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1 correlated to the West Virginia Specific Criteria for Content and Skills Grade Seven: World Geography CC2 6/

2 Introduction to McDougal Littell World Cultures and Geography: Western Hemisphere and Europe World Cultures and Geography: Western Hemisphere and Europe from McDougal Littell offers a vibrant, visual approach that motivates students to gain a greater understanding and appreciation of the diversity of peoples globally. Basic physical geography skills are balanced with an exploration of traditions, cultures, and daily lives from across the range of global peoples. Using the Five Themes of Geography as a basis for developing geography skills, this program helps students understand geography s effect on history and culture. World Cultures and Geography: Western Hemisphere and Europe offers interactive lessons that help students make the connection between geography and current events. Through the program, students learn how early cultures relate to their own lives and how modern times have been influenced by events of the past. Students come to see geography as more relevant when they see how it connects to other subjects they are studying. To that end, World Cultures and Geography: Western Hemisphere and Europe makes numerous interdisciplinary connections through cooperative projects as well as other activities and features that show how geography and culture relate to literature, art, science, math, and other subjects. McDougal Littell s World Cultures and Geography: Western Hemisphere and Europe places special emphasis on critical thinking, content-area reading, and map skills to provide continual social studies skill development through a wide range of interactive opportunities. For students, interest is generated and skills reinforced through the use of technology resources and the Internet, such as the McDougal Littell website, ClassZone.com. Teachers are supported by a wealth of ancillary materials. A complete listing of all program components is provided on the following page.

3 McDougal Littell World Cultures and Geography: Western Hemisphere and Europe Program Components In-Depth Resources: Units 1 4 Outline Maps with Activities McDougal Littell Classroom Atlas Reading Study Guides (English and Spanish) Reading Study Guide Answer Key Access for Students Acquiring English: Spanish Translation World Literature World Cultures and Geography: Western Hemisphere and Europe Workbook World Cultures and Geography: Western Hemisphere and Europe Workbook Answer Key World Geography Posters Writing for Social Studies Pupil s Edition Teacher s Edition Teacher s Resource Package Additional Resources Planning for Block Schedules Formal Assessment Integrated Assessment Strategies for Test Preparation with Teacher s Manual Issues in World Geography: Central Asia Pupil s and Teacher s Edition Interdisciplinary Activities Chapter Summaries Script Map Transparencies Critical Thinking Transparencies Test Practice Transparencies Cultures Around the World Transparencies eedition CD-ROM eedition Plus Online EasyPlanner CD-ROM Easy Planner Plus Online Chapter Summaries CD (English/Spanish) The World s Music CD Technology Power Presentations CD-ROM Test Generator CD-ROM Audio/Visual Resources World Cultures and Geography Video Series: "There's No Food Like My Food"

4 McDougal Littell World Cultures and Geography: Western Hemisphere and Europe correlated to the West Virginia Specific Criteria for Content and Skills Grade Seven: World Geography The seventh grade is a study of geography through the six essential elements: The World in Spatial Terms; Places and Regions; Physical Systems; Human Systems; Environment and Society; and Uses of Geography. Students will examine people and places, and analyze the relationships between them. These relationships include cultures, history, environmental concerns and political and economic systems. Students will use maps, graphs, charts and other technologies in achieving an understanding of a geographical perspective. Students will formulate concepts directly related to those ideals that foster citizenship. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students learning environment. See the related grade-level Technology Standards and Objectives. All materials at this grade level (1) be research based and theory driven; (2) incorporate basic, accurate information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4) provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking opportunities; and (6) be based on national standards. The instructional materials should provide students with opportunities to: A. CITIZENSHIP 90-91, 94-95, 96, , 126, 343, 370, d 21, 39, 79, 90, 91, 187, 210, , 94-98, , , , , , 401, US2-US15 19, 94-98, , , , compare and contrast individual rights of citizens in a variety of world regions. (SS.7.1.1) 2. explain actions citizens take to influence public policy decisions. (SS.7.1.2) 3. cite examples where nations laws may or may not provide order and security. (SS.7.1.3) 4. recognize and explain the difference between power and authority. (SS.7.1.6) PE: = Pupil s Edition 1 TE: = Teacher s Edition

