WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE 7

 

Unit Title: Cartography & Map Skills

 

Content Standard:     12.7-8.2 Human Environment Interaction

                                9.7-8.6   Places & Regions

                                12.7-8.4 Human Environment Interaction

12.7-8.1 Human Environment Interaction

 

Estimated Number of Days to Complete Unit: 5 weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

While all maps contain some distortion, they are still useful tools.  While all globes are near perfect representations of earth, they lack detail.

2.

Besides location, maps can provide a wealth of information about the cultural and physical geography of different regions.

3.

Using both latitude & longitude, one can determine the exact position of any place on the earth’s surface.

4.

Depending on the situation in which one is involved, both GPS and magnetic compasses possess advantages.

5.

All maps must contain a scale bar, compass rose, and a map key – otherwise they are just pictures containing information.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Cooperative Learning Experiences (Beach Balls, Maps & Globes project)

2.

Lab activity (Using a Compass I: The Basics)

3.

Tests & quizzes (hemispheres, absolute location, map skills)

4.

Worksheets

5.

Maps (continents & oceans)

6.

Guided practice

7.

Persuasive writing (maps v. globes assignment)

 

ESSENTIAL QUESTIONS

 

1.

Which is a more accurate representation of the earth – maps or globes? Why?

2.

What types of information can be obtained from maps?

3.

Why did early cartographers divide the earth into a grid system?

4.

Which geographic tool is more useful – a GPS or a compass?

5.

What are the essential parts of any map?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify the fundamental differences between maps and globes

2.

Explain why all maps contain some distortion of the 4 basic properties

3.

Identify absolute locations using latitude and longitude

4.

Identify the basic divisions of our planet (hemispheres, continents, oceans)

5.

Perform mental mapping exercises

6.

Plot coordinates on a grid system

7.

Distinguish different types of map projections

8.

Use maps for practical purposes

9.

Identify the basic parts of a map

10.

Locate the 7 continents and the four oceans

 

 

SUGGESTED RESOURCES

 

1.

NYSTROM Student Desk Atlases

2.

www.mapquest.com

3.

National Geographic Map Machine www.nationalgeographic.com/maps

4.

Geography textbook

5.

Mr. Higgins’ Beach Balls, Maps & Globes Activity Packet

6.

U.S. Library of Congress Map Collections –

http://memory.loc.gov/ammem/gmdhtml.gmdhome.html

7.

How Far Is It? www.indo.com/cgi-bin/dist

8.

History of Cartography Project, University of Wisoncsin –

http://feature.geography.wisc.edu/histcart/

9.

U.S. Geological Survey www.mapping.usgs.gov/

10.

The Power of Maps by Denis Wood (The Guilford Press, 1992)

11.

Small Worlds: Maps & Map-Making by Karen Romano Young (Scholastic Inc. 2002)

12.

A set of classroom globes (at least 6)

13.

World Facts & Maps, Rand McNally, 2000

14.

The State of the World Atlas, Dan Smith, Penguin Reference, 2000

15.

The National Geographic Desk Reference, Stonesong Press, 1999

 

 

 

 

 

Unit Title: Essential Elements of Geography

 

Content Standard:     12.7-8.5 Human Environment Interaction

                                12.7-8.3 Human Environment Interaction

2.5-6.5 Local, United States and World History

 

Estimated Number of Days to Complete Unit: 2-3 weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Spatial relationships between regions impact the culture of both regions

2.

Physical systems and human systems shape each other

3.

Due to the infinite amount of information about any region, geographers must have a system for organizing that information

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Cooperative Learning Experiences (6 Essential Elements & the Panama Canal)

2.

Lectures & note-taking

3.

Maps, charts and graphs

4.

Atlas Activities

5.

Tests and quizzes

6.

Journal responses

7.

Worksheets

 

ESSENTIAL QUESTIONS

 

1.

How does where we live influence how we live?

2.

Does the physical geography of a region determine its culture?

3.

Why have geographers developed the six essential elements of geography?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify and define the six essential elements of geography

2.

Describe location in absolute and relative terms

3.

Describe the effects of human modification to the physical environment (desertification, global warming)

4.

Differentiate between human characteristics and physical characteristics

5.

Define the concept of “region”

6.

Describe the impact of natural and technological disasters on human and physical systems

7.

Use tools and technologies available for geographic study

 

 

SUGGESTED RESOURCES

 

1.

