84594557 7th-grade-world-geography-05-06-03-1-1

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Neshaminy School District
Langhorne, Pennsylvania
Social Studies
7th
Grade World Geography

Revised: August 2003 Prepared by: Susan Weber
Beth Karp
Bud Fishman
Patricia Noonan

Neshaminy Seventh Grade: World Cultural Geography
Course Framework
Neshaminy
National Standards Standards
1. Examine, interpret and
analyze physical and
cultural patterns and
their interactions, such
as land use, settlement
patterns, cultural
transmission of
customs and ideas, and
ecosystem changes.
2. Describe ways that
historical events have
been influenced by,
and have influenced,
physical and human
geographic factors in
local, regional,
national, and global
settings.
3. Observe and
speculate about social
and economic effects
of environmental
changes and crises
resulting from natural
phenomena.
Pennsylvania State Standards
are met in the following areas:
1. Human Systems
2. Physical Systems
3. Places and Regions
4. Uses of Geography
5. Environment and
Society
Pennsylvania, National, and Neshaminy Standards Neshaminy students will:
1. Explain how people in North
America developed a “western
world view” based on a set of
common characteristics.
2. Analyze how geography (land,
water, resources), colonization and
ecosystem changes have influenced
the wealth/standard of living of
Latin America resulting in a label of
either a “winner” or “loser.”
3. Explain how the geography
effected European colonization and
the rise and Impact of nationalism
in Africa.
4. Justify how geography created
unique cultures and world views in
southwest, south, east and southeast
Asia.
Enduring
Understandings
1. As the land shapes the people,
the people shape the land.
2. Different is just different not
necessarily wrong.
3. The people in each region
develop a world view based on sets
of common characteristics.
4. Ethnocentrism appears in all
cultures.
5. The Interaction between people
and nations creates “winners” and
“losers” measured in the
comparative levels of change and
progress experienced by those
societies.
Essential
Questions
answered in the
Neshaminy
Curriculum
1. Is ethnocentrism and
patriotism the same
thing?
2. Does every culture
think in terms of
national “winners” and
“losers” and do all
cultures define them in
the same way?
3. Why do geographic
commonalities of a
region create a unique
world-view?
4. What is it that unites
a group of people?
5. How do human
actions modify the
physical environment
and what impact does
that change have on
human culture?
6. How does
cooperation and
conflict among people
affect the earth’s
surface?
Essential Content Includes:
The Physical and Human systems of North America and Europe
and how they contribute to the development of a western world
view. Detailed study of the Location, Places (both physical and
human characteristics), Interaction of people with the land, the
Migration of people, trade, and ideas and the Regional
perspectives of the people will establish the foundation of the
program.
The Physical and Human systems of Latin America lead to the
“laboratory” for analysis of how geography (resources) created
opportunities for European colonization and drastic environmental
and societal changes within the geographic region. The
wealth/standard of living presents the basis for the application of
the world view concept formed by Westerners. Western
prejudices and biases will be explored in analyzing the status of
the political and economic growth of this region. The resource
laden regions of the world can be victimized by resource starved
countries around the world.
The Physical and Human systems of Africa were dramatically
influenced by the colonization patterns of Europeans. The rise of
nationalism among African people removed direct European
control and left the African people searching for the proper
political and economic systems to move them into the future. The
Places and Regions of Africa reflect different approaches to
dealing with modernization. Geographic extremes on the
continent make it difficult for single systems to adequately solve
problems.
The physical and human systems of Asia created unique regions
(South Asia, East Asia, Southwest Asia, and Southeast Asia).
Each region established cultural patterns in direct response to their
geographic realities. The migration of ideas, people, and trade
between regions influenced their world view.
Neshaminy District Performance Assessment: 7th
Grade World Cultural Geography
Students act as teachers presenting an update to the Neshaminy School Board on the development
of the new seventh grade Geography course. Students are to present a 12 slide power point
presentation that explains the American (western) world view. The slides need to explain each of
the following characteristics: ethnocentrism, geography, government, economy, beliefs, culture and
the stereotypes and prejudices that are part of how an American views the world.

7th
grade World Geography Curriculum
Overarching Understandings:
1. As the land shapes the people, the people shape the land.
4. Ethnocentrism appears in all cultures.
5. The interaction between people and nations creates “winners and
losers” measured in the comparative levels of change and
progress experienced by those societies.
Overarching Essential Questions:
How is ethnocentrism like patriotism?
How do human actions modify the physical environment and what
impact does that change have on human culture?
How does cooperation and conflict among people influence the
earth’s surface?
Does every culture think
in terms of national
“winners” and “losers”
and do all cultures define
them in the same way?
Why do the geographic
commonalties of a region
create a unique world-
view?
2. Different is just different
not necessarily wrong.
3. The people in each region
develop a world-view
based on sets of common
characteristics.