5 B. CIVICS/GOVERNMENT 19-20, 94-98, , , , 244, , , , , , , , 94-98, , , , 244, , , , , , , , 94-98, , , , 244, , , , , , , , 95, 96-97, 98, , , , 244, , , , , , , , , , , d 95, , , , , 285, , 314, d, 269d 1. identify and explain the different forms of government in various world regions. (SS.7.2.1) 2. compare and contrast the lawmaking processes of world governments. (SS.7.2.2) 3. analyze the different ways nations provide order and protect justice. (SS.7.2.3) 4. debate the importance of limited government and the rule of law. (SS.7.2.4) 5. differentiate various methods that nations use to interact with one another to resolve problems and conflicts. (SS.7.2.5) 6. recognize the influence of the United States on other nations and the influence of other nations on the American political process and society. (SS.7.2.6) 2

6 C. ECONOMICS 20, 103, , , , d, 375d 75-79, , 105, , , , , 356, d 105, 106, , , , , 104, , , , 188, 308, 310, , , 383, , , 121, 130, 188, 234, , 257, 337, 345, 347, 357, 361, , , , , , 245, , , 349, 392, US13- US15 26, , 130, 187, 188, , , 218, , , , 252, 338, analyze and describe competition in the market and its effects. (SS.7.3.1, 7.3.3) Supply Demand Prices 2. analyze how geography influences the economy of a region. (SS.7.3.2) 3. compare and contrast various social services provided by world governments. (SS.7.3.4) 4. compare different types of economic systems. (SS.7.3.5) 5. describe the impact of technology on agriculture and industry throughout the world. (SS.7.3.6) 6. identify and classify the different types of world organizations. (SS.7.3.7) Trade Military Health Humanity Environment 7. identify the impact of natural and human events and their global effects on industry. (SS.7.3.8) Strikes Environmental disasters War Terrorism 8. explain how countries are economically interdependent. (SS.7.3.9) 3

7 D. GEOGRAPHY 54-57, , , , , d, 149d, 199d 7, 44, 45-49, , 172, , 216, , 281, 325, 347, 370, , 260, 276, 378, , 38-39, 87-91, , , , , 120 A1-A25, 66-83, , 173, 174, , , , , , , d, 349d 39, 70-71, 131, 154, identify and locate major geographic features and assess their influence on culture and lifestyles. (SS.7.4.4; 7.4.8; ) Continents Bodies of water Landforms Climate areas Rain forests 2. identify and explain the advantages and disadvantages of different map projections and their uses (e.g., aerial photos, globes, charts, graphs, polar projection). (SS.7.4.6) 3. identify how mental maps (perceptions) affect our judgments about people and places. (SS.7.4.7) 4. identify and describe the patterns of immigration and effects on the distribution of cultural patterns in a region (e.g., disease, language, religion, customs, diversity). (SS.7.4.9) 5. compare and contrast geographic regions and their interconnections. (SS ; ) 6. identify geographic factors and cultural factors that block the movement of ideas and innovations. (SS ) 4

8 189, 201, d 7. analyze the growth of tourism and its impact on regional environments and culture. (SS ) 39-40, 113, 151, 157, 369, , , , d , 131, 154, , , 246, , 314, , , 357, , 57, 65, 145, 146, 148, 241, 262, , 267, , , , , , d, 169d 33, 44, 51, identify how human processes impact the world s physical environment (e.g., pollution, clear-cutting, strip mining). (SS ) 9. analyze renewable and nonrenewable resources (e.g., hydroelectric power and fossil fuels) and explain how technology affects the ways in which culture groups perceive and use their resources. (SS ) 10. analyze the technological improvements in transportation and communication that have helped create a global society. (SS ) 11. explain the common geographic factors associated with the development of world urban centers. (SS ) 12. explain cooperation and conflict over control of the world s resources. (SS ) 13. compare and contrast the demographics of population. (SS ) Total size Birth rates Distribution Doubling time 14. define culture in a geographic context. (SS ) 15. investigate and describe new geographic frontiers such as the oceans, Antarctica and airspace. (SS ) 5

