World
Geography
Five fundamental themes and analytical
questions introduced in the primary social studies program and developed in grades
4-7 provide the framework for World Geography. They are as follows:
LOCATION: What is the location of this place on the map? What is its location
relative to other places?
PLACE: What are the physical and cultural characteristics of this place? What
role do these two aspects of the environment play in the character of this locale?
How are the people who live here affected by the physical characteristics of
this place, and how do they affect the place?
HUMAN-ENVIRONMENTAL INTERACTION: How do location and the physical environment
affect the lives of people? What have people done to modify this setting, this
environment we are studying? How have people adapted to this physical environment?
MOVEMENT: What role have human migration, cultural diffusion, or the transportation
of resources and goods had in shaping the world? How has the movement of people,
ideas, and goods influenced life in this place? How is this place connected
to other places by these movements?
REGIONS: How are regions defined? Of what regions is a given place a part?
How do regions change, how have they changed, and why? What is the significance
of these changes?
Regions and places selected for study can vary, but case studies from each
continent should be included. These selected case studies should be set within
their regional context and should exemplify important geographic concepts or
problems.
Four basic skills are learned, or enhanced, to help the students effectively
study World Geography. These skills will be used throughout the entire year
and are essential to a child's success in this course. They are:
SKILLS FOR UNIT I:
- The learner will acquire information from a variety of sources.
- Use maps to locate specific places and features.
- Analyze census data to determine the demographic features of a region.
- Analyze satellite photographs and maps to determine the relative location
of physical features.
- Use multiple sources to determine the type of agriculture in a region.
SKILLS FOR UNIT II:
- The learner will use information for problem solving, decision making, and
planning.
- Determine how to resolve a conflict that has arisen due to a proposed highway
requiring the displacement of a historic cemetery.
- Determine the costs and benefits of flooding a prosperous agricultural region
that is also the location of an important archaeological site.
- Determine the links between climate and the manifestation of specific health
problems.
- Develop a plan for warning citizens of the United States of impending natural
disasters.
SKILLS FOR UNIT III:
- The learner will develop skills in constructive interpersonal relationships
and in social participation.
- Analyze the presence of language groups in a region and determine how the
distribution of language groups coincide with national boundaries.
- Determine the type of change that will occur if an isolated community is
suddenly linked to a large city by the construction of a new bridge and highway.
- Debate the merits of environmental regulations intended to protect endangered
animals.
SKILLS FOR UNIT IV:
- The learner will participate effectively in civic affairs.
- Monitor the effects of pollution on a specific stream.
- Develop a strategy for protection of water resources in a given region.
- Write a letter to the editor on an issue such as strip mining.
Teacher's Email Addresses
Ms. Lisa McNeil (Team Leader)
Mr. Steven Howton
Ms. Karen Lane