COURSE OF STUDY: 7th
GRADE WORLD GEOGRAPHY CURRICULUM
COURSE LENGTH: 1 Year UNIT VALUE: 1 DATE: June 2002
ESSENTIAL QUESTIONS THAT THE COURSE CONTENT ANSWERS:
1. Is ethnocentrism patriotism?
2. How does geographic variety benefit the people of a region?
3. How has cultural diversity benefited and challenged the U.S.A. and Canada?
4. What are the common characteristics that create a world-view for a region?
5. How has the European world-view influenced the North American world-view?
6. Who are the world’s “winners and losers” in the eyes of western society?
NATIONAL GEOGRAPHY STANDARDS STUDENTS WILL ACHIEVE IN THIS COURSE:
1. Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes
2. Describe ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings
3. Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought
CONTENT TOPICS AND CORRESPONDING PENNSYLVANIA STATE STANDARDS IN GEOGRAPHY
7.1 – Basic Geographic Literacy
• Explain geographic tools and their uses.
• Explain and locate places and regions.
1. How regions are created to interpret Earth’s complexity
2. How characteristics contribute to regional changes.
3. How culture and experience influence perceptions of places and regions.
4. How structures and alliances impact regions.
5. How regions are connected.
7.2 – The Physical Characteristics of Places and Regions.
• Explain the Physical characteristics of places and regions.
7-3 – The Human Characteristics of Places and Regions
• Explain the human characteristics of places and regions by their POPULATION characteristics. (Distribution, Demographics, Movement)
• Explain the human characteristics of places and regions by their CULTURAL characteristics. (Ethnicity, Distribution, Diffusion).
• Explain the human characteristics of places and regions by their SETTLEMENT characteristics.
• Explain the human characteristics of places and regions by their ECONOMIC activities.
• Explain the human characteristics of places and regions by their POLITICAL activities.
7.4 – The Interactions Between People and Places.
• Explain the impacts of physical systems on people.
• Explain the impacts of people on physical systems.

Grade World Geography
STANDARD#1: Explain how people in North America developed a “western world-view” based on a set of common characteristics.
Student Learning
Standards/Indicators Essential Content, Skills, Knowledge
Suggested Learning Activities
and Instructional Strategies
1. What does the geographic variety of North America
reveal about the people in the region?
Document/illustrate the physical and human
characteristics of North America through map
design and description.
1. Locate and analyze the North American geographic
regions and apply them to various map designs.
Include landforms and water bodies specific to this
region. Have students practice the terms by
describing them and drawing them. All geographers
do the following five things with the land:
(M.M.D.C.A.) Map, Measure, Describe, Compare,
and Analyze. The teacher should focus his/her
lessons on these uses of geography:
Map: Physical, Political, and Land Use and
Resource Maps (Area Value Maps – maps used to
describe specific types of comparison.) Map the
following:
A. Political Maps – Canada and the United
States (countries, provinces, states, national
capitals, major cities [New York, Boston,
Philadelphia, Chicago, Atlanta, New Orleans,
Miami, St. Louis, San Francisco, Los Angeles,
Dallas, Honolulu, and Anchorage, Toronto,
Montreal, Vancouver, Winnipeg, and
Edmonton]).
B. Physical Maps – Describe the elevation of
land and describe water systems. Use
international color codes.
1. Create maps locating the following
land regions: Atlantic and Gulf Coastal
Plain, Appalachian Mts., Central
Lowlands, Great Plains, Rocky Mts.,
and Coastal Ranges (Sierra Nevada,
Cascades and Coast Mts.), Great Basin
(Intermontane), The Continental
Divide, and The Canadian Shield
water bodies: major oceans and seas
surrounding the continent, Great
Lakes, Mississippi-Missouri-Ohio
River System, St. Lawrence,
Mackenzie and Columbia and
Colorado and the Rio Grande
1. World Explorer People, Places, and Cultures
Unit 2 Chapters 4, 7 and 8
Outline maps
United States
United States regional maps
Northeast
South
Midwest
West
Social Studies Geography and Skills Book (54)
Unit 2 Teacher Source Book for Chapters 4, 7, 8
Creating Travel Posters for National Parks – Cooperative
Learning Activity Unit 2 Chapter Support pp 104-107

STANDARD#1:. Explain how people in North America developed a “western world-view” based on a set of common characteristics.
Student Learning
And Instructional Strategies
2. What are the characteristics of a world-view?
Describe the common characteristics that make up a
world-view.
3. What created the North American world-view and
what are the effects of viewing the world from this
perspective?
C. Land Use and Resource Maps – “The
range of uses of earth’s surface made by
humans. Uses are classified as urban, rural,
agricultural, forested, etc. with more specific
sub-classifications useful for specific
purposes (e.g., low-density residential, light
industrial, nursery crops, cash crops).” [PA
Geography Standards] Economic maps
demonstrating patterns of agriculture,
forestry, mining, manufacturing and services
in the region. (GIS design and reading will
help with the creation of these types of
maps.) Students should realize that North
America is particularly fortunate in the
abundance of land resources available to its
population.
2. Define world-view – a set of assumptions that people
use to view and think about the world around them.
These assumptions are based on communication,
technology, values, beliefs, experiences, and
knowledge. Therefore, the formation of a person’s
world-view includes stereotypes, prejudices,
ethnocentric beliefs, personal interpretation of
factual knowledge and the general consensus of that
interpretation on a regional or cultural basis.
♦ Geographic Location
♦ Political Traditions and Degree of Human
Rights
♦ Wealth/Standard of Living
♦ Religious Values
♦ Industrialization/Economic Technology
♦ Military Strength
♦ Level of Education
♦ Gross Domestic Product
♦ Communication-Technology
♦ Family Values
♦ Common History and Traditions
3. Canada and the United States have a common set of
political, economic, and social principles established
in the British tradition. Those common traditions
have evolved to adapt to the vast numbers of people
2. Lesson Plans on stereotypes and prejudices from
www.peacecorps.gov/wws/guides/looking/lesson2y.html
*see Ancillary
Chapter 15 Section 2, 3, 4 (378-386)
Define: Renaissance

