INSTRUCTIONAL FOCUS DOCUMENT High School Courses Social Studies/World Geography Studies

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1 State Resources: IFD Legend EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST High School Social Studies World Geography Unit 06 Exemplar Lesson 01: Physical Geography of Europe High School Social Studies World Geography Unit 06 Exemplar Lesson 02: Environmental Issues in Europe High School Social Studies World Geography Unit 06 Exemplar Lesson 03: Cultures of Europe High School Social Studies World Geography Unit 06 Exemplar Lesson 04: Economic Systems and Influences High School Social Studies World Geography Unit 06 Exemplar Lesson 05: The European Union High School Social Studies World Geography Unit 06 Rubric 01 High School Social Studies World Geography Unit 06 Rubric 02 High School Social Studies World Geography Unit 06 Rubric 03 High School Social Studies World Geography Unit 06 Rubric 04 High School Social Studies World Geography Unit 06 Rubric 05 Social Studies World Geography Unit 06: Europe RATIONALE: This unit bundles student expectations that look at political, economic, social and geographic patterns, their interdependence, and impact on culture. In this unit these studies are applied to the study of Europe. Prior to this unit students learned about regional development with a focus on Latin America. During this unit students learn about the geographic factors that affect growth and development in different regions of Europe. Students first learn about the physical landscape, climate and resources that affect development, and then explore different regional issues within Europe, such as immigration, economic and technological development, and environmental issues. This unit uses concepts from the Physical and Human Geography units and applies them regionally. page 1 of 21

2 MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Europe is not a typical continent, not a large land mass mostly surrounded by water as are most of the other continents. They are often confused as to why Europe and Asia are one land mass but Europe is considered a separate continent. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Social Studies World Geography Unit 06 PI 01 Using a graphic organizer (matrix) for each of the regions of Europe, provide examples of the political, social, economic and cultural elements. Choose one region and provide a brief explanation on how the region has been influenced by climate, physical landscape and environment. Standard(s): WG.2B, WG.4A, WG.5A, WG.14A, WG.21C, WG.23A ELPS ELPS.c.1C, ELPS.c.1E Human-environment interaction Characteristics Regions Physical environment Climate region The physical landscape and environment often shape the political, economic, and social characteristics of a place, thus influencing cultural development. page 2 of 21

3 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Social Studies World Geography Unit 06 PI 02 Create a cause and effect organizer that illustrates at least 3 environmental issues in Europe in order to show the impact of human-environment interaction. Write one paragraph expressing an opinion on whether the positive effects outweigh the negative effects on the issues. Standard(s): WG.2B, WG.19A, WG.19B, WG.20B, WG.23C ELPS ELPS.c.3G Modification Adaptation Physical environment Human-environment interaction People modify the physical environment of a region to meet human needs. High School Social Studies World Geography Unit 06 PI 03 Create an informational brochure/pamphlet about one culture in Europe in order to teach others about the political, economic, and social characteristics that affect that culture and make it distinctive. Standard(s): WG.5A, WG.5B, WG.7B, WG.13A, WG.17A, WG.18B, WG.23A ELPS ELPS.c.5F Culture Characteristics Boundaries Cultural perspectives/point of view Cultural Patterns Cultural Characteristics Political, economic and social characteristics contribute to the distinctive culture of a place, which changes over time through human and environmental interactions. page 3 of 21

4 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS High School Social Studies World Geography Unit 06 PI 04 Create a continuum (an array) to illustrate the three main economic systems of the world: Free Enterprise (capitalism), socialism, and communism. Categorize European nations on the continuum and summarize, orally or in writing, why the nations fit where they are placed. Standard(s): WG.10B, WG.14A, WG.22A, WG.22B ELPS ELPS.c.1C Economic system Free enterprise Capitalism (market economy) Communism (command economy) Socialism (mixed economy) Continuum The organization of a county s or region s economic system influences its political and social environment as well. High School Social Studies World Geography Unit 06 PI 05 Speaking as the Ambassador of a European country, present (write) a speech to the European Union on why your country would like to join this organization and what benefits the country would receive from being a participant. Standard(s): WG.7D, WG.11B, WG.14A, WG.20B, WG.22B ELPS ELPS.c.3E Economics Globalization Supranationalism Globalization of peoples and economies requires balancing both individual and collective wants and needs. page 4 of 21