Geography textbook

2.

NYSTROM Student Desk Atlases

3.

Path Toward World Literacy: A Standards Based Guide to K-12 Geography

4.

www.nationalgeographic.com/education

5.

Mr. Higgins’ Examining the Panama Canal Activity

6.

World Facts & Maps, Rand McNally, 2000

7.

The State of the World Atlas, Dan Smith, Penguin Reference, 2000

8.

The National Geographic Desk Reference, Stonesong Press, 1999

9.

Current Almanacs

 

 

 

 

Unit Title: Physical Geography

 

Content Standard:     10.7-8.1 Physical Geography

                                10.7-8.2 Physical Geography

12.7-8.3 Human-Environment Interactions

 

Estimated Number of Days to Complete Unit: 2-3 weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Physical processes shape patterns in the physical environment

2.

Changes to the physical geography  of a region result in cultural changes as well

3.

Both man and the environment play a role in determining the value of our natural resources

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Test & quizzes

2.

Journal response

3.

Guided reading and reading comprehension

4.

Cooperative learning experiences

5.

Lectures & note-taking

6.

Worksheets (DRP)

7.

Persuasive writing (Valuing Our Resources assignment)

 

ESSENTIAL QUESTIONS

 

1.

Why does the physical geography vary from region to region?

2.

How do natural disasters and other physical processes affect man?

3.

What determines the value of our natural resources?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Define and identify the six aspects of physical geography

2.

Explain the hydrologic cycle

3.

Explain the 3 determinants of climate in any region

4.

Identify natural resources

5.

Define the physical processes that shape the earth’s surface

6.

Describe the patterns and causes of extreme natural events

 

 

 

SUGGESTED RESOURCES

 

1.

NYSTROM Student Desk Atlas

2.

Geography textbook

3.

Current Almanacs

4.

National Geographic Tsunami Video

5.

Water Packet (National Geographic)

 

 

 

Unit Title: Cultural Geography

 

Content Standard:     11.8-8.2 Human Systems

                                14.7-8.1 Economic Systems

3.7-8.2  Historical Themes

7.7-8.1  Government

 

Estimated Number of Days to Complete Unit: 2-3 weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Economic theories are rarely practiced in their idealized forms.

2.

The degree to which citizens and government influence one another is determined by the system of government in place.

3.

Although all cultures are unique, they all contain similar elements.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Experiential learning (Supply & Demand Auction activity, Government Role Play activity)

2.

Small and whole group discussions

3.

Lecture and note-taking

4.

Test & quizzes

5.

Journal response, persuasive writing

6.

Worksheets (DRP)

7.

Maps, charts, graphs

8.

Guided reading & reading comprehension (non-fiction)

 

ESSENTIAL QUESTIONS

 

1.

How do economic systems differ in theory and practice?

2.

Does government shape culture or does culture shape government?

3.

What are the essential elements of any culture?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Define and explain the theories of capitalism , socialism, and communism

2.

Describe the relationship between supply and demand in a market economy

3.

Identify the important aspects of all cultures

4.

Differentiate between urban and rural environments

5.

Describe transportation and communication networks

6.

Explain global interdependence

7.

Describe different types of governments (monarchy, totalitarianism, democracy, etc.)

8.

Differentiate between anarchy and government

 

 

SUGGESTED RESOURCES

 

1.

Current Almanacs

2.

Geography textbook

3.

Multicultural Manners, Norine Dresser, Wiley, 1996

4.

Gestures: The DOs and TABOOS of Body Language Around the World, Roger Axtell, Wiley, 1991

5.

People Around the World, Antony Mason, KingFisher, 2002

6.

Global Voices, Susan B. Ouzts, A Good Year Book, 1998

7.

Cultural Conflicts:Case Studies in a World of Change, Edward Lerner, J. Weston Walch Publisher, 1994

8.

Children Just Like Me, Barnabas and Anabel Kindersley, DK, 1995

 

 

 

Unit Title: Local Geography (Waterford and Connecticut)

 

Content Standard:     9.7-8.7 Places & Regions

                                2.7-8.3 Local, United States & World History

9.7-8.1 Places & Regions

 

Estimated Number of Days to Complete Unit: 2-3 weeks

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Economic interdependence exists amongst Waterford, New London County and the state.

2.

In order to understand other cultures, you must first understand your own.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Maps (Connecticut Counties)