MATHEMATICS



Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Time and Chronology |

|Grade Level Standard: |7-1 Evaluate time and chronology of the Eastern |

| Hemisphere. |

|Grade Level Benchmark: |1. Construct and interpret timelines of people and events in |

|the history of other regions of the world. (I.1.MS.1) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a timeline of specific events in Europe, Africa, and Asia (ancient civilizations, middle |Construction paper |

|ages, modern age). Use Resource 7-1:1a and b. |Markers |

| |Crayons |

|2. Timeline Races (outdoor activity) |Colored pencils |

|Students race to put events in history in chronological order. |Pictures |

| |Internet |

| |Textbooks |

| |Resource sheets (7-1:1a – b) |

| |attached |

| |Clothes line |

| |Clothes pins |

| |Index cards |

|New Vocabulary: |

(Resource 7-1:1a)

| |Ancient Times |Middle Times |Modern Times |

| |Pre-A.D. 1000 - 1000 |A.D. 1000 - 1850 |A.D. 1850 - Present |

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|People | | | |

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|Events & | | | |

|Developments | | | |

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|Influences | | | |

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ANSWER KEY

| |Ancient Times |Middle Times |Modern Times |

| |Pre-A.D. 1000 - 1000 |A.D. 1000 - 1850 |A.D. 1850 - Present |

| |Mohammed |Saladin Balboa |Emperor Hirohito |

|People |Jesus |James Cook |Emilio Aguinaldo |

| |Lao Tzu |Omar Khayyan |Ayatollah Khomeini |

| |Confucius |Chang Ho |Edmund Hillary |

| |Buddha |Marco Polo |Saddam Hussein |

| |Hammurabi |Vasco de Gama |Mao Tze Tung |

| |Alexander the Great |Simon Bolivar |Golda Meir |

| |Asoka |San Martin |Chiang Kai-shek |

| |Chandra Gupta I |Magellan |Yassar Arafat |

| | |Pizarro |Ho Chi Minh |

| | |Shah Jahan |Commodore Perry |

| | |Genghis Khan |Gandhi |

| | |Kubla Khan |Sun Yat Sen |

| | |Tamerlane |Douglas MacArthur |

| | |Vitus Bering |Emperor Mutsohito |

|Events & |Dynasties |Dynasties |Klondike Gold Rush |

|Developments |Grand Canal |Caste System |Panama Canal |

| |Great Wall |Opium Wars |Vietnam War |

| |Constantinople |Taj Mahal |Korean War |

| | |Crusades |Russo-Japanese War |

| | |Ottoman Empire |Pearl Harbor |

| | |Constantinople/ Byzantium |Hiroshima/Nagasaki |

| | | |Dynasties |

| | | |Boxer Rebellion |

| | | |Long March |

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| | |Spice & Silk Trade |World Wars |

|Influences | |Colonialism |Cold War |

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| | | |Colonialism |

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(Resource 7-1:1b)

| |Middle East |Other Asian |Pacific Rim |

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|People | | | |

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|Events & | | | |

|Developments | | | |

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|Influences | | | |

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ANSWER KEY

| |Middle East |Other Asian |Pacific Rim |

| | |Countries | |

|People |Mohammed |Genghis Khan |Kubla Khan Lao Tzu |

| |Jesus |Shah Jahan |Confucius Magellan |

| |Alexander the Great |Vasco de Gama |Mao Tze Tung Pizarro |

| |Saladin |Chandra Gupta I |San Martin Balboa |

| |Ayatollah Khomeini |Asoka |Sun Yat Sen |

| |Saddam Hussein |Omar Khayyam |Marco Polo |

| |Golda Meir |Edmund Hillary |Ho Chi Minh |

| |Yassar Arafat |Gandhi |Simon Bolivar |

| |Tamerlane |Buddha |Douglas MacArthur |

| | | |Chiang Kai-shek |

| | | |Commodore Perry |

| | | |Emilio Aguinaldo |

| | | |Chang Ho |

| | | |James Cook |

| | | |Vitus Bering |

| | | |Emperor Hirohito |

| | | |Emperor Mutsohito |

|Events & |Constantinople |Taj Mahal |Great Wall |

|Developments |Ottoman Empire |Caste System |Grand Canal |

| |Crusades | |Long March |

| | | |Opium Wars |

| | | |Boxer Rebellion |

| | | |Dynasties |

| | | |Hiroshima/Nagasaki |

| | | |Pearl Harbor |

| | | |Russo-Japanese War |

| | | |Korean War |

| | | |Vietnam War |

| | | |Panama Canal |

| | | |Klondike Gold Rush |

|Influences |Spice & Silk Trade |Spice & Silk Trade |Spice & Silk Trade |

| |Colonialism |Colonialism |Colonialism |

| |World Wars |World Wars |World Wars |

| |Cold War |Cold War |Cold War |

| |Imperialism |Imperialism |Imperialism |

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Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Time and Chronology |

