Idea Transcript
Georgia Performance Standards, Social Studies
Subject Area:
World Geography (Grades 9-12)
State-Funded Course:
Textbook Title:
Prentice Hall World Geography: Building a Global Perspective © 2005
Publisher:
Pearson Education, Inc. Publishing as Pearson Prentice Hall
Standard Where Taught Strand/Course (If print Component, cite page number; if non-print, cite appropriate location) Content Standard The World Geography course provides students with an introduction to both physical and cultural geography. After an introduction to geography students study each major region of the world. For each region students learn about the importance of the physical geography and its impact on the regions development. Student study cultural aspects of each region and examine the influence of geography on the cultural development of each region SSWG1 The student will explain the physical aspects of geography a.
describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place
SE/TE: 40, 44-57, 62-73, 76-83, 84-85
TE:
54, 78
TR:
Simulations, Games and Lab Activities, Exploring Local Geography, Defining a Region, p.2; Analyzing the Weather, p. 3; Guided Reading and Review, Unit 1, Chapter 2, 17, 19; Guide to the Essentials, Section Summary, Chapter 2, Section 1, Section 2; Mental Mapping booklet, Atlas Activity, p. 10; Unit 1 Checklist, p. 5; Outline Map, p. 9; Alternate Assessment booklet, Map Rubric, p. 14; Section Quiz, Unit 1, Chapter 2, 18, 20; Spanish Resources, Section Quiz, 7, 8; Creative Teaching Activities, Biomes and Vegetation Regions, p. 4; Reviewing Main Ideas, Unit 1, Chapter 2, p. 21; Social Studies Skills Handbook, Critical Thinking Skills, Recognizing Cause and Effect, p. 49; Critical Thinking, Unit 1, Chapter 2, p. 22; Guide to the Essentials, Chapter 2 Test; Mental Mapping booklet, Chapter 2, Map Test, p. 11; Guided Reading and Review, Unit 1, Chapter 1, p. 4
Page 1 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: Guided Reading Audiotapes (English/Spanish), Chapter 2, Section 1, Section 2; Section Reading Support Transparencies, Chapter 2, Section 1, Section 2; World Geography Map and Photo Transparencies, World Climate Zones: Continents and Oceans; Book on CD, Chapter 2; World Geography Videos, Climates and Ecosystems: Ecosystems, Tape 1; TeacherExpress CD-ROM, Chapter 2; Prentice Hall Presentation Pro CD-ROM, Chapter 2; Social Studies Skills Tutor CD-ROM; Companion Web site, www.phschool.com, Chapter 2 Activities; World Geography Map and Photo Transparencies, World Ecosystems
b.
explain how human characteristics including population settlement patterns and human activities such as agriculture and industry can describe a place
SE/TE: 40-42, 86-105, 106-107, 109-119
TE:
40, 81
TR:
Simulations, Games and Lab Activities, Exploring Local Geography, Defining a Region, p. 2; Section Quiz, Unit 1, Chapter 1, p. 3; Critical Thinking, Unit 1, Chapter 1, p. 9; Spanish Resources, Chapter 1, Section 1 Quiz, p. 4; Guided Reading and Review, Unit 1, Chapter 3, 30, 32; Guide to the Essentials, Section Summary, Chapter 3, Section 1, Section 2; Mental Mapping booklet, Atlas Activity, 13, 16; Mental Mapping booklet, Unit 1 Checklist, p. 5; Mental Mapping booklet, Outline Map, 12, 15; Alternate Assessment booklet, Writing Assessment Rubric, p. 6; Creative Teaching Activities, Cultural Hearths, p. 5; Critical Thinking, Unit 1, Chapter 3, p. 35; Social Studies Skills Handbook, Reading a Line Graph, p. 54; Reading a Circle Graph, p. 55; Simulations, Games and Lab Activities, Exploring Local Geography, The Shape of Your Community, p. 9; Map/Graph Skills, Unit 1 Chapter 3, p. 36; Section Quiz, Unit 1, Chapter 3, 31, 33; Spanish Resources, Chapter 3, Section Quiz, 9, 10; Reviewing Main Ideas, Unit 1, Chapter 3, p. 34; Mental Mapping booklet, Chapter 3 Map Test, p. 14; Guided Reading and Review, Unit 1, Chapter 4, p. 43; Section Quiz, Unit 1, Chapter 4, p. 44; Spanish Resources, Chapter 4, Section Quiz, p. 11
Page 2 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: Guided Reading Audiotapes (English/Spanish), Chapter 3, Section 1; Chapter 4, Section 1; Section Reading Support Transparencies, Chapter 3, Section 1; Chapter 4, Section 1; World Geography Map and Photo Transparencies, World: Political; Book on CD, Population and Culture, Economic Systems, Tape 1; TeacherExpress CD-ROM, Chapter 3, Chapter 4; Prentice Hall Presentation Pro CD-ROM, Chapter 3, Chapter 4; Social Studies Skills Tutor CDROM; Companion Web site, www.phschool.com, Chapter 3 Activities, Chapter 4 Activities; World Geography Map and Photo Transparencies, World Population Growth; World Population Cartogram
c.
analyze the interrelationship between physical and human characteristics of a place
SE/TE: 108-119, 120-121
TE:
82, 117
TR:
Guided Reading and Review, Unit 1, Chapter 4, 43, 45; Guide to the Essentials, Section Summary, Chapter 4, Section 1, Section 2; Mental Mapping booklet, Outline Map 4, p. 15; Mental Mapping booklet, Atlas Activity, p. 16; Mental Mapping booklet, Unit 1 Checklist, p. 5; Section Quiz, Unit 1, Chapter 4, 44, 46; Spanish Resources, Chapter 4, Section Quiz, 11, 12; Simulations, Games and Lab Activities, Exploring Local Geography, Land-Use Disputes, p. 5; Alternate Assessment booklet, Position Paper Rubric, p. 8; People and Geography, Water, 4-9; Social Studies Skills Handbook, Reading an Economic Map, p. 27; Reviewing Main Ideas, Unit 1, Chapter 4, p. 47; Critical Thinking, Unit 1, Chapter 4, p. 48; Guide to the Essentials, Chapter 4 Test; Mental Mapping booklet, Chapter 4 Map Test, p. 17; Social Studies Skills Handbook, Study and Research Skills, 94-108
Page 3 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: Guided Reading Audiotapes (English/Spanish), Chapter 4, Section 1, Section 2; Section Reading Support Transparencies, Chapter 4, Section 1, Section 2; World Geography Map and Photo Transparencies, Energy Production; Book on CD, Chapter 4; World Geography Videos, Resources and Land Use: Economic Activities, Tape 1; TeacherExpress CD-ROM, Chapter 4; Prentice Hall Presentation Pro CD-ROM, Chapter 4; Social Studies Skills Tutor CD-ROM; Companion Web site, www.phschool.com, Chapter 4 Activities, Chapter 4 Self-Test; World Geography Map and Photo Transparencies, World Climate Zones: Annual Precipitation; Per Capita GDP; World Trade Cartogram; World Geography Videos, Chapter 4 Video
SSWG2 The student will explain the cultural aspects of geography a.
describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics
SE/TE: 40-42, 87-98, 106-107
TR:
Mental Mapping booklet, Outline Map, p. 12; Alternate Assessment booklet, Writing Assessment Rubric, p. 6; Creative Teaching Activities, Culture Hearths, p. 5; Critical Thinking, Unit 1, Chapter 3, p. 35; Mental Mapping booklet, Atlas Activity, p. 13; Social Studies Skills Handbook, Reading a Line Graph, p. 54; Simulations, Games and Lab Activities, Exploring Local Geography, The Shape of Your Community, p. 9; Simulation, Population Strains City Services, p. 16; Map/Graph Skills, Unit 1, Chapter 3, p. 36; Social Studies Skills Handbook, Reading a Circle Graph, p. 55; Section Quiz, Unit 1, Chapter 3, p. 31; Spanish Resources, Chapter 3, Section Quiz, p. 9
TECH: World Geography Map and Photo Transparencies, World Population Growth: World Population Growth Cartogram; World: Political; Social Studies Skills Tutor CD-ROM, Analyzing Graphic Data b.
explain how cultural characteristics of a place can be used to describe a place
SE/TE: 40-42, 87-98, 100-105, 106-107
Page 4 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TE:
91, 96
TR:
Mental Mapping booklet, Outline Map, p. 12; Alternate Assessment booklet, Writing Assessment Rubric, p. 6; Creative Teaching Activities, Culture Hearths, p. 5; Critical Thinking, Unit 1, Chapter 3, p. 35; Mental Mapping booklet, Atlas Activity, p. 13; Social Studies Skills Handbook, Reading a Line Graph, p. 54; Simulations, Games and Lab Activities, Exploring Local Geography, The Shape of Your Community, p. 9; Simulation, Population Strains City Services, p. 16; Map/Graph Skills, Unit 1, Chapter 3, p. 36; Social Studies Skills Handbook, Reading a Circle Graph, p. 55; Section Quiz, Unit 1, Chapter 3, p. 31; Spanish Resources, Chapter 3, Section Quiz, p. 9; Guided Reading and Review, Unit 1, Chapter 3, p. 32; Guide to the Essentials, Section Summary, Chapter 3, Section 2; Mental Mapping booklet, Unit 1 Checklist, p. 5
TECH: World Geography Map and Photo Transparencies, World Population Growth: World Population Growth Cartogram; World: Political; Social Studies Skills Tutor CD-ROM, Analyzing Graphic Data; Guided Reading Audiotapes (English/Spanish), Chapter 3, Section 2; Section Reading Support Transparencies, Chapter 3, Section 2; Book on CD, Chapter 3 c.
analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture
SE/TE: 87-97, 106-107
Page 5 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Mental Mapping booklet, Outline Map, p. 12; Alternate Assessment booklet, Writing Assessment Rubric, p. 6; Creative Teaching Activities, Culture Hearths, p. 5; Critical Thinking, Unit 1, Chapter 3, p. 35; Mental Mapping booklet, Atlas Activity, p. 13; Social Studies Skills Handbook, Reading a Line Graph, p. 54; Simulations, Games and Lab Activities, Exploring Local Geography, The Shape of Your Community, p. 9; Simulation, Population Strains City Services, p. 16; Map/Graph Skills, Unit 1, Chapter 3, p. 36; Social Studies Skills Handbook, Reading a Circle Graph, p. 55; Section Quiz, Unit 1, Chapter 3, p. 31; Spanish Resources, Chapter 3, Section Quiz, p. 9
TECH: World Geography Map and Photo Transparencies, World Population Growth: World Population Growth Cartogram; World: Political; Social Studies Skills Tutor CD-ROM, Analyzing Graphic Data d.
explain the how the development of customs and traditions help to define a culture and a people
SE/TE: 90-98, 106-107
TR:
Creative Teaching Activities, Culture Hearths, p. 5; Critical Thinking, Unit 1, Chapter 1, p. 35; Mental Mapping booklet, Atlas Activity, p. 13; Map/Graph Skills, Unit 1, Chapter 3, p. 36; Section Quiz, Unit 1, Chapter 3, p. 31; Spanish Resources, Chapter 3, Section Quiz, p. 9
TECH: World Geography Map and Photo Transparencies, World: Political SSWG3 The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia a.
describe the location of major physical features and their impact on North Africa/Southwest Asia
SE/TE: 440-441, 444, 468, 475-476, 508-509, 512, 520-524, 527-528, 531532, 537, 538-539 TE:
476, 483, 532
Page 6 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Mental Mapping booklet, Outline Map 21B, p. 81; Outline Map 24B, p. 91; Mental Mapping booklet, Unit 6 Checklist, p. 79; Unit 7 Checklist, p. 91; Social Studies Skills Handbook, Elevation on a Map, p. 20; Four Types of Landforms, p. 21; Relief of a Map, p. 22; Mental Mapping booklet, Regional Atlas Activity, p. 94; Creative Teaching Activities, Preserving Rain Forests, p. 26; Guided Reading and Review, Unit 7, Chapter 25, p. 11; Mental Mapping booklet, Atlas Activity, p. 97; Creative Teaching Activities, Who Controls the Water?, p. 27
TECH: World Geography Map and Photo Transparencies, Central and Southwest Asia, Maps and Photos; TeacherExpress CD-ROM, Chapter 21, Chapter 24, Chapter 25; Prentice Hall Presentation Pro CD-ROM, Chapter 21, Chapter 24, Chapter 25; Social Studies Skills Tutor CD-ROM; Companion Web site, www.phschool.com, Chapter 21 Activities, Chapter 24 Activities, Chapter 25 Activities; World Geography Map and Photo Transparencies, Africa: Maps and Photos; Section Reading Support Transparencies, Chapter 25, Section 1 b.
describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia
SE/TE: 442-445, 475-476, 510-513, 530
TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 25; Reading a Climate Graph, p. 65; Comparing Climate Graphs, p. 66
TECH: World Geography Map and Photo Transparencies, Central and Southeast Asia: Maps and Photos; Africa: Maps and Photos c.
analyze the impact of natural resources, especially oil have on North Africa/Southwest Asia
SE/TE: 448-453, 476-477, 488-490, 494-495, 500-503, 516-517, 528-529, 535-536, 538-539
Page 7 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Creative Teaching Activities, Economic Activities and Resources, p. 23; Mental Mapping booklet, Regional Atlas Activity, p. 82; Social Studies Skills Handbook, Reading a Natural Resources Map, p. 34; Guided Reading and Review, Unit 6, Chapter 23, p. 30; Guide to the Essentials, Section Summary, Chapter 23, Section 4; Simulations, Games and Lab Activities, Where to Build a Pipeline, 30-33
TECH: Guided Reading Audiotapes (English/Spanish), Chapter 23, Section 4; Section Reading Support Transparencies, Chapter 23, Section 4; Book on CD, Chapter 23; Social Studies Skills Tutor CD-ROM; Companion Web site, www.phschool.com, Chapter 23 Activities; World Geography Map and Photo Transparencies, Central and Southwest Asia, Economic Activities and Resources d.
analyze the impact of water supplies on the growth of population centers
SE/TE: 438, 441, 448, 506, 508, 512, 520-521, 523
TR:
e.
explain the impact of Judaism, Christianity, and Islam on the development of the region’s culture
Regional Atlas Study Guide, Unit 6, Chapter 21, p. 2; Regional Atlas Study Guide, Unit 7, Chapter 24, p. 2; Social Studies Skills Handbook, Reading a Diagram, p. 56
SE/TE: 438, 446, 469-474, 477-481, 490-491, 496-499, 500-501, 506, 514
TE:
447, 470, 473, 480, 491, 497, 527
TR:
Guided Reading and Review, Unit 6, Chapter 23, 24, 26, 32; Guide to the Essentials, Section Summary, Chapter 23, Section 1, Section 2; Mental Mapping booklet, Atlas Activity, p. 88; Mental Mapping booklet, Unit 6 Checklist, p. 79; Section Quiz, Unit 6, Chapter 23, 25, 27, 33; Creative Teaching Activities, A Personal View of History, p. 25; Spanish Resources, Chapter 23, Section Quiz, 57, 60; Reviewing Main Ideas, Unit 6, Chapter 23, p. 34
Page 8 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: Guided Reading Audiotapes (English/Spanish), Chapter 23, Section 1, Section 5; Section Reading Support Transparencies, Chapter 23, Section 1, Section 5; Book on CD, Chapter 23; TeacherExpress CDROM, Chapter 23
f.
explain why this region contains areas on two different continents
SE/TE: p. 524
g.
describe the major ethnic and cultural groups in North Africa/Southwest Asia including major customs and traditions
SE/TE: 438, 446, 469-473, 477-478, 496-498, 506, 514, 516, 531-533
TR:
Mental Mapping booklet, Atlas Activity, p. 88; Section Quiz, Unit 6, Chapter 23, 26, 27, 33; Spanish Resources, Chapter 23, Section Quiz, 56, 57, 60; Guide to the Essentials, Section Summary, Chapter 23, Section 2; Creative Teaching Activities, A Personal View of History, p. 25; Guided Reading and Review, Unit 6, Chapter 23, p. 32; Geography and World Literature: Memed, My Hawk, p. 43; Social Studies Skills Handbook, Recognizing Ideologies, p. 48
SSWG4 The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa a.
describe the location of major physical features and their impact on Sub-Saharan Africa
SE/TE: 508-509, 512-513, 516-517, 541-544, 552, 555-556, 565, 569, 571, 578-579, 584-585 TE:
513, 544, 571, 582
TR:
Mental Mapping booklet, Outline Map, 24B, p. 93; Mental Mapping booklet, Unit 7 Checklist, p. 91; Mental Mapping booklet, Regional Atlas Activity, p. 94; Social Studies Skills Handbook, Elevation on a Map, p. 20; Four types of Landforms, p. 21 Relief on a Map, p. 22; Creative Teaching Activities, Preserving Rain Forests, p. 26; Social Studies Skills Handbook, Reading a Natural Vegetation Map, p. 25; Guided Reading and Review, Unit 7, Chapter 26, p. 24; Guide to the Essentials, Section Summary, Chapter 26, Section 1; Mental Mapping booklet, Atlas Activity, 100, 103; Guided Reading and Review, Unit 7, Chapter 27, p. 41
Page 9 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: World Geography Map and Photo Transparencies, Africa: Maps and Photos; TeacherExpress CD-ROM, Chapter 24; Prentice Hall Presentation Pro CD-ROM, Chapter 24, Chapter 26; Social Studies Skills Tutor CD-ROM; Companion Web site, www.phschool.com, Chapter 24 Activities; Guided Reading Audiotapes (English/Spanish), Chapter 26, Section 1; Section Reading Support Transparencies, Chapter 26, Section 1; World Geography Map and Photo Transparencies, How the Earth Works, Unit 7; World Geography Videos, Physical Characteristics: East and Southern Africa, Tape 3
b.
describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa
SE/TE: 510-513, 552
TE:
p. 556
TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 26; Creative Teaching Activities, Preserving Rain Forests, p. 26; Social Studies Skills Handbook, Reading a Natural Vegetation Map, p. 25
TECH: World Geography Map and Photo Transparencies, Africa: Maps and Photos c.