5 KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Globalization can be described as a process by which the people of the world are unified into a single society and function together. Characteristic a distinguishing feature or quality Supranationalism the principle or practice of international cooperation above and beyond national limitations. Examples: NATO, UN, EU Enclave an enclosed territory that is culturally distinct from the foreign territory that surrounds it (Ex. Albanian cultural group in Serbia). Exclave a territory whose geographical boundaries lie entirely within the boundaries of another territory (ex. Kaliningrad). North Atlantic Drift (also known as the North Atlantic Current) part of a clockwise setting ocean current system in the North Atlantic Ocean, extending from southeast of the Grand Bank, off Newfoundland, Canada, to the Norwegian Sea, off northwestern Europe. It constitutes the northeastward extension of the Gulf Stream; the latter issues from the Gulf of Mexico and gradually emerges as the North Atlantic Current in mid-ocean. The warm wind coming off of this water helps create a temperate climate along the eastern coast of North America and the western part of Europe. It is very important to the climate of the continent of Europe. WG.2 WG.2B TEKS History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to: Explain how changes in societies have led to diverse uses of physical features. Supporting Standard Explain UNIT LEVEL SPECIFICITY HOW CHANGES IN SOCIETIES HAVE LED TO DIVERSE USES OF PHYSICAL FEATURES Change from a nomadic to an agrarian to an industrialized society Change in economic activities Demands and uses of natural resources as cultures page 5 of 21

6 transition from rural to urban societies Population growth and demands on water and other food resources Expansion of travel for different reasons in society WG.4 Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: WG.4A Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions. Readiness Standard Explain HOW ELEVATION, LATITUDE, WIND SYSTEMS, OCEAN CURRENTS, POSITION ON A CONTINENT, AND MOUNTAIN BARRIERS INFLUENCE EMPERATURE, PRECIPITATION, AND DISTRIBUTION OF CLIMATE REGIONS Factors that influence the various types of climate regions Prevailing winds Latitudinal location Ocean currents Elevation Global, or prevailing, wind belts that affect ocean currents: trade winds, doldrums, westerlies, polar winds, and mountain barriers Main climate patterns of the world, according to their general geographic distribution, major weather patterns, and native vegetation: humid tropical (tropical page 6 of 21

7 rain forest), tropical savanna, desert, steppe, marine west coast, Mediterranean, humid subtropical, humid continental, subarctic, tundra, ice cap, and highland Climates in the low, middle, and high latitude zones The impact of the position on a continent (coastal vs. continental) on specific types of climates Other factors such as microclimates, windward, leeward, and shifts in climate (i.e. El Nino, La Nina, monsoons, etc.) WG.5 Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: WG.5A Analyze how the character of a place is related to its political, economic, social, and cultural elements. Readiness Standard Analyze HOW THE CHARACTER OF A PLACE IS RELATED TO ITS POLITICAL, ECONOMIC, SOCIAL, AND CULTURAL ELEMENTS Cultural characteristics of a place Political characteristics of a place Social characteristics of a place Economic characteristics of a place WG.5B Interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly Interpret POLITICAL, ECONOMIC, SOCIAL, AND DEMOGRAPHIC INDICATORS TO DETERMINE THE LEVEL OF DEVELOPMENT AND STANDARD OF LIVING page 7 of 21

8 industrialized, and more developed. Supporting Standard GNP, GDP Life expectancy Literacy Infant mortality Per-capita Literacy rates Middle income Developed Developing Less developed More developed Newly industrialized Human Development Index WG.7 Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: WG.7B Explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration. Readiness Standard Explain HOW PUSH AND PULL FACTORS AND PHYSICAL GEOGRAPHY AFFECT HUMAN MIGRATION Political push and pull factors Economic push and pull factors Social push and pull factors Environmental push and pull factors page 8 of 21