|Grade Level Standard: |7-1 Evaluate time and chronology of the Eastern |

| Hemisphere. |

|Grade Level Benchmark: |2. Select a contemporary condition in Africa, Asia, and |

|Europe and trace some of the major historical origins of each. (I.1.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. You Are the Expert Activity (research activity) |Textbooks |

|Using a list of particular events, people, and ideas, assign students as primary and secondary |Internet |

|experts (i.e., Renaissance). | |

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|Research topics: Class system, economic, daily life, roles of men and women, government, art, | |

|education, medicine, technology, important people, etc. | |

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|The primary and secondary experts work together and check each other and then report out. | |

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|* This idea can be used for multiple topics. | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Comprehending the Past |

|Grade Level Standard: |7-2 Comprehend the past of the Eastern Hemisphere. |

| |

|Grade Level Benchmark: |1. Identify and explain how individuals in history |

|demonstrated good character and personal virtue. (I.2.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Act out a play sharing events from a famous person’s life where they have exhibited good |Textbooks |

|character or positive influence in history (i.e., Ghandi, Challenger, Dalai Lama, religious |Internet |

|figures, etc. Socrates, Aristotle, Alexander the Great). |Costumes |

| |Props |

|2. Group Research Activity |Resource sheets (7-2:1a – b) |

|Each person chooses a person of the year to promote for the cover of a magazine. |attached |

|Students choose from a list of candidates, form a campaign, a presentation, and then an election to| |

|select a person of the year. | |

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|* Each group is given a choice of 5 candidates to research as a group and then collectively they | |

|pick one based on their research. | |

|New Vocabulary: |

VOCABULARY

(Resource 7-2:1a)

|People |Groups |Events/ Developments |

|1. Genghis Khan |1. Moslems |1. Constantinople/Byzantium |

|2. Mohammed |2. Hebrews |2. Ottoman Empire |

|3. Jesus Christ |3. Christians |3. Crusades |

|4. Lao Tsu (Laozi) |4. Mongols |4. Taj Mahal |

|5. Confucius |5. Hindus |5. Great Wall |

|6. Buddha |6. Buddhists |6. Grand Canal |

|7. Alexander the Great |7. Taoists |7. Long March |

|8. Hammurabi |8. Confucianists |8. Opium Wars/Imperialism |

|9. Asoka |9. Communists |9. Boxer Rebellion |

|10. Saladin |10. Samurai |10. Caste System |

|11. Emilio Aguinaldo |11. Shintoists |11. Dynasties |

|12. Ayatollah Khomeini |12. Aborigines |12. Hiroshima/Nagasaki |

|13. Chang Ho |13. Shoguns |13. Pearl Harbor |

|14. James Cook |14. Penal Colonists |14. Russo-Japanese War |

|15. Edmund Hillary |15. Incas |15. Korean War |

|16. Omar Khayyam |16. Aztecs |16. Vietnam War |

|17. Saddam Hussein |17. Conquistadors |17. Panama Canal |

|18. Mao Tze Tung | |18. Klondike Gold Rush |

|19. Golda Meir | |19. Spanish Empire in |

|20. Chiang Kai-shek | |America/Colonialism |

|21. Marco Polo | |20. World War I |

|22. Emperor Mutsohito | |21. World War II |

|23. Yassar Arafat | |22. Cold War |

|24. Kubla Khan | |23. Spice & Silk Trade |

|25. Vasco de Gama | | |

|26. Shah Jhan | | |

|27. Ho Chi Minh | | |

|28. Douglas MacArthur | | |

|29. Commodore Perry | | |

|30. Gandhi | | |

|31. Sun Yat Sen | | |

|32. Tamerlane | | |

|33. Chandra Gupta I | | |

|34. Simon Bolivar | | |

|35. San Martin | | |

|36. Emperor Hirohito | | |

|37. Magellan | | |

|38. Vitus Bering | | |

|39. Pizzaro | | |

|40. Balboa | | |

(Resource 7-2:1b, page 1)