STANDARD#1:. Explain how people in North America developed a “western world-view” based on a set of common characteristics.
Student Learning
(A) Analyze a North American’s experiences
and beliefs that shape his/her world-view.
(B) Develop the criteria to evaluate the success
of the various regions of the world and
explain why North Americans view
themselves as “winners”.
(C) Reflect on the ethnocentrism, stereotypes
and prejudices of the citizens in this region.
(D) Document the relationship between the
ideas and traditions of Europe and how they
contributed to the North American world-
view.
(E) Argue that the European and the North
American world-view combine to create a
“Western World-View.”
who migrated to this continent. Conflict and
cooperation forced this combination of British
traditions with the various cultural needs of their
immigrant populations. Both countries developed a
democratic form of government that is immersed in
a sense of human dignity protecting individual
rights through a constitutional system. The United
States established a written constitution and a
democratic republic. In this system of government
the people select their representatives and those
representatives govern the local, state, and national
governments. Each government is bound by the
U.S. Constitution (the supreme “Law of the Land”).
Canada has maintained a closer connection to the
United Kingdom in its governmental structure.
Canada’s system of government is called a
Constitutional Monarchy. The people of Canada
elect representatives to govern themselves and they
also recognize the Monarch (Queen) of Great
Britain as their figurehead leader. However, the
Prime Minister of Canada governs the country.
Aside from this technicality in governmental design,
both nations agree on the same principles of human
rights.
These principles include:
♦ Rights of the individual
♦ The people elect their rulers
♦ All people are equal under the law
♦ All people have dignity and worth in
the society regardless of their social
condition
♦ Government exists for the welfare of
all the people
Therefore, a North American tends to judge other
nations and people by the standards established
above. This type of ethnocentrism (ability to view
our particular culture a “political winner”)
influences how these people relate to the world.
Middle Class
Humanism
Revolution
Scientific Revolution
Imperialism
Nationalism
Industrialism
Communism
Chapter 3 Section 4 (54-56)
Types of Governments
Chapter 8 Section 1 (141-144) Case Study an
example of Democracy in Action in Quebec

Student Learning
4. What does the geographic variety of Europe reveal
about the people in the region? Document/illustrate
the physical and human characteristics of Europe
through map design and description.
4. Canada and the United States have capitalistic
economic systems. This is a market economy in
which supply and demand drive the production of
goods and services. Each individual chooses their
role in this free enterprise system. Capitalism fits
well with democratic principles of government found
within the North American region. Winners (and/or
losers) are easily identified, as the accumulation of
wealth is the overriding factor. A nation’s wealth
can be measured in terms of the Gross Domestic
Product (GDP) and the standard of living enjoyed by
its citizens. This could include education, health,
and the amount of consumable goods available to the
average citizen. The wealth of this region is directly
related to the unique geographical setting of the
continent. Since resources are unevenly distributed
across the earth and this region abounds in the
Earth’s resources, North American’s tend to view the
nations of the rest of the world as poor and therefore,
“losers.”
5. The religious background of the region, Judeo-
Christian, focuses the people’s attention on world
problems from the perspective of both religions.
Religious persecution became the reason behind the
immigration of people to North America. Therefore,
their descendents hold to principles that focus on
individualism, personal choice, respect for human
life, freedom of religion, and monotheism. These
principles often conflict with the way other people
live their lives in other countries. These principles
are passed down to the young through the family
and other institutions like the church and state
(schools). They tend to become the “lens” through
which people view the outside world.
Chapter 3, Section 4 (52-54) – Economic Systems
Social Studies Geography and Skills Book (62)
Strongly Suggested Activity – Evaluate a European
Country as a “winner or loser” geographically,
politically, and economically. Students look at the
benefits of that country’s geography, type of
government, and standard of living. Students present
their information in a poster.
Chapter 16, Sections 1 and 2 (291-298)
Chapter 6, Sections 1, 2, 3 (105-116)
Producing a Concert – Cooperative Learning Activity
Unit 2 Chapter Support PP 112-115

Student Learning
♦ The values of these two nations compels a vast
expenditure of their wealth and resources to
support, defend, and spread those values to
people throughout the world. This large outlay
of funds and resources are often found in the
support of a powerful military complex. This
military is used to not only protect the individual
nation, but to “police the world” and make it
“safe for democracy.”
♦ Both nations have advanced networks and levels
of technology and communication. Utilizing
these systems the culture of North America and
its values permeate the world. While both help
make life in Canada and the U.S.A. easier and
more affluent, they also spread both the positive
and negative images that wealth presents to the
rest of the world.
6. Western Civilization is based on the principles
derived from Greek democracy and Roman
republicanism. It includes the development and
spread of Christianity, the humanism espoused
during the Renaissance, and social and economic
changes found in the political, scientific and
industrial revolutions. These principles migrated to
North America with the vast immigrant populations
leaving Europe.

