Social Studies Curriculum Standards
3410 - World Geography
Performance Indicators:

understand the complex nature of culture and how cultures influence the characteristics of places and regions
1.1

describe the components of culture
Level 1

describe the location of major cultural attributes such as language, religion, political systems, economic systems, and population centers both regionally and globally
Level 1

describe how human characteristics make specific regions of the world distinctive
Level 1

compare and contrast the impact of various aspects of culture on the political and economic systems of various regions of the world
Level 2

analyze the role of cultural diffusion and interactions among Earth’s human systems in the ongoing development of Earth’s cultural landscapes
Level 3

analyze the role culture plays in incidents of cooperation and conflict in the contemporary world
Level 3

understand the relationship between physical environments and culture
1.2

describe characteristics of physical environments that contribute to the growth and development of cultures
Level 1

compare and contrast how cultures differ in their use of environments and resources
Level 2

analyze how communication, transportation and other forms of technology contribute to the development of a culture
Level 3

understand how cultural perspective impacts perceptions of places and regions
1.3

explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference
Level 1

demonstrate how language, art, music, belief systems, and other cultural elements facilitate global understanding or cause misunderstanding
Level 2

analyze the role of various aspects of culture in unifying or fragmenting a society’s perception of places and regions
Level 3

The students will explore the history of foods of different ethnic groups and the significance of how these foods perpetuate the group's cultural ideals. Assign groups of students differing ethnic groups both in contemporary and historical terms. The students will identify culinary dishes from around the world by creating a fictional menu. Menus can vary greatly reflecting traditional meals, or holiday meals. Students can delve a deeper understanding of cultural food by tracing where the food products originated and where they can found today. Students will share their menus with fellow classmates and then discuss how the menus differ and are similar to their own. To further supplement this activity, the students can prepare and serve the meals to their fellow students.

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Social Studies Curriculum Standards
3410 - World Geography
Performance Indicators:

understand fundamental economic concepts and their application to a variety of economic systems, regionally and globally
2.1

describe various types of economies and their methods of production and consumption (e.g., market economy, free enterprise, capitalism, communism, and socialism)
Level 1

apply basic economic concepts (e.g., exports and imports, tariffs, closed and emerging markets, debt and credit, gross domestic product, goods and services) in studying the various regions of the world
Level 2

describe the spatial distribution of major economic systems and their relative merit or disadvantages in terms of productivity, welfare of workers, and standard of living
Level 3

understand the patterns and networks of economic interdependence on Earth’s surface
2.2

describe the spatial organization of contemporary economic trade networks;
Level 1

explain the major components of and reasons for world trade;
Level 1

explain the role of transportation and communication networks in the development of economic activities
Level 1

compare and contrast primary, secondary, and tertiary economic activities in a geographic context
Level 2

compare and contrast the interactions between domestic and global economic systems
Level 2

evaluate the domestic and international impact of various economic agreements, both regionally and globally
Level 3

evaluate the advantages and disadvantages of international economic patterns (e.g., international debt, investment of foreign capital, multi-national corporations, foreign-owned businesses)
Level 3

understand the changes that occur in the nature, use, distribution, and importance of resources
2.3

describe the characteristics, location, and use of renewable and nonrenewable resources, regionally and globally
Level 1

explain the relationship between the use, availability, and accessibility of resources and a country’s standard of living, including the role of technology in resource acquisition and use
Level 1

describe world patterns of resource distribution and utilization.
Level 1

compare and contrast patterns of resource distribution and utilization.
Level 2

analyze programs and the impact of policy decisions related to the use of resources, locally, regionally, and globally
Level 3

The students will participate in a teacher created simulation of various types of economies. The teacher will use a variety of objects as rewards for classroom participation. The students would then have the ability to trade the objects among themselves or with the teacher thus establishing the relative worth of various objects and illustrating a barter economy. Later as the teacher moves into more modern economic systems, instead of objects the teacher could create paper money and assign worth to the paper money in the form of extra credit points or options such as skipping a question on the test. A certain amount of the paper money could be required for various activities thus introducing the students to the central concepts of market economy systems.

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Social Studies Curriculum Standards
3410 - World Geography
Performance Indicators:

understand the characteristics and uses of maps, globes, and other geographic tools and technologies
3.1

describe the basic elements of maps and mapping
Level 1

compare and contrast various types of maps, including thematic and topographic maps
Level 1

explain the purposes and distinguishing characteristics of different map projections
Level 1

explain the characteristics and uses of current geographic techniques in mapping such geographic information systems (GIS), global positioning systems (GPS), and satellite-produced imagery
Level 2

analyze the advantages and disadvantages of using maps from different sources and different points of view
Level 3

construct maps and other geographic representations using primary data
Level 3

know the location of places, geographic features, and patterns of the environment, both physical and human, locally, regionally, and globally
3.2

describe the relative location of, size of, and distances between Earth’s major physical, biological, and human geographic features
Level 1