|Note Taking Form |

|Item |Region |Time |Definition or Description |

| |(& country) |(& years) | |

| 1. Genghis Khan | | | |

| 2 Mohammed | | | |

| 3. Jesus | | | |

| 4. Lao Tzu (Laozi) | | | |

| 5. Confucius | | | |

| 6. Buddha | | | |

| 7. Alexander the Great | | | |

| 8. Hammurabi | | | |

| 9. Asoka | | | |

|10. Saladin | | | |

|11. Emilio Aguinaldo | | | |

|12. Ayatollah Khomeini | | | |

|13. Chang Ho | | | |

|14. James Cook | | | |

|15. Edmund Hillary | | | |

|16. Omar Khayyan | | | |

(Resource 7-2:1b, page 2)

|Note Taking Form |

|Item |Region |Time |Definition or Description |

| |(& country) |(& years) | |

|17. Saddam Hussein | | | |

|18. Mao Tze Tung | | | |

|19. Golda Meir | | | |

|20. Chiang Kai-shek | | | |

|21. Marco Polo | | | |

|22. Emperor Mutsohito | | | |

|23. Yassar Arafat | | | |

|24. Kubla Khan | | | |

|25. Vasco de Gama | | | |

|26. Shah Jahan | | | |

|27. Ho Chi Minh | | | |

|28. Douglas MacArthur | | | |

|29. Commodore Perry | | | |

|30. Gandhi | | | |

|31. Sun Yat Sen | | | |

|32. Tamerlane | | | |

|33. Chandra Gupta I | | | |

(Resource 7-2:1b, page 3)

|Note Taking Form |

|Item |Region |Time |Definition or Description |

| |(& country) |(& years) | |

|34. Simon Bolivar | | | |

|35. San Martin | | | |

|36. Hirohito | | | |

|37. Magellan | | | |

|38. Vitus Bering | | | |

|39. Pizzaro | | | |

|40. Balboa | | | |

|41. Constantinople/ | | | |

|Byzantium | | | |

|42. Ottoman Empire | | | |

|43. Taj Mahal | | | |

|44. Great Wall | | | |

|45. Grand Canal | | | |

|46. Long March | | | |

|47. Opium Wars | | | |

|48. Boxer Rebellion | | | |

|49. Caste Systems | | | |

|50. Dynasties | | | |

(Resource 7-2:1b, page 4)

|Note Taking Form |

|Item |Region |Time |Definition or Description |

| |(& country) |(& years) | |

|51. Hiroshima/Nagasaki | | | |

|52. Pearl Harbor | | | |

|53. Russo-Japanese War | | | |

|54. Korean War | | | |

|55. Vietnam War | | | |

|56. Panama Canal | | | |

|57. Klondike Gold Rush | | | |

|58. Crusades | | | |

|59. Hebrews | | | |

|60. Christians | | | |

|61. Mongols | | | |

|62. Hindus | | | |

|63. Buddhists | | | |

|64. Taoists | | | |

|65. Confucianists | | | |

|66. Communists | | | |

|67. Samurai | | | |

(Resource 7-2:1b, page 5)

|Note Taking Form |

|Item |Region |Time |Definition or Description |

| |(& country) |(& years) | |

|68. Shintoists | | | |

|69. Aborigines | | | |

|70. Shoguns | | | |

|71. Penal Colonists | | | |

|72. Incas | | | |

|73. Aztecs | | | |

|74. Conquistadors | | | |

|75. Moslems | | | |

|76. Colonialism | | | |

|77. Cold War | | | |

|78. World War | | | |

|79. Imperialism | | | |

|80. Spice & Silk Trade | | | |

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Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Comprehending the Past |

|Grade Level Standard: |7-2 Comprehend the past of the Eastern Hemisphere. |

| |

|Grade Level Benchmark: |2. Select and discuss how current Eastern Hemisphere |

|conditions are shaped by past events. (I.2.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create mobile flow charts showing cause and effect relationships. |Internet |

| |Textbooks |

|Example: Exploration of Africa by Europe |Construction paper |

|Pursuit of Resources |String |

|Slavery |Stapler |

|Loss of national resources |Glue |

|Overthrowing governments |Markers |

|Colonization |Crayons/colored pencils |

|Political coups |Resource sheets (7-2:2a) attached |

|Economics | |

|Development of Industry (lack of) | |

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|2. Create a matching game. | |

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|Students will create cards (1 for cause, 1 for effect) | |

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|Example: Greek government (cause) – early form of democracy (effect) | |

|New Vocabulary: |

The Emperor’s Decision

(Resource 7-2:2a)

Directions: The Emperor is about to decide whether or not to allow foreign traders onto Chinese soil. As his advisor, you must analyze the reasons for each possible decision based on Chinese history and predict what you think will happen to China and the Chinese in each case. Write a two paragraph report to the Emperor explaining your analysis. In your paragraphs, give at least two events from Chinese history to support your reasons and predictions.

