stateless societies. -West Africa has a rich cultural tradition, including crafts and music.

19.4: -Bantu migrations and European colonialism are features of Central African history. -Central Africa struggles with effects of colonialism.

19.5: -The gold trade was important to Southern Africa's ancient states. -Today, Southern Africa is trying to grow economically.

EQ (20): How are Africans trying to solve the challenges that their countries face?

20.1: -Most African economies are in decline. -African nations struggle to eliminate debt and build cooperation. -Economic diversification and education are keys to progress.

20.2: -Serious diseases threaten Africa. -The AIDS epidemic harms Africa's economies. -African countries pursue strategies to combat AIDS.

Case Study: -European colonialism damaged Africa. -Post-colonial Africa struggles for political stability. -The case study project focuses on Africa's current status. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || text

supplemental materials -//Ghosts of Rwanda// //-Invisible Children// -Mandela video -//Cry Freedom// || section reteaching activities

discussion || Africa map quiz

section quizzes/essential questions related to sections

chapter exam/essential question || How do the physical features and resources of SW Asia affect its people and influence?
 * || U7 || EQ (21):

EQ (22): How have religion and oil affected political issues of SW Asia?

22.1: -The Arabian Peninsula is heavily influenced by Islam. -Saudi Arabia takes its name from the Saud family which established control over much of peninsula by the end of the 1920s. -Oil production dominates the region's economy.

22.2: -The holy places of three religions are found in this subregion. -After WWI, Britain and France took control over most of the region. -There is a great deal of political tension among the nations of the subregion.

22.3: -The vast majority of people in the Northeast are Muslim, but most are not part of the Arab culture. -The nations in the Northeast range from developed to very poorly developed. -Political problems in many of the nations in the Northeast have hampered economic progress.

EQ (23): What can the people of Southwest Asia do to solve long-standing problems?

23.1: -Economic opportunities in Southwest Asia attract foreign guest workers. -Political factors have shifted the region's population. -Refugee problems have resulted in complex and often violent conflicts.

23.2: -Oil wealth has both political and economic consequences in Southwest Asia. -The region's nations are trying to diversify their economies by improving infrastructure and resource use. -Some nations are developing human resources through education.

Case Study: -The conflict between the Israelis and Arabs over land and statehood in Southwest Asia disrupts life in the region. -A serious point of contention is the status of the city of Jerusalem. -The international community has tried to craft proposals for the solution of this difficult issue. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || text

supplemental materials -//100 Years of Terror// || section reteaching activities

discussion

research terrorist organizations

profile of a terrorist || SW Asia map quiz

section quizzes/essential questions related to sections

chapter exam/essential question

profile of a terrorist ||
 * || U8 || EQ (24) How do the region's mountains and rivers affect life in South Asia?

EQ (25) How have various cultures affected South Asia's past and present?

25.1: -India gained independence from Britain through nonviolent resistance. -Agriculture is India's main economic activity, although industry is also important. -Hinduism is the main religion in a land of rich cultural diversity.

25.2: -Pakistan and Bangladesh are new countries that were once part of India. -Both Pakistan and Bangladesh are largely dependent on agriculture. -Islam is the main religion in both countries and strongly influences culture.

25.3: -Nepal and Bhutan are remote mountain kingdoms. -Tourism represents a means of economic growth in both countries. -Most Nepalese are Hindus, while Buddhism is the official religion of Bhutan.

25.4: -Tensions between Sri Lanka's two main ethnic groups, the Sinhalese and the Tamils has led to civil war. -Sri Lanka and the Maldives are ethnically diverse, with religion playing a major role in both cultures. -Global warming threatens the Maldives with obliteration through flooding.

EQ (26) How can the people and governments of South Asia work together to solve the region's challenges?

26.1: -At its present rate of increase, India's population is projected to reach 1.5 billion in another 40 years. -Indians are slow to embrace the idea of having smaller families. -Education is the key to slowing the growth rate of India's population.