9 Understanding the effect of physical geography on human migration WG.7D Examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture. Supporting Standard Examine BENEFITS AND CHALLENGES OF GLOBALIZATION Connectivity Standard of living Pandemics Loss of local culture Interdependency WG.10 WG.10B Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to: Classify where specific countries fall along the economic spectrum between free enterprise and communism. Supporting Standard Classify WHERE SPECIFIC COUNTRIES FALL ALONG THE ECONOMIC SPECTRUM BETWEEN FREE ENTERPRISE AND COMMUNISM Examples of a free enterprise (capitalist) economic system Examples of a socialist economic system Examples of a communist economic system Examples of a traditional (subsistence) economic system page 9 of 21

10 WG.11 Economics. The student understands how geography influences economic activities. The student is expected to: WG.11A Understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary). Supporting Standard Understand CONNECTIONS BETWEEN DEVELOPMENT AND ECONOMIC ACTIVITIES Developing countries rely more on primary and secondary economic activities, while developed countries rely more on tertiary and quaternary activities. More developed countries are able to offer more service-oriented jobs, while importing raw materials and manufactured goods from developing countries. Primary activities include those jobs focused on raw extraction of natural resources (e.g., mining, agriculture, fishing), secondary activities are jobs focused on manufacturing goods (e.g., manufacturing, construction), tertiary activities include those in the service sector (e.g., transportation, sanitary services, commerce and trade), and quaternary activities include data processing jobs (e.g., finance, computer industry). WG.11B Identify the factors affecting the location of different types of economic Identify page 10 of 21

11 activities, including subsistence and commercial agriculture, manufacturing, and service industries. Supporting Standard FACTORS AFFECTING LOCATION OF ECONOMIC ACTIVITIES Climate, soil, topography influence agriculture Access to resources and Infrastructure (transportation networks, technology) influence manufacturing Access to human capital (education and labor force) influence all sectors, but particularly the service industries WG.13 Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to: WG.13A Interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries. Interpret, Explain MAPS OF POLITICAL DIVISIONS AND UNITS Maps illustrate natural boundaries between political units, such as mountains, rivers, oceans and manmade divisions (e.g., lines of latitude or property lines in cities, states, or countries). STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. page 11 of 21

12 WG.13B Compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. Supporting Standard Compare, Infer MAPS OF VOTING PATTERNS AND RELATION TO POLITICAL POWER Maps of political elections show geographic distributions of political groups that can illustrate the political power of each group. Maps of political boundaries show the amount of land, population, and major resources that contribute to political power. WG.14 WG.14A Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to: Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions. Analyze, Infer CURRENT EVENTS AND PROCESSES THAT LEAD TO FORMATION OF BOUNDARIES AND DIVISIONS Current events can illustrate physical processes (e.g., climate change, natural hazards, and plate tectonics), and human processes (e.g., conflict, immigration, colonialism, treaties, or political instability), and how these processes led to the development of divisions between countries and territories. WG.17 Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to: page 12 of 21

13 WG.17A Describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive. Readiness Standard Describe, Compare PATTERNS OF CULTURE THAT MAKE REGIONS DISTINCTIVE Distinctive patterns of culture include similar language, religion, ethnicity, customs, systems of education, technologies, and institutions. Similar cultural patterns create distinctive regions, such as linguistic (oral and written), religion, dress, art, economic activity (farming, industrial, fishing, etc.), architecture/dwellings, etc. WG.18 WG.18B Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: Assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism. Supporting Standard Assess CAUSES, EFFECTS, AND PERCEPTIONS OF CONFLICTS Causes of conflict include ethnic or cultural difference, distribution of political power, political instability, distribution of wealth and resources, and access to resources and basic needs for living (food, shelter, and clean water). Effects of conflicts include loss of life, decline in economic productivity, long-lasting cultural or social tension between groups, political instability, debt, and destruction of infrastructure. page 13 of 21