Now complete the T-chart by researching Chinese history to determine the Ming Emperor’s actual decision or position regarding foreign trade and contact. Describe at least two events in China up to 1912 that show the effect the Emperor’s position had on China.

|Emperor’s Decision or Position |Effect on China |

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|1. |1. |

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|2. |2. |

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Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Comprehending the Past |

|Grade Level Standard: |7-2 Comprehend the past of the Eastern Hemisphere. |

| |

|Grade Level Benchmark: |3. Use historical biographies to explain how events of the |

|past impacted historical events. (I.2.MS.4) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. News reports on important people and events in history. |Props |

| |Costumes |

|2. A talk show with important people in history—important people promoting their biography (Johnny | |

|Carson/Jay Leno style). | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Analyzing and Interpreting the Past |

|Grade Level Standard: |7-3 Analyze and interpret the past of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |1. Analyze interpretations of major events selected from |

|African, Asian, and European history to reveal the perspectives of the authors. |

|(I.3.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Be An Expert Activity (see Standard 7-1 Benchmark 2) |Textbook |

| |Internet |

|2. Write an essay using different perspectives of daily life during an event or time in history. | |

|Examples: | |

|Ancient Rome | |

|Life as a senator | |

|Life as a baker | |

|Life as a slave | |

|Life as a man/woman | |

| | |

|3. Create a news report on a specific event in history. | |

|Examples: | |

|WWII | |

|A townsperson in France | |

|Nazi point of view | |

|An American soldier | |

|A prisoner in a concentration camp | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Analyzing and Interpreting the Past |

|Grade Level Standard: |7-3 Analyze and interpret the past of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |2. Show that historical knowledge is tentative and subject to |

|change by describing interpretations of the past that have been revised when new |

|information was uncovered. (I.3.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. “History Re-told” |Textbook |

|Students choose an event in history and rewrite a “new” or different ending to it. How would this |Internet |

|change effect: | |

|Daily life | |

|Government | |

|Economy | |

|Resources | |

|Technology | |

|Religion | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Judging Decisions from the Past |

|Grade Level Standard: |7-4 Evaluate decisions made in the past in the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |1. Identify major decisions in the history of Africa, Asia, and |

|Europe and analyze contemporary factors contributing to the decisions and consider |

|alternative courses of action. (I.4.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Role play (debate) contemporary ideas and events with events and ideas in history. |Internet |

| |Textbook |

|Example: Middle ages – Charlemagne, Christian Crusades (Europe), Apartheid (Africa), |Outside reading sources |

|Industrialization (Asia) |Podiums |

| | |

|2. Create a “what if…” board game centered around events in world history in regards to | |

|persecution, discrimination, and crimes against humanity. | |

| | |

|Example: What if Hitler won the war? What if China never invaded Tibet? | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Judging Decisions from the Past |

|Grade Level Standard: |7-4 Evaluate decisions made in the past in the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |2. Identify the responses of individuals to historic violations |

|of human dignity involving discrimination, persecution, and crimes against humanity. |

|(I.4.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a courtroom setting (Role play/debate) |Textbook |

|Every student is to research the same issues and events in history (Holocaust, Tibetan, Genocide,|Internet |

|etc.). | |

|Students are placed into groups such as: | |

|Jury | |

|Prosecutor | |

|Defense attorney | |

|Victim | |

|Perpetrator | |

|Witness (persecution and defense) | |

|Judge (teacher) | |

|Students then are to role play/debate the atrocities of the assigned issue or event. | |

| | |

|2. Write a journal pretending that you are a delegate from the United Nations or NATO reviewing | |

|the atrocities. | |

| | |

|3. Compare past atrocities with current events and issues. Are these still taking place? Are | |

|there similarities? How are these issues being dealt with? | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |I. History |

|Topic: |Judging Decisions from the Past |

|Grade Level Standard: |7-4 Evaluate decisions made in the past in the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |3. Select historic decisions and evaluate them in light of |

|Core Democratic Values and resulting costs and benefits as viewed from a variety of |

|perspectives. (I.4.MS.4) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a book of events in world history that could be a comparison with Core Democratic |Textbook |

|Values. Explaining the positive or negative tie to that of Core Democratic Values. Students will |Outside reading sources |

|provide a drawing with an explanation. |Internet |

| | |

|Example: Liberty – Romans could speak freely, but not all civilians in Rome were free. | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |People, Places, and Cultures |

|Grade Level Standard: |7-5 Describe the people, places, and cultures of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |1. Locate and describe different places in the Eastern |

|Hemisphere and their culture. (II.1.MS.1) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Draw a map of different parts of the world in the Eastern Hemisphere along with that |Textbooks |

|country’s/continent’s physical features. |Atlases |

| |Resource sheet (7-5:1a) attached |

|2. Create a travel brochure using the five themes of geography to describe assigned countries. | |

| | |

|3. Latitude/longitude game | |

|Give students a list of coordinates and have them locate each place. | |

| | |

|4. Create a world map. | |

| | |

|5. Locate and state absolute and relative location. | |

|New Vocabulary: |

GEOGRAPHY

(Resource 7-5:1a)