9 E. HISTORY ; , , d 11, 38-39, 87-91, , 166, 192, , 279, , , , 95-96, , , 166, 174, , , 245, , 354, , d, 269d 25, 111, 135, , 194, , 213, 281, d, 169d 71, 85, 87-91, , 173, 174, , 204, , , 88, 139, , 171, , , 121, 257, 337, 345, 347, 357, 361, , , d 1. describe the development of early civilizations (e.g., Mesopotamia, Egypt, Greece, China, India). (SS.7.5.1) 2. identify conditions that have influenced or altered the movement of people throughout the world and time. (SS.7.5.3) 3. explain the role of racial and ethnic minorities, women and children in the advancement of civil rights. (SS.7.5.5) 4. compare and contrast the beliefs, religion, secular celebrations, and mythology of native cultures throughout the world. (SS.7.5.4; 7.5.6) 5. explain what occurs when people from different regions interact. (SS.7.5.7) 6. draw conclusions about the effect of the environment on native cultures (e.g., Native Americans, Australian Aborigines, African Berbers). (SS.7.5.8) 7. describe the role geo-politics played in historic events. (SS ) 6

10 F. SKILLS 16, 30-31, 68, 82-83, 118, , 172, , 230, , 300, , 352, TE: 25, 59, 88, 125, 148, 183, 206, 240, 315, 368 TE: 5, 111, 130, 175, 191, 219, 252, 268, 308, 380 S26-S33, 30, 50, 82, 114, 138, 168, 198, 226, 256, 296, 324, 348, 374, 404 S2-S5, 16, 34, 51, 86, 118, 152, 172, 202, 257, 272, 300, 328, 352, , 91, 113, 166, 189, 213, 254, 289, 310, 332, 383, , 197, , 83, 115, 139, 199, 227, 297, 325, 349, , 108, 154, 216, , 22, 68, 86, 92, 152, 172, 202, 230, 236, 272, 300, 328, 378, 388 FOUNDATION CRITERIA 1. integrate the five strands of Social Studies. 2. be successful based on individual needs and abilities. 3. use multiple intelligence strategies. 4. respond to expanded questioning strategies. 5. integrate reading strategies/techniques using Social Studies content. 6. practice reflective thinking. 7. integrate Social Studies material/content across the curriculum. 8. apply contextual learning concepts. 7

11 9. develop discriminating memory. S6-S33, 34, 86, 99, 118, 152, 167, 172, 202, 272, 300, 328, 352, 378, 398 S24-S25, 42-43, 99, , 115, 233, , 255, , , , 43, 101, 109, 197, 249, , 79, 123, 189, 207, 225, 254, 317, 338, , 163, 246, 315, , 82-83, , , , , , , , , 162, 205, 251, , 31, 51, 83, 92, 115, 169, 199, 227, 297, 325, 349, 375, 388, , 87-91, , , , , , , , d, 115d, 169d, 269d, 297d 10. understand and manage change and continuity. 11. develop historical empathy. 12. analyze the complexity of history. 13. engage students as active learners. 14. practice workplace process skills. 15. understand cultural diversity. 8

12 30-31, 82-83, , , , , , , , d, 51d, 169d, 257d, 349d 51, 83, 115, 139, 233, 257, 286, 325, 349, d, 149d, 169d, 227d, 269d 31, 139, 257, d, 269d, 297d 51, 115, 199, 227, d, 269d 18, 95, 100, 136, 182, 196, 281, 340, US2, US6 13d, 31d, 227d, 325d 28, 79, 100, 136, 161, 182, 196, 217, 340, US2, US12 90, 253, 319, , 98, 127, 166, 213, 282, 322, 371, 393, , 156, 245, 314, 361 BASIC SKILLS IN SOCIAL STUDIES 1. locate, access, analyze, organize, sequence, synthesize, and evaluate information and make reasoned judgments. 2. analyze and interpret information and draw conclusions from maps, charts, graphs, timelines, and tables. 3. participate in discussion, defense of positions, and debate. 4. integrate writing (e.g., creative, self-expression, journaling), reflection and metacognition. 5. read a variety of sources for historical understanding and perspective. 6. read a variety of print sources for critical understanding. 7. learn and use vocabulary, terms and terminology essential for understanding Social Studies. 9