Student Learning
5.
7. Locate and analyze the European geographic regions
and apply them to various map designs. Include
landforms and water bodies specific to this region.
Have students practice the terms by describing them
and drawing them. All geographers do the following
five things with the land: (M.M.D.C.A.) Map,
Measure, Describe, Compare, and Analyze. The
teacher should focus his/her lessons on these uses of
geography:
A. Map: Physical, Political, and Land Use and
Resource Maps (Area Value Maps – maps used
to describe specific types of comparison.) Map
the following:
♦ Political Maps – All the countries of Europe
including Eastern Europe and Russia.
Students should note selected major cities
(populations of approx. 2 million +):
London, Paris, Moscow, St. Petersburg,
Berlin, Madrid, Rome, Athens, Vienna,
Lisbon, Budapest, and Warsaw.
♦ Physical Maps – Locate and label the
Northwestern Highlands, North European
Plain, Central Uplands, Alpine Mt. System,
Siberia, Scandinavian Peninsula, Iberian
Peninsula, Italian Peninsula, Balkan
Peninsula, Jutland Peninsula, Arctic Ocean,
Atlantic Ocean, Mediterranean Sea, Black
Sea, Baltic Sea, North Sea, Straits of
Gibraltar, English Channel, European rivers
(Thames, Danube, Volga, Rhine, Seine, Po)
islands and archipelagoes (British Isles,
Sicily, Sardinia, Corsica, Crete, and
Balearic Islands) and mountain ranges
(Alps, Pyrenees, Apennines, Balkan, and
Kjolen)
♦ Land Use Maps – Creation and
interpretation of Population Density maps.

STANDARD # 1: Explain how people in North America developed a “western world-view” based on a set of common characteristics.
Assessment for Course Standards
♦ Use teacher designed and text generated tests and quizzes.
♦ District wide-performance assessment on the North American world-view.
This is focused on recognizing the strengths and weakness of this world-
view. The student role is that of a retiring ambassador of the United
States to the U.N. You have been asked to brief the new ambassador on
the effects that his/her American world-view will have on your positions.
The student’s briefing must include the strengths and weaknesses of that
world-view in an international setting.
Materials/Technology for Course Standards
World Geography, People, Places and Cultures.
Chapter Support for Unit 2 and Unit 4
Outline Maps
Peace Corps Lesson Plans
Social Studies and Geography Skills booklet
Prentice Hall Videos
Remediation Strategies
Guide to the Essentials – Section by Section Reading Support
Enrichment Strategies
Creating Travel Posters for National Parks – Cooperative Learning Activity
Unit 2 Chapter Support pp. 104-107
Producing a Concert – Cooperative Learning Activity Unit 2 Chapter Support
PP 112-115

STANDARD#2:. Analyze how geography (land, water, resources), colonization and ecosystem changes have influenced the wealth/standard of living of Latin America resulting
in a label of either a “winner” or “loser”.
Student Learning
1. What does the geographic variety of Latin America
reveal about the people of the region?
characteristics of Latin America through map design
and description.
1. Locate and analyze the Latin American geographic
regions (Central America, Caribbean, and South
America) and apply them to various map designs.
Include landforms and water bodies specific to this
region.
Map: Physical, Political, Land Use and
Resource Maps. Map the following:
A. Political Maps – All countries and capitals
of Central and South America and the
major countries in the Caribbean.
B. Physical Maps – Describe the elevation of
land and water systems. Use international
color codes.
1. Central America - Pacific Ocean,
Caribbean Sea, Gulf of Mexico,
Gulf of California, Panama Canal,
Rio Grande, Yucatan peninsula,
Sierra Madre Occidental, Sierra
Madre Oriental, Isthmus of
Panama, Lake Nicaragua
2. Caribbean – Gulf of Mexico,
Caribbean Sea, Atlantic Ocean,
Straits of Florida, Greater Antilles,
Lesser Antilles, Hispaniola.
3. South America – Atlantic Ocean
Pacific Ocean, Caribbean Sea,
Amazon River/Basin, Orinoco
River, Strait of Magellan, Tierra
del Fuego, Rio de la Plata, Angel
Falls, Lake Maricaibo, Lake
Titicaca, Atacama Desert, Andes
mountains, Cape Horn, the
Pampas, Patagonia
Unit 3 Chapter 9
Outline Maps
Mexico and Central America
Caribbean
South America
Unit 3 Teacher Source Book for Chapter 9
Unit 3 Chapter 9 Transparancies

Student Learning
2. Analyze the geographical, political, economic,
cultural characteristics and fundamental beliefs that
create a Latin American worldview.
3. Analyze any western bias that lead to stereotypical
or prejudicial conclusions about Latin America.
(This element is included in the information listed in
the essential content, skills and knowledge for
Standard 2).
2 and 3. Apply the worldview template to Latin
America using the terms “winners” and “losers”.
Keep in mind that these terms relate to an American
worldview based on our stereotypes and prejudices
dominated by our preference for democracy and our
economic success.
A. Latin America is a region of variety, contrast,
and extremes. Its rugged mountains, dense
tropical rainforests, and rushing rivers are
valuable natural resources, but can make travel
and communication difficult.
1. Latin America’s natural resources
(minerals and fertile soil) and
climate make them a “winner”.
2. The resources are often
inaccessible and/or it is
environmentally unwise to use
them (ex: cutting down the
rainforest for farmland) thus
making them “losers”.
B. Latin America values democracy. However,
they have in bad economic times traded
democratic leadership for a dictatorship which
promises prosperity.
1. Countries in Latin America
“copied” the United States model
of revolution against colonial
powers. (This makes them
“winners”).
2. Countries in Latin America also
“copied” the US model of
democratic government with a
multi-party system and peaceful
transfer of powers. (This makes
them “winners”).
3. Sometimes the governments call
themselves democracies when they
are actually dictatorships. (This
makes them “losers”).
2 and 3. World Explorer People, Places, and Cultures
Unit 3 Chapters 10, 11, 12, 13
Unit 3 Teacher Source Book for Chapters 10-13
Unit 3 Transparencies
Prentice Hall Video on Latin America
Share the Music – Cooperative Learning
Activity Unit 3 Chapter Support pp 109-112