26.2: -Summer and winter monsoons are seasonal wind systems that blow across South Asia. -Summer monsoons bring much of the rain on which agriculture is dependent. -Extreme weather associated with monsoons may cause crop failure, homelessness, and death.

Case Study: -Since 1947, India and Pakistan have been involved in a dispute over the territory of Kashmir. -India and Pakistan both have nuclear weapons, which raises the possibility of a nuclear war over Kashmir. -Huge sums of money spent by both countries on arms could have been used instead for education and to address other social needs. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || text

supplemental materials -Ghandi video || section reteaching activities

discussion || map quiz section quizzes/essential questions related to sections

chapter exam/essential question || -differentiate between natural and human catastrophes. -consider the importance of studying human catastrophes. -develop vocabulary for studying the Holocaust. -differentiate between primary and secondary source materials and consider the importance of both types when studying the Holocaust. -examine primary and secondary source materials through and introduction to the //Kristallnacht// //Pogrom.//
 * || H || Lesson 1: Studying the Holocaust

Lesson 2: Antisemitism -define antisemitism and explore its origins. -identify the similarities and differences between pre-Nazi antisemitism and Nazi racial ideology. -examine propaganda methods that the Nazis used to exploit antisemitic attitudes among the German people and to isolate Jews from the rest of the population. -consider historical and contemporary examples of antisemitism, propaganda, and stereotyping.

Lesson 3: Nazi Germany -learn about the Weimar Republic and the Nazis' rise to power. -examine historical events that allowed for a dramatic change in social policies in Germany between 1933 and 1939. -analyze primary source materials that represent a range of Jewish experiences and responses to Nazi-German state policies. -consider the role and responsibility of the individual in interrupting the escalation of hate and violence.

Lesson 4: The Ghettos -identify the aims of the Nazis in establishing ghettos. -specify countries in Eastern and Central Europe where the Nazis established ghettos. -examine what life was like for Jews forced to live in ghettos, with particular emphasis on the Lodz ghetto. -consider the various ways that individuals respond to unjust actions.

Lesson 5: The "Final Solution" -learn about eh mobile killing squads and extermination camps in Nazi Germany. -learn basic information about what life was like for people who existed in the extermination camps. -understand that a variety of sources are used to document conditions of life and death in the camps. -explore the question of how human beings could commit mass murder. -consider issues of social and personal responsibility in their own lives.

Lesson 6: Jewish Resistance -describe the methods used by the Nazis to discourage and reduce resistance and rebellion in occupied territories. -recognize several forms of cultural and spiritual resistance that occurred in the ghettos and extermination camps. -understand the connection between the "Final Solution" and armed resistance, as well as the special meaning resistance had during the Holocaust. -analyze a variety of sources used to document resistance against the Nazis in Europe. -examine the importance of personal and cultural identity and the struggle to maintain it.

Lesson 7: Rescuers and Non-Jewish Resistance -analyze the motivations of non-Jewish rescuers in their efforts to help Jews to survive. -identify the risks involved when non-Jews helped Jews hide or escape and the moral choices that were made. -examine the various forms of assistance tat were given to Jews by non-Jews during the Holocaust. -examine the obstacles and dangers that hidden children had to overcome in order to have a chance to survive. -examine the price of apathy and indifference in the face of injustice.

Lesson 8: Survivors and Liberators -learn about the unique meaning of liberation for Jews at the end of the war in Europe. -understand the complex emotional ramifications of liberation for both the Jews and the Allied soldiers who liberated them. -learn about displaced persons' camps and what life was like for people living in these camps. -learn about some of the serious difficulties that survivors faced after liberation, including reuniting broken families, providing care to children, and reclaiming homes and communities. -consider how an individual is influenced by the collective experience of his or her cultural group.

Lesson 9: Perpetrators, Collaborators, and Bystanders -examine the role of those who collaborated with the Nazis during WWII. -learn about the Nuremberg Trials and other war crimes trials that took place after the war. -consider the role and responsibility of the individual perpetrator within the Nazi system by learning about Rudolf Hoess and Adolf Eichmann. -analyze the culpability of the free world in what ultimately happened to the Jews in Europe.