14 Perceptions of conflicts can vary depending on access to factual information and experience with conflict. Perceptions can be biased by cultural beliefs or the media. WG.19 Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to: WG.19A Evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment. Readiness Standard Evaluate SIGNIFICANCE OF MAJOR TECHNOLOGICAL INNOVATIONS THAT MODIFY THE ENVIRONMENT Innovations in transportation and energy have had negative and positive effects on the physical environment. Innovations may include dams, polders, agriculture equipment (i.e. seed, terracing, reapers, and plow), transportation (i.e. ship, railroad, and automobile), types of energy (i.e. nuclear, geothermal, hydroelectricity, etc.), pipes (e.g., transport oil or water), fuel (i.e. wood, coal, petroleum, etc.) WG.19B Analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places. Supporting Standard Analyze WAYS TECHNOLOGICAL INNOVATIONS HAVE ALLOWED HUMANS TO ADAPT TO PLACES page 14 of 21

15 Air conditioning has allowed growth of urban centers in areas of extreme heat. Desalinization provides clean drinking water in areas with scarce freshwater resources. WG.20 WG.20B Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to: Examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development. Supporting Standard Examine EFFECTS OF TECHNOLOGY ON SOCIETIES AT DIFFERENT LEVELS OF DEVELOPMENT Economic and social impacts of medical advancements include better access to appropriate medical treatments, education about spread of diseases, and changes in cultural behaviors to improve health and sanitation. Economic, social, and environmental impacts of changing trade patterns include changes in flows of products and resource extraction and distribution, changing locations of markets, and new developments. Cultural acceptance of new technologies. Impact of new technologies on societies at different scales (local, national, and global) within different levels of development. page 15 of 21

16 WG.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: WG.21C Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. Create, Interpret TYPES OF MAPS STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. WG.22 WG.22A Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. Design, Draw APPROPRIATE GRAPHICS TO COMMUNICATE GEOGRAPHIC FEATURES, DISTRIBUTIONS, AND RELATIONSHIPS Maps Diagrams Tables Graphs WG.22B Generate summaries, generalizations, and thesis statements supported by evidence. Generate SUMMARIES, GENERALIZATIONS, THESIS STATEMENTS WG.22D Use standard grammar, spelling, sentence structure, and punctuation. Use page 16 of 21

17 STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, AND PUNCTUATION WG.22E WG.23 WG.23A Create original work using proper citations and understanding and avoiding plagiarism. Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Plan, organize, and complete a research project that involves asking geographic questions acquiring, organizing, and analyzing information answering questions communicating results. Create ORIGINAL WORK Use PROPER CITATIONS Understand, Avoid PLAGIARISM Plan, Organize, Complete RESEARCH PROJECT Asking geographic questions Acquiring, organizing, and analyzing information Answering questions Communicating results WG.23C Use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. Use PROBLEM-SOLVING AND DECISION-MAKING PROCESSES Identify a problem Gather information page 17 of 21

18 List and consider options Consider advantages and disadvantages Choose and implement a solution Evaluate the effectiveness of the solution WG.21 WG.21A WG.21B WG.21C WG.22 WG.22A WG.22B WG.22C WG.22D WG.22E SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps. Locate places of contemporary geopolitical significance on a map. Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. Generate summaries, generalizations, and thesis statements supported by evidence. Use geographic terminology correctly. Use standard grammar, spelling, sentence structure, and punctuation. Create original work using proper citations and understanding and avoiding plagiarism. page 18 of 21

19 WG.23 WG.23A WG.23B WG.23C SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Plan, organize, and complete a research project that involves asking geographic questions acquiring, organizing, and analyzing information answering questions communicating results. Use case studies and GIS to identify contemporary challenges and to answer real-world questions. Use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS.c.1 ELPS.c.1 ELPS.c.1C Cross-curricular second language acquisition/learning strategies The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to page 19 of 21

20 ELPS# ELPS.c.1E ELPS.c.3 ELPS.c.3 ELPS.c.3E ELPS.c.3G ELPS.c.5 ELPS.c.5 ELPS.c.5F SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. acquire basic and grade-level vocabulary internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment Cross-curricular second language acquisition/speaking The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: share information in cooperative learning interactions express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics Cross-curricular second language acquisition/writing The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired page 20 of 21

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