• the parts, styles, and purposes of a world map
• the five themes of geography (location, place, region, human-environment interaction, movement)
• meanings of and how to calculate relative and absolute locations
• meanings of important terms: latitude, longitude, Equator, Prime Meridian, landscape, environment, landform, climate, resource
• the six essential elements
• why geographers study regions
• the parts, styles, and purposes of different kinds of maps
• identify the seven continents using a world map
• use a time line to discuss significant events in history that significantly changed people’s view of the world
• explain why geographer’s study more than a place’s location and dimensions
• identify examples of human systems
• describe the physical and human characteristics of a community
• identify differences in general-purpose maps and thematic maps
• analyze how geospatial technologies could help a business
• draw a map of a place, including the relevant map features
Performance Tasks:
• Project-Based Learning Digital Hands-On Chapter Project
• Project-Based Learning Hands-On Chapter Project
Other Evidence:
• Geography Skills Worksheet
• Technology Skills Worksheet
• Participation in Project-Based Learning Activities
• Participation in Interactive Map Activities
• Contribution to small-group activities
• Interpretation of slide-show images and special purpose maps
• Participation in class discussions about the Geographer’s World
• Lesson Reviews
• Chapter Assessments
Below are the Common Core State Standards found in this chapter.
Reading Standards for Literacy in History/Social Studies
KEY IDEAS AND DETAILS
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CRAFT AND STRUCTURE
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)
INTEGRATION OF KNOWLEDGE AND IDEAS
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
RANGE OF READING LEVEL AND OF TEXT COMPLEXITY
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
TEXT TYPES AND PURPOSES
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
PRODUCTION AND DISTRIBUTION OF WRITING
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
RESEARCH TO BUILD AND PRESENT KNOWLEGE
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.