Lesson 10: The Children -examine the hopeless situation that children faced during the Holocaust. -research genocides that have taken place since the Holocaust. -analyze the violation of children's rights during the Holocaust and during genocides that have taken place since. -examine whether something the magnitude of the Holocaust could happen again. -consider the role and responsibility of the individual in world events. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || Echoes and Reflections

survivor testimony || discussion questions

lesson activities

visit with a survivor || discussion questions

lesson activities ||
 * || U9 || EQ (27) How have the extremes of East Asia's physical geography affected its people?

EQ (28) How has China influenced the cultures of East Asia?

28.1: -China is an ancient civilization that has dominated East Asia. -China has undergone conflicts, invasion, and revolutionary changes. -China has a strong economy and rich culture. -China is the most populous country in the world.

28.2: -Mongolia developed as an independent, strong empire, while Taiwan grew from Chinese settlement. -Mongolia and Taiwan have different economies, the former agricultural and the latter trade-based. -Mongolian lifestyles have changed little over the years, while Taiwan is more influenced by the West.

28.3: -The Korean peninsula is divided into two separate countries, one capitalist, one Communist. -The Korean ancestry and cultural influences are largely Manchurian and northern Chinese. -The two Koreas are making attempts at unification.

28.4: -Ancient Japan was isolated and had periods of strong military leadership. -Japan had been the strongest economic power in East Asia. -The Japanese must deal with issues relating to lack of land and natural resources, overcrowding, pollution, and a slowed economy.

EQ (29) How have rapid changes affected the people of East Asia?

29.1: -Japan and Taiwan are part of a geologically active area called the Ring of Fire. -Japan has faced disastrous earthquakes, volcanoes, and tsunamis. -Japan has focused on disaster preparedness as a way to cope with the danger.

29.2: -Once isolated East Asian countries have grown into economic powerhouses. -The 1990s decline of Asian economies had global impact.

Case Study: -Population and lack of resources and/or land space have plagued East Asian countries since the middle of the 20th century. -The quality of life in various countries has been affected by this tremendous growth. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || text

supplemental materials || section reteaching activities

discussion || map quiz

section quizzes/essential questions related to sections

chapter exam/essential question ||
 * || U10 || EQ (30) How does physical geography vary throughout this vast region?

EQ (31) How have foreign powers affected Southeast Asia, Oceania, and Antarctica?

31.1: -Southeast Asia has a long history of diverse cultural influences. -Nations continue to recover from the effects of European colonialism. -Some nations have highly developed economies and burgeoning cities.

31.2: -European exploration brought change and decline to traditional Pacific Island societies. -Tourism and industry exist in Island economies based on subsistence farming and fishing. -Most Islanders live in small villages, but there are a few cities.

31.3: -Australia and New Zealand have a history of British colonialism that displaced native peoples. -Both nations are agricultural, but mining exists in Australia. -The nations' modern cultures show both British and distinctive influences.

EQ (32) What are the relationships between the people and the land in the region?

32.1: -Aboriginal people lost land rights based on the British colonial doctrine of //Terra Nullius//. -British assimilation policy took away their mixed-race children. -Eddie Mabo and Wik court cases are helping Aboriginal people regain land rights.

32.2: -Southeast Asians are leaving rural areas to find city jobs. -Growing cities in Southeast Asia are facing housing and pollution problems. -Rapid industrial growth is creating environmental problems.

Case Study: -Human activities are damaging the environment. -Global warming and an ozone hole threaten global economies and people's health. -The case study project explores the issue of global environmental change. || 12.1.1 12.1.2 12.2.3 12.2.5 12.2.10 12.2.11 12.2.12 12.2.13 12.3.2 12.3.3 12.3.4 12.3.5 12.3.6 12.4.1W 12.4.2W 12.4.3W ||  ||   || text

supplemental materials || section reteaching activities

discussion || map quiz

section quizzes/essential questions related to sections

chapter exam/essential question ||