describe the pattern of population distribution in the countries of Sub-Saharan Africa in relation to urbanization and modernization
SE/TE: 514-515, 518-519, 524, 528, 533-534, 552-553, 556, 568, 574
TR:
Social Studies Skills Handbook, Reading a Population Density Map, p. 31; Regional Atlas Review, Unit 7, Chapter 24, p. 3; Regional Atlas Database Skills, Unit 7, Chapter 24, p. 4; Spanish Resources, Chapter 24, Regional Atlas Review, p. 61
TECH: World Geography Map and Photo Transparencies, Africa: Maps and Photos
Page 10 of 28
Standard Strand/Course Content Standard d. explain how Sub-Saharan Africa’s physical features have impacted the distribution of its population
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) SE/TE: 508-510, 524, 533-534, 543-544, 552, 555-556
TE:
p. 544
TR:
Mental Mapping booklet, Regional Atlas Activity, p. 94
TECH: World Geography Map and Photo Transparencies, Africa: Maps and Photos e.
analyze how the migration of people such as the Bantu and Zulu have impacted the economic cultural and political aspects of SubSaharan Africa
SE/TE: 506, 514, 541, 570
TE:
p. 570
TECH: World Geography Videos, Movement, West and Central Africa, Tape 3 f.
analyze the strengths and weaknesses in the development of SubSaharan Africa including factors such as linguistic, tribal, and religious diversity, literacy levels, and the colonial legacy
SE/TE: 506, 514, 516-519, 544, 548-550, 553-554, 558-559, 565-576, 580583, 584-585
TE:
p. 575
Page 11 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Simulations, Games and Lab Activities, Simulation, Global Hunger, p. 14; Regional Atlas Review, Unit 7, Chapter 24, p. 3; Spanish Resources, Chapter 24, Regional Atlas Review, p. 61; Critical Thinking, Unit 7, Chapter 26, p. 33; Mental Mapping booklet, Atlas Activity, p. 100; Section Quiz, Unit 7, Chapter 26, 27, 31; Spanish Resources, Chapter 26, Section Quiz, 65, 67; Social Studies Skills Handbook, Predicting Consequences, p. 50; Guided Reading and Review, Unit 7, Chapter 27, 41, 43, 47; Creative Teaching Activities, Preserving the Wildlife of Africa, p. 29; Section Quiz, Unit 7, Chapter 27, 42, 44; Spanish Resources, Chapter 27, Section Quiz, 68, 69; Guide to the Essentials, Section Summary, Chapter 27, Section 2, Section 3, Section 4; Geography and World Literature, Unit 7, Chapter 27, Coffee for the Road, p. 58
TECH: Guided Reading Audiotapes (English/Spanish), Chapter 27, Section 1, Section 2, Section 3, Section 4; Section Reading Support Transparencies, Chapter 27, Section 2, Section 3, Section 4 g.
h.
describe the ethnic and religious groups in Sub-Saharan Africa including major customs and traditions
analyze the impact of drought and desertification on Sub-Saharan Africa
SE/TE: 506, 514, 546, 550, 565, 571-572
TE:
542, 553, 570
TR:
Regional Atlas Study Guide, Unit 7, Chapter 24, p. 2
SE/TE: 516, 544, 569-570, 582
TE:
pp, 513, 544, 570
TR:
Critical Thinking, Unit 7, Chapter 26, p. 33
TECH: World Geography Map and Photo Transparencies, Africa: Maps and Photos
Page 12 of 28
Standard Where Taught (If print Component, cite page number; if non-print, cite appropriate location) Strand/Course Content Standard SSWG5 The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia a.
describe the location of major physical features and their impact on the regions of Asia
SE/TE: 592-593, 596-597, 636-637, 640-641, 651, 659-660, 662-663, 676, 681-682, 707 TE:
621, 624, 637, 641, 661
TR:
Mental Mapping booklet, Outline Map 28B, p. 108; Mental Mapping booklet, Unit 8 Checklist, p. 106; Social Studies Skills Handbook, Elevation on a Map, p. 20; Four Types of Landforms, p. 21; Relief on a Map, p. 22; Reading a Natural Vegetation Map, p. 25; Mental Mapping booklet, Outline Map 30B and 30C, 117-118; Mental Mapping booklet, Unit 9 Checklist, p. 115; Mental Mapping booklet, Outline Map 31, p. 121; Outline Map 32, p. 124; Simulations, Games and Lab Activities, Should the Siam River Dam be Funded, 34-48; Guided Reading and Review, Unit 9, Chapter 31, p. 14; Guided Reading and Review, Unit 9, Chapter 32, p. 28
TECH: World Geography Map and Photo Transparencies, South Asia: Maps and Photos; TeacherExpress CD-ROM, Chapter 28; Chapter 30; Prentice Hall Presentation Pro CD-ROM, Chapter 28; Chapter 30; Social Studies Skills Tutor CD-ROM; Companion Web site, www.phschool.com, Chapter 28 Activities; Chapter 30 Activities; World Geography Map and Photo Transparencies, East Asia and the Pacific World: Maps and Photos; World Geography Map and Photo Transparencies, South Asia: Maps and Photos b.
describe the major climates of each region and how they have affected each region’s development
SE/TE: 594-597, 620, 623-625, 626-627, 638-641, 661, 682-683, 694- 695
TE:
p. 595
TR:
Creative Teaching Activities, The Effects of Monsoons, p. 30; Social Studies Skills Handbook, Reading a Climate Map, p. 26; Reading a Climate Graph, p. 65; Comparing Climate Graphs, p. 66
Page 13 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: World Geography Map and Photo Transparencies, South Asia: Maps and Photos; World Geography Map and Photo Transparencies, East Asia and the Pacific World: Maps and Photos; World Geography Map and Photo Transparencies, How the Earth Works, Unit 8
c.
analyze the impact of the topography and climate on population distribution in the regions
SE/TE: 594-595, 599, 643, 681, 684, 701
TR:
d.