13 30-31, 50-51, 82-83, , , , , , , , , , , listen to information to gain knowledge and follow directions. 21, 39, 79, 90, 187, 210, d 31, 221, , 349d, , 39, 79, 90, 187, 210, d 31, 139, 257, d, 269d, 297d 115, 139, d, 167, 316, 344, 372 SKILLS IN CITIZENSHIP 1. participate in activities of school, community and nation. 2. resolve conflicts peacefully. 3. participate in volunteer projects. 4. evaluate, take and defend positions. 5. interact with, monitor and influence government at all levels. S12-S13; 334, 339, , 28, 100, 182, 196, 281, 340, US2, US6, US12 90, 126, 253, 319, 391 SKILLS IN CIVICS/GOVERNMENT 1. interpret political cartoons. 2. analyze current and historical documents. 10

14 51, 99, 115, 139, 188, 233, 255, 286, 297, 325, 349, 375, 385, d, 65d, 149d, 169d, 227d, 269d , , , , , , 383, , , d, 375d S16-S17, d SKILLS IN ECONOMICS 1. read, interpret and draw conclusions from tables, graphs and charts. 2. apply economic concepts to current and historical settings. 3. predict economic trends. 7, 8-9, 11, 25, 31, 41, 44 5, 6, 15, 36, 47 49, 65, 176, 212, 244, 347, 392 9, 33, , 51, 97, 129, 188, 227, 251, 279, 335, d 35, 51, 97, 129, 188, 227, 251, 279, 335, d SKILLS IN GEOGRAPHY 1. select, analyze and design maps to organize geographic information. 2. select, analyze and design graphs, diagrams and tables to organize geographic information. 3. make inferences and draw conclusions from maps and geographic representations. 4. locate places, landforms and regions on appropriate maps. 11

15 30-31, 50-51, 82-83, , , , , , , , , , , S30-S31, 339, , 28, 100, 136, 196, 281, 340, US2, US6, US12 13d, 31d, 227d, 325d SKILLS IN HISTORY 1. analyze, gather and interpret historical information. 2. use historical inquiry to detect bias and emotional appeal in historical information. 3. recognize valid interpretations and factual accuracy in historical data , 50-51, 82-83, , , , , , , , , , , , 50-51, 82-83, , , , , , , , , , , S1-S33, 30-31, 50-51, 82-83, , , , , , , , , , , S1-S33, 30-31, 50-51, 82-83, , , , , , , , , , , G. ASSESSMENT 1. practice in a format commensurate with West Virginia Assessment programs. Norm referenced State writing assessment NAEP Informal assessment Criterion referenced 2. practice using project format, portfolios and/or performance based measures. 3. practice for standardized assessments, open-ended questioning, checkpoint benchmarks, miscue analysis, and rubrics. 4. use a variety of assessment techniques. True/false Selected response Short answer Extended response Essay 12

16 H. TECHNOLOGY 51, 83, 139, 169, 227, 257, 325, 349, 375, d, 115d, 199d, 297d, 375d 312, d, 31d, 65d, 83d, 115d, 149d, 169d, 199d, 227d, 269d, 297d, 325d, 349d, 375d 312, d, 31d, 65d, 83d, 115d, 149d, 169d, 199d, 227d, 269d, 297d, 325d, 349d, 375d 31, 83, 115, 139, 199, 227, 257, 297, 325, d, 83d, 169d, 269d, 349d 31, 51, 83, 115, 139, 169, 199, 227, 257, 297, 325, 349, 375, d, 83d, 149d, 227d, 325d, 349d 1. use a variety of technological tools. a. Conduct online research. b. Create, publish and present projects related to content areas. c. Integrate advanced technology skills, word processor, database, and spreadsheets. d. Select and use appropriate technology tools to collect, analyze and display data relevant to class assignments. e. Use multi-media (VCRs, CDs, LDs, DVDs, cassette tapes with audio versions of the text). f. Use teacher planning tools. 2. practice ethical behavior in using computer-based technology. 3. adhere to Fair Use and Multimedia Copyright guidelines, citing sources in papers, projects, and multi-media presentations. 4. analyze websites with information related to the content. 5. use expert systems, intelligent agents and simulations in real world problems. 13

17 325, 375, run materials at computer level capacity. 51, 83, 115, 169, 199, 257, 297, 13d, 115d, 199d, 297d, 375d 31, 83, 115, 139, 199, 257, 325, 349, 375, d, 83d, 169d, 269d, 349d 31, 83, 115, 169, 199, 227, 257, 297, 349, 375, d, 83d, 169d, 269d, 349d 7. access juried websites, materials and lesson plans. 8. use materials in standard formats that are easily accessed by teachers, parents and students from school and home. 14

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