Student Learning
C. Latin America with the exception of Cuba
has market economies. Although Latin America
is rich in resources, countries have often chosen
to develop “one-resource” economies. When
this resource fails, the country’s economy
suffers. Because these economies are
unsuccessful, the people have a lower standard
of living than in the United States.
1. A “one-resource” economy is based on
the production of one major resource or
crop. The countries may not have the
money to develop other resources or
chose not to diversify. Examples of
nations who depended on one resource
or crop include: Venezuela – oil, El
Salvador – coffee, Mexico – oil,
Ecuador – oil, Trinidad – oil, Brazil –
coffee, Colombia –coffee, Jamaica –
bauxite. Other nations may depend on
cotton and sugar cane. A one resource
economy could be considered a “loser”.
2. One resource economies can fail for a
variety of reasons: 1) drop in price, 2)
weather, 3) plant disease, 4)
overproduction, and 5) natural disasters.
These can have a devastating effect on a
one resource economy and therefore,
making it a “loser” economy.
D. Some fundamental beliefs of Latin America
include: nationalism, westernization, and no
imperialism. These beliefs are similar to those
held in the United States, therefore, could be
considered “winner” beliefs.
1. Latin American countries call
themselves democracies.
2. Latin American countries rebelled
against Spanish and Portuguese
colonial rulers which took place
shortly after the American Revolution.

Student Learning

3. Latin American countries believe
in nationalism, the right of people to
rule themselves.
4. Latin American countries are not
imperialistic having been colonies
themselves. They have not been in a
position militarily or economically to
colonize other regions.
5. Latin American countries are
located in the west, but are not
included in the term “westernization”
(being like the United States and
Europe). They tend to model
themselves after the United States
hoping to achieve a higher standard of
living. Some people attempt to leave
Latin America for the economic and
educational benefits found in the
United States, but some return home
for cultural reasons.
E. Culture of Latin America is strongly
influenced by their period of Spanish rule.
With the exception of Brazil whose chief
language is Portuguese, the dominant language
in Latin America is Spanish. The Spanish and
Portuguese also brought Roman Catholicism to
their colonies. Roman Catholic beliefs and
customs have been embraced by the people.
The Latin American nations have developed a
unique blend of cultures mixing European,
native Indian, African, and Mestizo traditions
and customs. They have also developed unique
Latin American customs such as: Carnival,
calypso music, steel drums, reggae music, etc.
Since all regions of the world are ethnocentric,
all cultures including Latin America consider
themselves “winners” for developing a unique
style
.

• Use teacher designed and text generated tests and quizzes.
• Goal: Determine a way to use the resources in the rainforest.
Role: A member of the Brazilian Interior Minister’s staff
Audience: Proposal for presentation to the President of Brazil.
Scenario: Write a position paper discussing your views and ideas about the
conservation, preservation, and utilization of the rainforest.
How will your plan best benefit Brazil and meet the increasing environmental
pressures placed on Brazil by the rest of the world?
Project: Documented five paragraph persuasive essay.
(Documented – list three sources)
Standard: PA Writing Rubric
(Time allotment – 2 days in clases for research, 3 days at home to write)
World Geography, People, Places and Cultures
Chapter Support for Unit 3
Outline Maps
Unit 3 Chapter Support
Making a Relief Map
Simulation: Who Should Control the Panama Canal?
Creating a Magazine Story
Show Fern Gully (Video)
National Geographic video on the Coast Rica rainforest
Webquests
Latin America: cte.jhu.edu/techacademy/fellows/Jones-
S/webquest/swjindex _htm3.html
Travel to Latin America: www.lr.k12.nj.us/site/cherokee/library/stokes.htm
Latin America Quest:
riverview.mints.more.net/rodenborn/latinam/latin_America.htm
Interact Simulation - Amigos

STANDARD# 3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa.
Student Learning
1. What does the geographic variety of Africa
reveal about the people of the region?
characteristics of Africa through map design
and description.
1. Locate and analyze the African geographic regions
(West, East, Central and South) and apply them to
various map designs. Include landforms and water
bodies specific to this region.
Map: Physical, Political, Land Use and
Resource Maps. Map the following:
A. Political Maps – All countries of West, East,
Central and South Africa. Major cities of Capetown,
Joahannesburg, Pretoria, Nairobi, Abuja, Monrovia,
Khartoum, Accra.
B. Physical Maps – Describe the elevation of land
and water systems. Use international color codes.
land regions: Great Rift Valley, Sahara,
Sahel, Mt. Kilimanjaro, Serengeti Plain,
Namib and Kalahari deserts, Cape of
Good Hope, Congo Basin
water forms: Congo River, Zambezi
River, Limpopo River, Nile River, Lake
Victoria, Lake Tanganika, Lake Chad,
Atlantic Ocean, Indian Ocean, Orange
River, Senegal River, Niger River,
Mozambique Channel, Gulf of Guinea,
Red Sea
1. World Explorer, Peoples, Places, and Cultures
Unit 5, Chapter 19
Unit 5, Teacher Source book for
Chapter 19
Outline maps of Africa
Africa
Regional maps
Activity unit Chapter support pages 104-107
Cooperative Learning
Activity– Magazine article on
an African River