describe the approximate locations of major political and economic cultures
Level 2

describe the spatial dynamics of various contemporary events
Level 2

describe and analyze the role of mental maps
Level 3

understand the characteristics and uses of spatial organization of Earth’s surface
3.3

describe concepts and geographic tools used to define and describe spatial organization such as absolute and relative location, distance, direction, scale, movement and region
Level 1

analyze patterns of spatial organization including why some areas are more densely populated than others and the differences between rural, urban, and suburban patterns
Level 2

explain factors that affect spatial organization of Earth’s surface such as transportation, migration, and communication technology
Level 2

demonstrate the use of spatial organization, principles of location, and land use patterns in policies and decisions
Level 3

understand the physical and human characteristics of place
3.4

explain how physical, biological, and human characteristics and process define and shape a place
Level 1

compare and contrast how physical processes and human movement and migration influence the character of various places regionally and globally
Level 2

analyze the symbiotic relationship between the physical and human environments and how it is reflected on Earth’s surface
Level 3

analyze the advantages and disadvantages of using places for different activities based on their physical, biological, and human characteristics
Level 3

understand that common physical, biological, and cultural characteristics create regions
3.5

describe the criteria used to define a region including physical traits and formal, functional, and vernacular cultural regions
Level 1

compare and contrast types of regions at the local, regional, and global level
Level 2

compare and contrast how cultures influence the characteristics of regions and how human characteristics make specific regions of the world distinctive
Level 2

explain how the concept of a region can be used to simplify the complexity of Earth’s surface
Level 3

demonstrate ways in which regional systems are structured
Level 3

explain connections within and among the parts of a regional system
Level 3

evaluate factors that contribute to the dynamic nature of regions
Level 3

understand how physical processes shape Earth’s natural landscapes and affect environments
3.6

describe ways in which different types of physical processes create and shape patterns in Earth’s physical environments
Level 1

predict the consequences of specific physical processes operating on Earth’s surface
Level 2

explain how physical processes affect different regions of the world
Level 2

explain and analyze the distribution of different physical processes (e.g., tectonic activity, different types of weather and climatic patterns, vegetation patterns)
Level 2

explain the distribution of Earth’s various ecosystems
Level 2

evaluate the effects of various physical cycles
Level 3

assess the dynamic and interactive nature of physical systems
Level 3

understand how physical systems and environments affect human systems
3.7

describe ways in which human systems develop in response to conditions in the physical environment
Level 1

compare and contrast ways in which the physical environment affects life in different regions, regionally and globally
Level 2

analyze the impact of natural hazards and disasters on human systems and in different regions, regionally and globally
Level 2

evaluate the limits and opportunities of physical environments for human activities
Level 3

assess changes in the physical environment, regionally and globally, that affect the capacity of the environment to support human activity
Level 3

understand how human systems modify the physical environment
3.8

explain effects of human activities on the physical environment, including global warming, deforestation, desertification, and urbanization
Level 1

explain ways in which human-induced changes in the physical environment in one place can cause changes in other places
Level 1

describe the impact of human activities on different ecosystems
Level 1

compare and contrast ways in which technology influences the human capacity to modify the physical environment
Level 2

explain and illustrate the role of human activity in increasing or decreasing certain biological components of various physical environments
Level 2

analyze the environmental consequences of human activities and predict the global impact of human changes in the physical environment
Level 3

understand the nature, distribution and migration of human populations on Earth’s surface
3.9

explain the characteristics of populations at a variety of scales including ethnicity, age distribution, gender, and life expectancy
Level 1

explain how demographic concepts such as population distribution, population density, birth and death rate, fertility rate, and infant mortality are used to describe population characteristics of a country or region
Level 1

identify and describe quality of life indicators such as life expectancy, literacy rate, and per capita gross domestic product
Level 1

explain the causes and effects of human migration
Level 1

explain how international migrations are shaped by "push and pull" factors
Level 2

evaluate factors that influence patterns of rural-urban migration
Level 2

analyze and evaluate contemporary population issues
Level 3

predict the impact of human migration and other population changes on Earth’s physical and human systems, regionally and globally
Level 3

Students will explore the use of storm tracking technologies by researching and presenting how natural disasters are forecasted. The class will brainstorm different types of storm tracking technologies by listing them on a blackboard. Assign students the task of researching a first hand account of a natural disaster. Students will read the account to the class in a reader's theater approach. The class will explore whether the technology provided enough data to forecast the storm. Additionally, the class can conduct a web quest to document new technologies relevant to storm or natural disaster tracking.