describe the various ethnic and religious groups in the region and the affect of geography on their development and their major customs and traditions
Creative Teaching Activities, The Effects of Monsoons, p. 30; Social Studies Skills Handbook, Reading a Natural Vegetation Map, p. 25; Reading a Population Density Map, p. 31
SE/TE: 590, 598, 608, 612-613, 614-615, 621-622, 624-625, 634, 642, 663664, 666-669, 670-671, 685-686, 693, 701-702, 706, 710-711 TE:
609, 622, 643
TR:
Regional Atlas Study Guide, Unit 5, Chapter 28, p. 2; Social Studies Skills Handbook, Predicting Consequences, p. 50; Critical Thinking, Unit 8, Chapter 29, Understanding Ghandi’s Creed, p. 18; People and Geography, Population, 42-46; Simulations, Games and Lab Activities, Local Immigration Patterns, p. 11; Simulation, the Immigrant Experience, p. 12; Guided Reading and Review, Unit 8, Chapter 29, p. 13; Guide to the Essentials, Section Summary, Chapter 29, Section 2; Creative Teaching Activities, Historical and Cultural Landmarks, 30-32; Creative Teaching Activities, Asian Music, p. 33; Guided Reading and Review, Unit 9, Chapter 32, p. 28; Guided Reading and Review, Unit 9, Chapter 33, p. 43
TECH: World Geography Map and Photo Transparencies, South Asia: Political; Guided Reading Audiotapes (English/Spanish), Chapter 29, Section 2; Section Reading Support Transparencies, Chapter 29, Section 2; Chapter 33, Section 1; Book on CD, Chapter 29; World Geography Videos, Government and Citizenship, Tape 4
Page 14 of 28
Standard Strand/Course Content Standard e. analyze the impact of population growth in the region on both the region and on other regions of the world including China, India, and Japan
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) SE/TE: 598-599, 618, 623-624, 625, 642-643, 651, 665-666, 684
TR:
Social Studies Skills Handbook, Reading a Population Density Map, p. 31; Creative Teaching Activities, Determining Population Growth, p. 31; Reviewing Main Ideas, Unit 8, Chapter 29, p. 17
TECH: World Geography Map and Photo Transparencies, South Asia: Maps and Photos; World Geography Map and Photo Transparencies, East Asia and the Pacific World: Maps and Photos f.
explain the division of the Indian-subcontinent into India and Pakistan and the eventual creation of Bangladesh
SE/TE: 590-591, 598-599, 608-610 612-613
TR:
Regional Atlas Study Guide, Unit 8, Chapter 28, p. 2; Social Studies Skills Handbook, Reading a Political Map, p. 19; Guided Reading and Review, Unit 8, Chapter 29, p. 11; Guide to the Essentials, Section Summary, Chapter 29, Section 1; Mental Mapping booklet, Atlas Activity, p. 112; Mental Mapping booklet, Unit 8 Checklist, p. 106; Critical Thinking, Unit 8, Chapter 29, Understanding Gandhi’s Creed, p. 18; Section Quiz, Unit 8, Chapter 29, p. 12; Simulations, Games and Lab Activities, Section Quiz, Unit 29, p. 71
TECH: World Geography Videos, Regional Atlas: South Asia, Tape 4; Guided Reading Audiotapes (English/Spanish), Chapter 29, Section 1; Section Reading Support Transparencies, Chapter 29, Section 1; World Geography Map and Photo Transparencies, South Asia, Maps and Photos; World Geography Map and Photo Transparencies, South Asia: Political g.
describe the Pacific Rim and its cultural, political, and economic significance
SE/TE: 634-635, 644-645, 672-676, 690-692, 695-696, 708-710
TE:
p. 691
Page 15 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Regional Atlas Study Guide, Unit 9, Chapter 30, p. 2; Guide to the Essentials, Chapter 30 Summary; Mental Mapping booklet, Unit 9 Checklist, p. 115; Mental Mapping booklet, Outline Map 30A, p. 116; Social Studies Skills Handbook, Reading a Political Map, p. 19; Mental Mapping booklet, Atlas Activity, p. 119; Social Studies Skills Handbook, Reading an Economic Map, p. 27; Reading a Natural Resources Map, p. 34; Using a Map Key, p. 3; Guided Reading and Review, Unit 9, Chapter 31, p. 17; Guide to the Essentials, Section Summary, Chapter 31, Section 4; Mental Mapping booklet, Unit 9 Checklist, p. 115; Map/Graph Skills, Unit 9, Chapter 31, p. 21; Section Quiz, Unit 9, Chapter 31, p. 18; Spanish Resources, Chapter 31, Section Quiz, p. 80; Creative Teaching Activities, The Balance of Trade, p. 34
TECH: Guided Reading Audiotapes (English/Spanish), Chapter 30; Chapter 31; Section Reading Support Transparencies, Chapter 30; Chapter 31; World Geography Map and Photo Transparencies, East Asia and the Pacific World: Maps and Photos; Book on CD, Chapter 30; Chapter 31; Companion Web site, www.phschool.com, Chapter 31 Activities SSWG6 The student will describe the interaction of physical and human systems that have shaped contemporary Europe a.
describe the location of major physical features and their impact on Europe
SE/TE: 288-291, 295, 298, 304-307, 309-313, 315, 318-319, 322-323, 327, 333-334, 337-338, 340-341, 342, 349, 354, 360-361, 362-363, 374375, 389-390, 396, 404-405, 415-416 TE:
p. 291
Page 16 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Regional Atlas Study Guide, Unit 4, Chapter 14, p. 2; Guide to the Essentials, Chapter 4 Summary; Mental Mapping booklet, Unit 4 Checklist, p. 52; Mental Mapping booklet, Outline Map 14A, p. 53; Outline Map 14B, p. 54; Outline Map 18B, p. 69; Social Studies Skills Handbook, Reading a Political Map, p. 19; Mental Mapping booklet, Regional Atlas Activity, p. 55; Social Studies Skills Handbook, Elevation on a Map, p. 20; Four types of Landforms, p. 31; Relief on a Map, p. 22; Guided Reading and Review, Unit 4, Chapter 15, p. 11; People and Geography, Environmental Change, 19-24
TECH: Guided Reading Audiotapes (English/Spanish), Chapter 14; Chapter 18; Section Reading Support Transparencies, Chapter 14; Chapter 18; World Geography Map and Photo Transparencies, Western Europe: Maps and Photos; Book n CD, Chapter 14; World Geography Videos, Regional Atlas: Western Europe, Tape 2; World Geography Videos, Understanding the Past: The British Isles and Nordic Nations, Tape 2; World Geography Map and Photo Transparencies, Central Europe and Northern Eurasia: Maps and Photos b.