Student Learning
cultural characteristics and fundamental beliefs
that create a African worldview.
3. Analyze any western bias that lead to
stereotypical or prejudicial conclusions about
Africa. (This element is included in the
information listed in the essential content, skills
and knowledge for Standard 2).
2 and 3. Apply the worldview template to Africa using
the terms “winners” and “losers”. Keep in mind that
these terms relate to an American worldview based on
our stereotypes and prejudices dominated by our
preference for democracy and our economic success.
A. African cultures have been shaped by the need to
survive in nearly every type of land on earth. The
geography of Africa presents huge barriers to
movement, such as giant deserts and thick
rainforests, vast savannas subject to desertification
(deforestation), rivers filled with cataracts, and
escarpments leading to high plateaus.
1. Define: plateau, escarpment,
Cataract, elevation, sahel, savanna,
desertification, tributary, source
and mouth of rivers.
2. Africa’s mineral resources and
swift rivers (hydroelectricity)
make them a “winner”.
3. Fertile soil is limited.
Desertification destroys farmland
and new farmland cannot be
created by cutting down the
rainforest. Desertification occurs
from recurring drought, removal of
trees, and overgrazing of cattle.
This combination of natural
geography and human choices in
using the land makes them
“losers”.
2/3. World Explorer, People, Places, and Cultures
Unit 5, Chapters 20, 21, 22, 23
Teacher Source book, Transparencies
Social and Geography Skills book – page 25, 26

Student Learning
B. The political development of African
nations was hindered by a period of colonization that
lasted into the Twentieth century. Most African
nations are democratic by name; however, these
nations have had difficulty maintaining democratic
governments.
1. Great Britain, France, Germany,
Portugal, Belgium, Italy, and Spain
colonized Africa. These colonies
existed for the benefit of the
mother country. With the
exception of South Africa, most
European nations did not create
large settlements in Africa due to
the harsh climate. This long period
of colonization is a “loser”
situation.
2. Most African nations achieved
independence following World
War II (see Nationalism under
fundamental beliefs) and sought to
establish democratic governments.
Americans consider this desire to
be a “winner”.
3. African governments have been
unstable for many reasons
including: modern political
boundary lines based on European
needs as opposed to tribal regions
(Burundi and Rwanda and/or
Nigeria), African leaders had little
experience in governing, economic
problems, difficulty in accepting
majority rules compared to
traditional method of consensus,
and building stable government
takes time. The inability to
maintain stable governments is a
“loser” situation.

Student Learning
4. Many African nations have
experienced a series of coup,
military takeovers (example:
Ghana). Coups are “loser”
experiences.
C. Africa, like Latin America, relied on “one
resource” economies based on the needs of the
colonizing nations. Africa needs to diversify to be
successful economically.
1. Africa has an abundance of
mineral resources including
diamonds, gold, copper, bauxite,
and petroleum. These tend to be
concentrated in certain countries.
This makes some nations
“winners” and some “losers” (have
and have nots).
2. Africa’s climate is conducive
for growing “cash crops” on large
plantations. These crops include
cotton, sugar, cacao, coffee and tea.
These are some of the same cash
crops of Latin America creating
competition between two regions
with economic difficulties. This is
a “losing” situation for both
regions.
3. Most African farmers are
subsistence farmers. Nations
cannot develop economically until
a minority of farmers can support a
majority of workers. Subsistence
farming is a “losing” situation.
4. Outside of South Africa, there
is very little industry. South Africa
due to its climate advantages,
European settlement and heritage,
and vast resources is a “winner”.
Lack of industrial development
makes most of sub-Saharan Africa
“losers”.

Student Learning
D. Africans embrace the following
fundamental beliefs: democracy, revolution, and
nationalism.
1. After World War II, Africans
desired independence from
colonial rulers. Nationalism
developed as a means to achieve
independence. This desire to be
independent is a “winner”.
2. Pan-Africanism is a movement of
cooperation and unity among
Africans helped African nations
achieve independence and
stability. This movement is also a
“winner”.
E. The cultures of Africa are varied. Since all
regions of the world are ethnocentric, all cultures
including African consider themselves “winners” for
developing a unique style.
1. North African culture is greatly
influenced by Islam and the
nomadic lifestyle found in desert
regions.
2. West African culture is rich in
history and cultural diversity. The
West African civilizations of
Ghana, Mali, and Songhai prove
the ability of Africa to achieve
civilization without the help of
outside influences. However,
Muslims did trade (gold/salt) with
these kingdoms, which led to
Islamic influences on the culture.

Student Learning
3. East Africa developed the Swahili
culture, which is a mix of Bantu
and Arab traditions. The Bantu
people migrated from West Africa
across the continent. The Arab
peoples used the monsoons to
trade with East Africa. Africans
developed city-states along the
coast.
4. Central and South Africa
developed the Kongo Kingdom
and the kingdom of Zimbabwe.
The Kongo Kingdom was
destroyed by the European slave
trade. Zimbabwe’s history is a
mystery. Europeans destroyed
evidence attempting to prove that
white men built it. This is one
example of western ethnocentrism
that only they could have
developed advanced civilizations.
5. Many regions of African are
influenced by colonial rule. The
European countries brought their
language, religion, democracy and
technology. They also brought
their own European conflicts (Boer
War in South Africa and their race
for colonies which was one of the
causes of World War I) to the
African continent.

