• Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.

• Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.

• Evaluate how scarce resources are allocated in societies through analysis of individual choice, market interaction, and public policy.

• Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.

• Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.

• Apply economic reasoning skills to make informed personal financial decisions (PFL).

• Engage in novel approaches, directions, ideas, and/or perspectives while using the inquiry process to analyze primary and secondary sources (Critical Thinking and Analysis).

• Collaborate with others to plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Global and Cultural Awareness).

• Plan and evaluate complex solutions to global challenges within the Western Hemisphere that are appropriate to their contexts using multiple disciplinary lenses such as ethnic, historical, and scientific (Global and Cultural Awareness).

• Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Media Literacy).

• Geographic thinkers use geographic tools to develop spatial thinking and awareness skills.

• Geographic thinkers evaluate patterns that connect people in the Western Hemisphere to the rest of the world.

• Geographic thinkers explore how technology is used to solve geographic problems

• Geographic thinkers analyze the relationship between human and physical systems. For example: Conflict and cooperation over resource distribution and trade.

• Geographic thinkers analyze data regarding physical and human systems to make informed choices, solve problems, and make predictions.

• Economic thinkers study economic data in order to analyze economic problems.

• Economic thinkers use economic tools to recognize patterns of economic exchange to make informed decisions and solve economic problems. For example: Specialization, trade, opportunity cost, interdependence, and supply and demand.

• Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.

• Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact.

• Civic-minded individuals analyze the relationship between rights and responsibility in national and global contexts.

• Civic-minded individuals explain how nations are interconnected and affect each other. For example: Businesses may be affected by the laws and regulations of a nation; markets may be impacted by drought, earthquakes, and other natural disasters throughout the world; and international trade restrictions, election interference, and pandemics also influence markets.

• Civic-minded individuals investigate how different forms of government affect daily life. For example: Employees work in international corporations and tourists visit countries with different laws, rules, and regulations.

• Civic-minded individuals understand how people collaborate with others to design, revise, and communicate solutions to civic problems affecting local, regional, and global communities, including connections between local and global societies.

• How can geographic tools be used to solve problems in the future?

• Why does where we live influence how we live?

• How do populations, physical features, resources, and perceptions of places and regions change over time?

• How have geographic factors influenced human settlement, economic activity, and land acquisition?

• How have people interacted with the environment over time in a positive or negative way?

• How do different systems address the production of goods?

• How are scarce resources distributed in different types of economic systems?

• How do different economies control the means of production and distribution of goods and services?

• What role did the distribution of resources play in personal financial decisions?

• Why do national and global viewpoints sometimes differ?

• How do government systems affect social structure and citizens’ quality of life?

• How do individuals and groups effectively influence government systems?

• Integrate visual information such as charts, graphs, photographs, videos, or maps, with other information in print and digital texts.

• Explain and justify decisions and shared content using online maps, graphs, charts, data, and diagrams.

• Analyze how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

• Differentiate between facts and opinions in a text.

• Read to identify cause-and-effect relationships, compare and contrast information, fact vs. opinion, and author bias.

• Evaluate the credibility, authority, relevance, and purpose of online and print sources.

Model Unit Plan for Theme 1: Natural Disasters in Central America and the Caribbean. (linked here)

TCI Chapters/Lessons

• Chapter 22: Dealing with Extreme Weather: Hurricanes in the Caribbean

Supplemental Resources

Model Unit Plan for Theme 2: Land Use Decisions in the Amazon. (linked here)

TCI Chapters/Lessons

• Chapter 23: Land Use Conflict in the Amazon Rainforest

Supplemental Resources

• The Amazon Rainforest: Inquiry Kit

• Storymap: A Tour through the floors of the Amazon Rainforest