describe the major climates of Europe and how they have affected Europe
SE/TE: 292-295, 302-303, 310, 312, 319-320, 325-327, 333, 344, 350, 360361, 376-379, 417-418 TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 26; Reading an Ocean Currents Map, p. 37; Reading a Wind Map, p. 38; Reading a Natural Vegetation Map, p. 25; Reading a Climate Graph, p. 65; Comparing Climate Graphs, p. 66; Guided Reading and Review, Unit 4, Chapter 16, p. 28; Guide to the Essentials, Section Summary, Chapter 16, Section 1; Mental Mapping booklet, Atlas Activity, p. 61; Geography and World Literature, The Steppe, p. 43
TECH: World Geography Map and Photo Transparencies, Western Europe: Maps and Photos; World Geography Map and Photo Transparencies, Central Europe and Northern Eurasia: Maps and Photos
Page 17 of 28
Standard Strand/Course Content Standard c. analyze the importance of Europe’s coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) SE/TE: 288-293, 296, 298-299, 305-309, 321, 325-328, 333-334, 338, 350351, 352, 355, 363-364
TR:
Regional Atlas Study Guide, Unit 4, Chapter 14, p. 2; Guide to the Essentials, Chapter 14 Summary; Social Studies Skills Handbook, Reading an Economic Activity Map, p. 27; Reading a Natural Resources Map, p. 34; Guided Reading and Review, Unit 4, Chapter 15, p. 11
TECH: World Geography Videos, Global Trade Patterns, Central Western Europe, p. 2; World Geography Map and Photo Transparencies, Western Europe: Maps and Photos d.
describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions
SE/TE: 288-289, 296-297, 311-312, 315-316, 320, 329, 342-343, 351-352, 364-365, 372, 380, 390, 400-403, 404-405
TR:
Creative Teaching Activities, The Changing Structure of Europe; Creative Teaching Activities, What is a Culture Hero?, p. 17
TECH: Social Studies Skills Tutor CD-ROM, Identifying Point of View e.
explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages
SE/TE: 298, 309, 334, 363, 374, 382
TR:
Social Studies Skills Handbook, Reading an Economic Activity Map, p. 27; Creative Teaching Activities, Traveling Through Central and Western Europe, p. 18
TECH: World Geography Map and Photo Transparencies, Western Europe: Maps and Photos; World Geography Map and Photo Transparencies, Central Europe and Northern Eurasia: Maps and Photos
Page 18 of 28
Standard Strand/Course Content Standard f. analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) SE/TE: 372-383, 414-418, 424, 427-429, 432-433
TE:
377, 429
TR:
Creative Teaching Activities, The Changing Structure of Europe, p. 20; Regional Atlas Study Guide, Unit 5, Chapter 18, p. 2; Guide to the Essentials, Chapter 18 Summary; Mental Mapping booklet, Outline Map 18A, p. 68; Outline Map 18B, p. 20; Social Studies Skills Handbook, Reading a Political Map, p. 19; Geography and World Literature, The Steppe, p. 43; Social Studies Skills Handbook, Reading an Economic Map, p. 27; Guided Reading and Review, Unit 5, Chapter 20, p. 28
TECH: Guided Reading Audiotapes (English/Spanish), Chapter 18; Section Reading Support Transparencies, Chapter 18; World Geography Map and Photo Transparencies, Central Europe and Northern Eurasia: Maps and Photos; World Geography Videos, Regional Atlas, Central Europe and Northern Eurasia; TeacherExpress CDROM, Chapter 18; Prentice Hall Presentation Pro CD-ROM, Chapter 18 g.
analyze the environmental issues associated with industrial and natural resource development in Europe including Russia
SE/TE: 298-299, 307-309, 334-335, 359, 382-383, 392, 409-410, 431
TE:
299, 321, 395, 409, 425
TR:
Social Studies Skills Handbook, Reading a Natural Resources Map, p 27; Recognizing Cause and Effect, p. 49
TECH: Social Studies Skills Tutor CD-ROM, Identifying Cause and Effect World Geography Videos, Urbanization: Central and Eastern Europe
Page 19 of 28
Standard Where Taught (If print Component, cite page number; if non-print, cite appropriate location) Strand/Course Content Standard SSWG7 The student will describe the interaction of physical and human systems that have shaped contemporary Latin America a.
explain why the region is known as Latin America including cultural reasons
SE/TE: 204, 212, 227-228, 239, 248-249
b.
describe the location of major physical features and their impact on Latin America
SE/TE: pp., 206-207, 210-211, 221, 223-225, 237-239, 246-247, 257, 268269, 272-273, 278-279 TE:
207, 239, 279
TR:
Mental Mapping booklet, Outline Map 9B, p. 36; Mental Mapping booklet, Unit 3 Checklist, p. 34; Social Studies Skills Handbook, Elevation on a Map, p. 20; Four Types of Landforms, p. 21; Relief on a Map, p. 22; Guided Reading and Review, Unit 3, Chapter 10, p. 11; Guide to the Essentials, Section Summary, Chapter 10, Section 1; Mental Mapping booklet, Atlas Activity, 40, 43; Creative Teaching Activities, Using a Physical Map, p. 12; Section Quiz, Unit 3, Chapter 10, p. 12; Spanish Resources, Chapter 10, Section Quiz, p. 24; Guided Reading and Review, Unit 3, Chapter 11, 24, 26
TECH: World Geography Map and Photo Transparencies, Latin America: Maps and Photos; TeacherExpress CD-ROM, Chapter 9; Social Studies Skills Tutor CD-ROM; Prentice Hall Presentation Pro CDROM, Chapter 9; World Geography Videos, Natural Hazards, Mexico, Tape 1 c.
describe the major climates of Latin America and how they have affected Latin America
SE/TE: 208-211, 222-224, 237-239, 247-248,257, 269, 272-273, 278-279
TE:
209, 247
Page 20 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 26; Reading a Climate Graph, p. 65; Comparing Climate Graphs, p. 66; Simulations, Games and Lab Activities, Where on Earth?. The Vanished Expedition, 68-69; Guided Reading and Review, Unit 3, Chapter 10, p. 11; Section Quiz, Unit 3, Chapter 10, p. 12; Spanish Resources, Chapter 10, Section Quiz, p. 24; Simulations, Games and Lab Activities, Exploring Local Geography, Environmental Problems, p. 4; Guided Reading and Review, Unit 3, Chapter 11, p. 24; Creative Teaching Activities, The Amazon River and Basin
TECH: World Geography Map and Photo Transparencies, Latin America: Maps and Photos; World Geography Videos, Countries of South America, Tape 1; World Geography Videos, Patterns of Settlement: Brazil, Tape 1 d.