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Social Studies Curriculum Standards
3410 - World Geography
Performance Indicators:

understand the nature, complexity, and influence of systems of governance
4.1

explain the purposes and structure of various systems of governance, regionally and globally
Level 1

compare and contrast different political systems, worldwide, with that of the United States and describe political leaders from selected contemporary settings
Level 1

explain the relationship between a place’s physical, political, and cultural characteristics and the type of governance that characterizes that place
Level 2

analyze the impact of such geographic developments as human migration, economic global interdependence, transportation and communication routes, and technology on the characteristics of various contemporary systems of governance and civics
Level 3

understand the forces of cooperation and conflict that shape the divisions of Earth’s surface
4.2

identify social, political, and economic divisions at the local, state, national, and international levels
Level 1

describe international and multinational organizations of cooperation
Level 1

describe various factors involved in the development of nation-states
Level 1

describe conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations
Level 2

explain factors that affect the cohesiveness and integration of countries
Level 2

describe ideas and mechanisms that governments develop to meet the needs and wants of citizens, regulate territory, manage conflict, and establish order and security
Level 2

explain the relationship between forces of cooperation and/or conflict and the control of Earth’s surface
Level 3

analyze causes of boundary conflicts and internal disputes between culture groups
Level 3

analyze the changes that occur in the extent and spatial organization of social, political, and economic entities
Level 3

understand global development and environmental issues
4.3

identify and describe current struggles over energy resources and environmental issues and how different governments resolve these problems
Level 1

interpret governmental and international responses to various environmental issues
Level 2

analyze the positions taken by different systems of governance on such issues as sustainable development and resource management
Level 3

Students will examine the motivations, goals, and actions of countries against whose "state sponsored terrorism" the United States State Department has issued economic standards. The class will collectively create their own definition of terrorism. On the blackboard, the teacher will place this definition of terrorism in the center of a bubble, and draw subsequent bubbles with the student's thoughts (webbing.) In groups, research the different nations who allowed terrorist attacks to occur. Write an essay explaining the economic motivations of the terrorist cells contrasted with the official political position of the United States.

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Social Studies Curriculum Standards
3410 - World Geography
Performance Indicators:

understand the patterns of human settlement
5.1

describe reasons for similarities and differences in the population size and density of different regions
Level 1

interpret changes in the location and size of human settlements
Level 1

compare and contrast factors involved in the growth and development of cities
Level 2

evaluate the causes and consequences of urbanization
Level 2

compare and contrast the functions of cities today with settlements of earlier times
Level 2

predict the consequences of such factors as population changes and economic growth or decline on the settlement patterns of an area, regionally and globally
Level 3

recognize that places change over time
5.2

describe how physical and human geographic factors impact a place and influence historic events and movements
Level 1

describe ways in which the spatial organization of physical and human systems change over time
Level 2

evaluate the impact of changes in land use on physical and human systems
Level 3

evaluate the impact of historical events and patterns such as use of resources, exploration, colonization, and settlement of different regions of the world on various regions of the contemporary world
Level 3

Students will learn about the historic and present conflict between Israel and Syria over the Golan Heights through reading and discussing news articles. Students investigate, in small groups, the political, economic, and cultural importance of the Golan Heights for Israel and Syria. After groups present their information, each group will defend their points on view regarding the future of the ownership of the Golan Heights should be, supporting all ideas with information presented in class.

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Social Studies Curriculum Standards
3410 - World Geography
Performance Indicators:

understand the impact of individual and group decisions on citizens and communities
6.1

recognize that individuals can belong to groups but still retain their own identity
apply geographic concepts to sharing and giving opinions in a group
Level 1

explain the role of places and regions in shaping individual and group identity and in serving as symbols for unity or disunity
Level 2

examine issues involving the rights, roles, and status of groups and individuals in various regions of the world
Level 2

evaluate ways regional, ethnic, and national cultures influence individuals’ daily lives
Level 3

assess the impact of people’s changing perceptions of geographic features and places
Level 3

understand how groups can effect change at local, regional, and global levels
6.2

describe ways family, groups, and community influence daily life and personal choices, regionally and globally
Level 1

explain the impact of role, status, and social class on the interactions of individuals and social groups in various regions of the world
Level 1

explore the causes, consequences, and possible solutions applied by governing bodies to persistent global issues such as health, security, resource allocation, economic development, and environmental quality
Level 2

assess the role of multiple points of view in developing and determining policies dealing with such issues as the use and management of Earth’s resources, sustainable development, world health, and international conflict and cooperation
Level 3

understand how a geographic view is a significant tool in interpreting the present and planning for the future
6.3

describe effects of physical and human geographic factors on current policies and issues such as land use, urban planning, and conservation
Level 1

describe the impact of contemporary patterns of consumption, production, and population growth on the future spatial organization of Earth
Level 1

analyze a variety of contemporary issues in terms of Earth’s physical and human systems
Level 2

integrate multiple points of view to analyze and evaluate contemporary geographic issues
Level 3

The students will examine and compare notions of beauty in cultures around the world in order to provide an insight on how a sense of one's identity is impacted by a group standard. Assign students different ethnic groups in contemporary and historical societies with the task of defining this culture's standard of beauty practices and traditions. The students will create a pictorial collage displaying their findings. Students will explore documents such as books, magazines, and websites in order to gather information