Unit 1
An Introduction to Geography
UNDER CONSTRUCTION: Some pages might be updating to new curriculum for 7th and 8th grade
An Introduction to Geography
In this unit, students learn about
Identify the five themes of geography: location, place, human-environment interaction, movement, and region.
Conduct an inquiry to answer a compelling question about world geography.
Label major bodies of water, continents, countries, and the Mediterranean region on a map.
Explain how geography and natural resources positively or negatively impacted the development of a civilization’s political, economic, and cultural systems by using a variety of maps, images, and texts.
Social Studies
Understand the difference between absolute and relative location.
Locate major parallels and meridians.
Use latitude and longitude to determine absolute location.
Measure distance by using scale.
Identify continents and oceans in a given hemisphere.
Understand how Earth-sun relations cause seasons.
Understand the relative merits of five map projections (Mercator, Eckert IV, Robinson, Goode’s Homolosine, and Lambert Equal-Area).
Design a map with basic map components (title, legend, compass rose, grid system, scale).
How do geographers show information on maps?
Why do geographers use a variety of maps to represent the world?
How do subfields of geography help us to understand problems and identify solutions?
Determine the terminology specific to six types of thematic maps: physical features, climate zones, vegetation zones, population density, economic activity, and regions.
Analyze six thematic maps to gather information about the world.
Identify five geographic subfields and the elements that comprise them.
Use a case study to demonstrate understanding of all five geographic subfields.
Apply geographic concepts and subfields at a local level.
Language Arts
Conduct research to answer a question.
Present information in a logical sequence.
Synthesize information presented in a variety of formats.
Present information orally in a logical sequence.
Conduct research to answer a question.
NJSLS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
6.1.8.HistoryCC.3.c:.Use geographic tools and resources to investigate how conflicts and alliances among European countries and Native American groups impacted the expansion of American territory.
6.1.8.GeoSV.4.a:.Map territorial expansion and settlement, highlighting the locations of conflicts with and resettlement of Native Americans.
6.1.8.EconET.4.b:.Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.
6.1.8.HistoryCC.4.a:.Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.
6.PAaE.1.Using a variety of formats designed for a purpose and an authentic audience forms the basis for clear communication. Strong arguments contain claims with organized evidence and valid reasoning that respects the diversity of the world and the dignity of each person. Writing findings and engaging in civil discussion with an audience provides a key step in the process of thinking critically about conclusions and continued inquiry.
6.2.8.HistoryCC.2.b:.Analyze the impact of religion on daily life, government, and culture in various early river valley civilizations.
6.2.8.EconEM.3.a:.Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia.
6.2.8.HistoryUP.3.c:.Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.
6.2.8.CivicsPI.4.a:.Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
6.2.8.GeoPP.4.a:.Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
6.2.8.GeoPP.4.b:.Assess how maritime and overland trade routes impacted urbanization, transportation, communication, and the development of international trade centers (i.e., the African caravan and Silk Road).
6.2.8.GeoPP.4.c:.Use maps to show how the interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation and impacted science, thought, and the arts.
6.2.8.GeoGI.4.a:.Determine how Africa’s physical geography and natural resources presented challenges and opportunities for trade, development, and the spread of religion.
6.2.8.HistoryCC.4.g:.Evaluate the importance and enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.
6.3.8.CivicsPI.2:.Evaluate the extent to which different forms of government reflect the history and values of various societies (e.g., monarchy, democracy, republic, dictatorship).
6.3.8.CivicsPR.4:.Use evidence and quantitative data to propose or defend a public policy related to climate change.
6.3.8.EconET.2:.Assess the impact of government incentives and disincentives on the economy (e.g., patents, protection of private property, taxes).
NJ SLStandards - Technology and other content areas
8.1 Educational Technology
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.