explain how geographic features and climatic patterns affect population distribution
SE/TE: 206, 208-209, 212-213, 218-219, 222-225, 229-230, 233, 255-257, 261, 268-270, 273-276 TE:
p. 223
TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 26; Reading a Climate Graph, p. 65; Comparing Climate Graphs, p. 66; Reading a Population Density Map, p. 31, Reading a Bar Graph, p. 53
TECH: World Geography Map and Photo Transparencies, Latin America: Maps and Photos; World Geography Videos, Natural Hazards,: Mexico, Tape 1; World Geography Videos, Patterns of Settlement: Brazil, Tape 1; World Geography Videos, Climates, Countries of South America, Tape 1 e.
analyze the impact of natural disasters and political instability on economic activity in Latin America
SE/TE: 204, 206, 208, 214, 216-217, 221-222, 240-242, 244-245, 260-262, 270-271, 274-276, 280-281 TE:
p. 245
Page 21 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Social Studies Skills Handbook, Reading an Economic Activity Map, p. 34; Regional Atlas Review, Unit 3, Chapter 9, p. 3; Spanish Resources, Chapter 9, Regional Atlas Review, p. 23; Social Studies Skills Handbook, Recognizing Cause and Effect, p. 49; Guided Reading and Review, Unit 3, Chapter 12, p. 39; Critical Thinking, Unit 3, Chapter 12, p. 42; Guide to the Essentials, Section Summary, Chapter 12, Section 2; Section Quiz, Unit 3, Chapter 12, p. 40; Reviewing Main Ideas, Unit 3, Chapter 12, p. 41; Spanish Resources, Chapter 12, Section Quiz, p. 29
TECH: World Geography Map and Photo Transparencies, Latin America: Maps and Photos; World Geography Videos, Natural Hazards: Mexico, Tape 1; World Geography Map and Photo Transparencies, How the Earth Works, Unit 3; Tectonic Plates; Companion Web site, www.phschool.com, Chapter 11 Activities; Guided Reading Audiotapes (English/Spanish), Chapter 12, Section 2; Social Studies Skills Tutor CD-ROM, Chapter 12, Section 2 f.
describe the various ethnic and religious groups in Latin America including South America, Central America and the Caribbean including major customs and traditions
SE/TE: 204, 212, 227-228, 239, 248, 258, 267, 274-276
TE:
p. 257
TR:
Creative Teaching Activities, Latin American Music, p. 11; Creative Teaching Activities, Island or Mainland?, p. 13; Geography and World Literature, The Younger Brother, p. 65
TECH: World Geography Map and Photo Transparencies, Latin America: Maps and Photos g.
analyze the impact of deforestation on Latin America and explain actions being taken
SE/TE: 214, 263 TR: Social Studies Skills Handbook, Reading a Natural Vegetation Map, p. 25
Page 22 of 28
Standard Strand/Course Content Standard h. explain how Latin American countries are developing their resources to compete in the global market and develop industry such as Brazil
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) SE/TE: 204, 212, 214-215, 216-217, 224, 230-231, 240, 249-250, 261-262, 268-270 TE:
224, 262
TR:
Social Studies Skills Handbook, Reading a Natural Resources Map, p. 37; Regional Atlas Review, Unit 3, Chapter 9, p. 3; Guided Reading and Review, Unit 3, Chapter 12, p. 39; Guide to the Essentials, Section Summary, Chapter 12, Section 2; Mental Mapping booklet, Unit 3 Checklist, p. 34; Section Quiz, Unit 3, Chapter 12, p. 40; Reviewing Main Ideas, Unit 3, Chapter 12, p. 41; Spanish Resources, Chapter 12, Section Quiz, p. 29
TECH: World Geography Map and Photo Transparencies, Latin America: Maps and Photos; World Geography Videos, Planning for the Future: South America and the Caribbean Tape 1; Guided Reading Audiotapes (English/Spanish), Chapter 12, Section 2; Section Reading Support Transparencies, Chapter 12, Section 2 i.
analyze the impact illegal drug production and trade have on Latin America
SE/TE: 270-271
TE:
p. 270
SSWG8 The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States a.
describe the location of major physical features and their impact on the Canada and the United States
SE/TE: 128-129, 132-133, 143-146, 157, 161-162, 167-168, 172, 181, 183187, 198-199 TE:
129, 145, 162, 174
Page 23 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Regional Atlas Study Guide, Unit 2, Chapter 5, p. 2; Guide to the Essentials, Chapter 5 Summary; Mental Mapping booklet, Unit 2 Checklist, p. 19; Mental Mapping booklet, Outline Map 5A, p. 20; Outline Map 5B, p. 21; Outline Map 7, p. 27; Social Studies Skills Handbook, Using Political and Physical Maps, 20-23; Mental Mapping booklet, Atlas Activity, p. 22; Creative Teaching Activities, Searching for the Northwest Passage, p. 10
TECH: Guided Reading Audiotapes (English/Spanish), Chapter 5; Section Reading Support Transparencies, Chapter 5; World Geography Map and Photo Transparencies, The United States and Canada: Maps and Photos; World Geography Videos, Regional Atlas: The U.S. and Canada; World Geography Videos, Regions: Regions of the U.S., Tape 1; Book on CD, Chapter 5; World Geography Videos, Place: Canada, Tape 1; World Geography Map and Photo Transparencies, How the Earth Works, Unit 2 b.
describe the major climates of Canada and the United States and how they affect Canada and the United States
SE/TE: 130-133, 157, 161-163, 167, 172, 183, 187
TE:
p. 168
TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 26; Mental Mapping booklet, Atlas Activity, p. 22; Creative Teaching Activities, Regions of the U.S., p. 9
TECH: World Geography Map and Photo Transparencies, The U.S. and Canada: Maps and Photos; World Geography Videos, Regions: Regions in the U.S.; World Geography Videos, Place, Canada, Tape 1 c.