STANDARD #3: Explain how the geography of Africa effected European colonization and the rise of nationalism in Africa.
• “You’ve Come A Long Way, Baby”
Goal: Analyze the development of independent countries in Africa.
Role: News reporter for a major newspaper in Egypt, Algeria, Nigeria, Ghana,
South Africa, Rwanda, Burundi, Kenya, Democratic Republic of Congo
(choose from the countries you used)
Audience: Readers of the paper/Citizens of the country
Scenario: It is the anniversary of Independence Day in your country, write a
news article describing how the country has developed and changed since their
victory for independence.
Project: Write a news article that includes 1) a paragraph reviewing the rise of
nationalism and your nation’s struggle for independence, 2) paragraphs
explaining political and economic developments and cultural changes made
since independence, and 3) a paragraph on your hopes for the future. List
three documented sources.
Standard: PA Writing Rubric
Suggestion: Since African nations’ experiences are similar to Latin America’s,
model the process by reviewing the information necessary using Mexico as an
example. This should be a class activity prior to students writing their own.
Include steps 1) review independent movement against colonial ruler, 2)
identify political, economic, and cultural changes that have occurred since
independence, 3) envision the future – political and economic goals within the
nation’s unique culture.
Time: Model (1 day) Writing (2-3 days depending on the amount of writing
process used (conferencing, etc)
Guide to essentials – Section by Section Reading Support
World Geography, People, Places, and Cultures
Outline Maps
Remediation Strategies Enrichment Strategies
Cross curriculum unit with Language Arts explore African folk tales, example
– Cow-tail Switch and Other West African Tales (class set at Poquessing) and
other folk tales.
Africa: A History Denied – Time/Life Videos
Strange Creatures of the Namib – National Geographic Videos
African Wildlife – National Geographic Videos

STANDARD# 4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia.
Student Learning

1. What does the geographic variety of Asia reveal
about the people of the region?
characteristics of Asia through map design and
description.
1. Locate and analyze the Asian geographic regions
(Southwest, South, East, and Southeast) and apply
them to various map designs. Include landforms and
water bodies specific to this region.
Map: Physical, Political, Land Use and Resource
Maps. Map the following:
A. Political Maps – All
countries and capitals of Asia. Use regional
maps (southwest, south, east, southeast) to
chunk the information.
Also include: Bombay, Calcutta, India;
Shanghai, Hong Kong, China; and Kyoto,
Hiroshima, Japan; and Mecca and Medina,
Saudi Arabia.
B. Physical Maps – Describe
the elevation of land and water systems.
Use international color codes.
1. Southwest
Asia – Mediterranean Sea, Red
Sea, Persian Gulf, Arabian Sea,
Black Sea, Caspian Sea, Tigris and
Euphrates Rivers, Jordan River,
Dead Sea, Elbruz, Zagros, Taurus,
Pontic, Caucasus mountains, Syrian
desert, Rub al Khali (Empty
Quarter), Negev desert.
2. South Asia –
Arabian Sea, Indian Ocean, Bay of
Bengal, Indus River, Ganges River,
Brahmaputra River, Ganges Delta,
Himalayas, Hindu Kush, Mt.
Everest, Western and Eastern
Ghats, Deccan Plateau.
Unit 6 Chapter 24
Outline Maps
Asia by region – South, Southwest,
East, Southeast
Unit 6 Teacher Source Book for Chapter 24
Unit 6 Chapter 24 Transparencies
The Mount Everest Story - Cooperative
Learning Activity Unit 6 Chapter
Support pp. 107-110

Student Learning
cultural characteristics and fundamental beliefs
that create various Asian worldviews.
3. Analyze any western bias that led to
stereotypical or prejudicial conclusions about
Asia. (This element is included in the
information listed in the essential content, skills,
and knowledge for Standard 2)
3. East Asia:
Pacific Ocean, South China Sea,
East China Sea, Yellow Sea, Sea
of Japan, Huang He, Yangtze
(Chiang Jiang), Korea Strait
Tibetan Plateau, Kunlun Shan,
Tian Shan, Himalayas, Altai
mountains, Gobi desert, Honshu,
Kyushu, Hokkaido, Shikoku.
4. Southeast
Asia: Pacific Ocean, South China
Sea, Philippine Sea, Java Sea,
Mekong River, Irrawaddy River,
Strait of Malacca, Java, Sumatra,
Borneo, New Guinea, Luzon
islands, Indochina and Malay
peninsulas.
2 and 3. Apply the worldview template to Asia using
the terms “winners” and “losers”. Keep in mind that
these terms relate to an American worldview based on
our stereotypes and prejudices dominated by our
preference for democracy and our economic success.
A. Physical barriers created
unique regions in Asia. Geography helped
some areas to be “winners” enabling to
develop distinctive cultures.
1. The Hindu Kush and
Himalayas separate southwest,
south, and southeast Asia from
China and each other.
2. Various bodies of water
cut the region into large
peninsulas with unique climate
patterns.
3. The rivers served as
cradles for three of the major
civilizations of this region.
4. Climates vary from very
dry deserts to moist wet climates
suitable to maintain the large
populations found in the south,
southeast, and east Asia.
2 and 3. World Explorer People, Places, and Cultures
Unit 6 Chapters 25-28
Unit 6 Teacher Source Book for
Chapters 25-28
Reporting on Hinduism and
Buddhism – Cooperative
Learning Activity Unit 6
Chapter Support pp. 111-114
Simulation: Presentation on
Desert Farming –
Cooperative Learning Activity
Unit 6 Chapter Support pp.
123-126