explain the reasons for the population distribution in Canada and the United States
SE/TE: 134-135, 148-152, 159-160, 162-163, 164-166, 174, 184-185, 186188 TE:
150, 187
Page 24 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Social Studies Skills Handbook, Reading a Population Distribution Map, p. 33; Simulations, Games and Lab Activities, Exploring Local Geography, Local Immigration Pattern, p. 11; Guided Reading and Review, Unit 2, Chapter 6, p. 13; Guide to the Essentials, Section Summary, Chapter , Section 2; Section Quiz, Unit 2, Chapter 6, p. 14; Spanish Resources, Chapter 6, Section Quiz, p. 15; Simulations, Games and Lab Activities, Exploring Local Geography, Local Attitudes Toward Land, p. 6
TECH: World Geography Map and Photo Transparencies, The U.S. and Canada: Maps and Photos; World Geography Videos, Migration: A Profile of the U.S., Tape 1; Guided Reading Audiotapes (English/Spanish), Chapter 6, Section 2; Section Reading Support Transparencies, Chapter 6, Section 2; World Geography Videos, Regions: Regions of the U.S. d.
explain how the physical geography of Canada and the United States contributed to regional growth and development
SE/TE: 157-175, 176-177, 181-188
TE:
159, 162, 183, 186
TR:
Guided Reading and Review, Unit 2, Chapter 7, 24, 26 ; Guide to the Essentials, Section Summary, Chapter 7, Section 1, Section 2, Section 3, Section 4; Mental Mapping booklet, Atlas Activity, 28, 31; Mental Mapping booklet, Unit 2 Checklist, p. 19; Critical Thinking, Unit 2, Chapter 7, p. 33; Mental Mapping booklet, Outline Map 7, p. 27; Section Quiz, Unit 2, Chapter 7, 25, 27; Simulations, Games and Lab Activities, Exploring Local Geography, The Telephone Directory, p. 10; Creative Teaching Activities, Regions of the U.S., p. 9; Guided Reading and Review, Unit 2, Chapter 8, p. 41; Guide to the Essentials, Section Summary, Chapter 8, Section 1; Section Quiz, Unit 2 Chapter 8, p. 42; Guided Reading and Review, Unit 2, Chapter 8, p. 43
Page 25 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TECH: Guided Reading Audiotapes (English/Spanish), Chapter 7, Section 1, Section 2, Section 3, Section 4; Section Reading Support Transparencies, Chapter 7, Section 1, Section 2, Section 3, Section 4; World Geography Map and Photo Transparencies, The U.S., and Canada: Maps and Photos; Book on CD, Chapter 7; World Geography Videos. Regions: Regions of the U.S., Tape 1; TeacherExpress CD-ROM, Chapter 7; Prentice Hall Presentation Pro CD-ROM, Chapter 7; Companion Web site, www.phschool.com, Chapter 7 Activities; Section Reading Support Transparencies, Chapter 8, Section 1; World Geography Videos, Place: Canada, Tape 1
e.
f.
describe the ethnic and religious groups in Canada and the United States including major customs and traditions
analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth especially environmentally for both Canada and the United States
SE/TE: 126, 134, 165, 189-191
TE:
p. 190
TR:
Creative Teaching Activities, Native American Art, p. 7
SE/TE: 126, 134, 136, 138-139, 145-147, 149-150, 158-159, 163-164, 169170, 193-194
TR:
Social Studies Skills Handbook, Reading an Economic Activity Map, p. 27; Simulations, Games and Lab Activities, Simulation: Disposing of Toxic Waste
SSWG9 The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica a.
describe the location of major physical features and their impact on the region
SE/TE: 636-637, 717, 719-721, 724-725, 726-727, 729-730, 733-737, 738739 TE:
720, 729, 735
Page 26 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Mental Mapping booklet, Outline Map, 30 B, Outline Map, 30C, 117-118; Mental Mapping booklet, Unit 9 Checklist, p. 115; Social Studies Skills Handbook, Elevation on a Map, p. 20; Four Types of Landforms, p. 21; Relief on a Map, p. 22; Guided Reading and Review, Unit 9, Chapter 34, p. 58; Guide to the Essentials, Section Summary, Chapter 34, Section 2; Creative Teaching Activities, A Pacific Expedition, p. 36; Section Quiz, Unit 9, Chapter 34, p. 61; Spanish Resources, Chapter 34, Section Quiz, p. 88
TECH: World Geography Map and Photo Transparencies, East Asia and The Pacific World, Maps and Photos; Social Studies Skills Tutor CD-ROM; The Pacific World and Antarctica, Tape 4 b.
describe the major climates and their impact on the region
SE/TE: 638-641, 718-719, 720-721, 727, 734, 736, 738-739 TR:
Social Studies Skills Handbook, Reading a Climate Map, p. 26; Using the Compass Rose, p. 4; Using Latitude and Longitude, p. 11; Guided Reading and Review, Unit 9, Chapter 34, p. 60; Map/Graph Skills, Unit 9, Chapter 34, p. 64; Creative Teaching Activities, A Pacific Expedition, p. 36
TECH: World Geography Map and Photo Transparencies, East Asia and the Pacific World: Maps and Photos; World Geography Videos, Physical Processes: The Pacific World and Antarctica, Tape 4 c.
analyze the impact isolation has had on the cultural and biological development of the region
SE/TE: 717, 721, 727, 729-730, 735-737
TR:
Creative Teaching Activities, A Pacific Expedition, p. 36
TECH: World Geography Map and Photo Transparencies, East Asia and the Pacific World: Maps and Photos d.
describe the various ethnic and religious groups including major customs and traditions
SE/TE: 717-718, 721, 727-728, 729-730
Page 27 of 28
Standard Strand/Course Content Standard
Where Taught (If print Component, cite page number; if non-print, cite appropriate location) TR:
Guided Reading and Review, Unit 9, Chapter 34, p. 56; Guide to the Essentials, Section Summary, Chapter 34, Section 1; Geography and World Literature, My Brilliant Career, p. 71
TECH: Section Reading Support Transparencies, Chapter 34, Section 1 e.
explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development
SE/TE: 717-718, 722-723, 727-728, 730-731
TR:
Guided Reading and Review, Unit 9, Chapter 34, p. 56; Guide to the Essentials, Section Summary, Chapter 34, Section 1; Geography and World Literature, My Brilliant Career, p. 71
TECH: Section Reading Support Transparencies, Chapter 34, Section 1 f.
explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961
SE/TE: 735-737
TR:
Creative Teaching Activities, A Pacific Expedition, p. 36
Page 28 of 28