Student Learning
B. Asia has a variety of forms of government.
They had a history of empires and dynasties as
well as periods of foreign rule. Today, they
include rule by communist parties in China and
North Korea, constitutional monarchies in Japan
and Jordan, republics in Pakistan, India, and
Israel, monarchies in Saudi Arabia and Bhutan,
and theocratic republics in Iran and Tibet.
1 . The rich history of Asia includes
the Mughal Empire in India, the
dynasty cycle in China, shogunates
in Japan, Islamic empires in
southwest Asia. The development
of individual civilizations makes
them “winners”.
2. Europe colonized large areas of
Asia. This colonial period
introduced the English language,
Christianity and democratic
influences into the region. Nations
that remained colonies into the
twentieth century developed
problems similar to Africa and
Latin America. Long periods of
foreign rule made it harder for
them to be “winners”.
3. Many different forms of
government exist in Asia, these
include: republics, communist
party rule, constitutional
monarchies, parliamentary rule,
and theocracies. Those with
democratic governments are
considered “winners”.

C. The economies of Asia primarily rely on
agriculture. Some nations have become
industrialized on both a large and small scale.
Resources are found in many areas. The oil
reserves located in Southwest Asia have made
that region an economic “winner”, whereas, the
regions that still rely heavily on agriculture are
“losers”.
D. Some nations of Asia have embraced
democracy as one of their fundamental beliefs.
Most of the countries are against imperialism as
a result of being colonized. Communism, first
established in the Soviet Union, is currently
practiced in China, Laos, North Korea, and
Vietnam. Communism is an economic system
that has only existed with an authoritarian form
of government. In theory, communism appears
to meet the economic needs of the people
equally. In practice, the government restricts
the rights of the individuals. Americans
perceive this as a “loser”.
E. The cultures of Asia are greatly influenced by
the many religions practiced in this region.
Today the religious beliefs and practices help to
define the many cultures of this vast region.
The five major religions of the world all began
in Asia. The geography of Asia affects where
each of these religions spread. At times
religious beliefs became a source of political
and social conflict. Since all regions of the
world are ethnocentric, all cultures including
Asian consider themselves “winners” for
developing a unique style.
1. Southwest Asia – Judaism,
Christianity, and Islam all began in
southwest Asia. These three religions
have similar histories and beliefs;
however, they have caused conflict in
this region. Islam is a way of life.
Muslims must follow the Five Pillars of
Faith.

Student Learning
2.South Asia – Hinduism and
Buddhism developed in India.
a. Hinduism is also a “way of
life”. Hindus believe in
polytheism, reincarnation,
karma, dharma, and a caste
system.
b. Buddhism was started by
Siddhartha Guatama who was
searching for an end to
suffering. Buddhists also
believe in reincarnation,
nirvana, the Four Noble
Truths, and the Eightfold Path.
c. Southeast Asia: Buddhism
is the main religion in this
region. There are many sects
of Buddhism in this region.
d. East Asia: Buddhism is
prevalent in China, the
Koreas, and Japan.
1) China developed two
religions (philosophies):
Confucianism and Taoism
(Daoism).
2) Japan’s native religion
is Shinto. Shinto is the
state religion and the
emperor is considered a
god.

STANDARD#4: Justify how the geography of Asia created unique cultures and worldviews in the southwest, south, east, and southeast Asia.
• District Assessment – National Geographic Search for Feature Article
Goal: To demonstrate the uniqueness of one of the following
countries: India, Pakistan, China, Japan, Saudi Arabia, Israel,
Vietnam, North or South Korea.
Role: a member of the Department of Public Relations from Asian
country.
Audience: a researcher from National Geographic Society
Scenario: An Asian fair to promote the unique geography, culture
and worldview of your country. Your job is to develop a
presentation that will encourage National Geographic to choose
your country to be featured in their magazine article on the different
ways that countries view the world.
Project: Group: Prepare a visual presentation on an Asian country.
The presentation must include a tri-fold display board that reflects
the worldview template created at the beginning of the year.
Groups must also use at least two types of technology. Examples:
wordprocessing, Internet, powerpoint, video clips, tape recordings
(music, speeches). Focus on the unique culture of the region,
include: physical and political geography, political, economic,
beliefs and cultural characteristics that influence this region’s
worldview.
Individual: Process student thinking in creating the presentation:
Answer the following questions:
1. How is (Asian country’s) worldview similar to/different
from a western worldview?
2. How were my views of this country shaped by my
western worldview and how have they changed now that I
studied the country? (Include any stereotype, prejudice or
bias.)
3. How might a citizen of your Asian country react to a
western worldview of that nation? (Defend your Asian
country’s worldview against the western view of that nation.)
Standard: Rubric for displays (Teacher Support book Unit 6,
page 118 and/or 129) can be used as a model.
World Geography, People Places, and Cultures
Outline Maps
Social Studies and Geography Skills Book
Lost Civilizations Tibet – Time/Life Videos
Little Buddha video
Warlords of Japan Interact Simulation
Ancient Warriors – Samurai – History Channel video
Confucius – A & E Biography

Student Learning
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