A. The learner will complete a world map by sketching an outline of the Middle East and Asia, labeling all continents, oceans, and selected lines of latitude and longitude.

Directions: Complete a world map by sketching the outline of the Middle East and Asia in the correct locations, and correctly labeling the seven continents, Pacific Rim area, four oceans, Equator, Prime Meridian, Tropic of Cancer, Tropic of Capricorn, and Artic Circle.

B. The learner will locate and state the absolute and relative location of selected countries, capitals, and geographic features of Pacific Rim, Middle East, and Asian countries.

Directions: Use a map showing latitude and longitude to complete the following:

|SITES |ABSOLUTE |RELATIVE LOCATION TO: |

| |LOCATION | |

|1. Baghdad | |Tigris/Euphrates: |

|2. Qatar | |Persian Gulf: |

|3. Great Barrier Reef | |Australia: |

|4. Jerusalem | |Gobi Desert: |

|5. Beijing | |Hong Kong: |

|6. Manila | |Sydney: |

|7. Tibetan Plateau | |Istanbul: |

|8. Mount Fuji | |Manila Bay: |

|9. Mt. Everest | |Red Sea: |

|10. New Delhi | |Indus River Delta: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |People, Places, and Cultures |

|Grade Level Standard: |7-5 Describe the people, places, and cultures of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |2. Describe and compare/contrast characteristics of the |

|Eastern Hemisphere. (II.1.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Compare/contrast physical, political, and cultural characteristics of places in the Eastern |Internet |

|Hemisphere. |Textbooks |

| |Resource sheets |

| |(7-5:2a – b) attached |

|New Vocabulary: |

C. The learner will analyze the interrelationships of physical and political characteristics of a teacher-selected country in the Middle East, Asia, and the Pacific Rim.

Directions: 1. Choose 3 of the following pairs* of physical and/or political themes for each of the given countries.

2. Analyze the matrix to complete Resource 7-5:2b by writing statements describing the relationship between the characteristics of each pair.

√ Population and climate

√ Landforms and economic activity

√ Climate and economic activity

√ Natural resources and economic activity

√ Climate and natural vegetation

√ Population and economic activity

√ Population and natural resources

* Teachers may add or delete pairs of physical and/or political themes according to the availability of thematic maps.

PHYSICAL/POLITICAL CHARACTERISTICS MATRIX

(Resource 7-5:2a)

|Name of |Climate |Natural |Natural |Landforms |Population |Economic |

|Country | |Vegetation |Resources | | |Activity |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

Analysis of Physical and

Political Characteristics

(Resource 7-5:2b, page 1)

MIDDLE EAST

__________________________________

Name of Country

|1. |

| |

|2. |

| |

|3. |

| |

ASIA

__________________________________

Name of Country

|4. |

| |

|5. |

| |

|6. |

| |

(Resource 7-5:2b, page 2)

PACIFIC RIM

__________________________________

Name of Country

|7. |

| |

|8. |

| |

|9. |

| |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |People, Places, and Cultures |

|Grade Level Standard: |7-5 Describe the people, places, and cultures of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |3. Explain why people live and work as they do in different |

|regions. (II.1.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Describe a day in the life of a person in Asia, Africa, Europe, Oceania (Australia) using |Internet |

|different social classes and backgrounds. |Textbooks |

| |Encyclopedias |

|Example: Ancient Egypt—the life of: | |

|a pharaoh | |

|a farmer | |

|a slave | |

| | |

|2. Have a talk show sharing the information about these different people. | |

| | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Human/Environment Interaction |

|Grade Level Standard: |7-6 Describe human/environment interaction of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |1. Locate, describe, and compare the ecosystems, |

|resources, and human environment interactions of major world regions. (II.2.MS.1) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a poster showing the different ecosystems of Asia, Africa, Europe, and Australia/Oceania.|Textbooks |

| |Reference books |

|2. Draw a map showing the different locations of Asia, Africa, Europe, and Australia/Oceania. |Encyclopedias |

| |Maps/Globes |

| |Resource sheets (7-6:1a – c) |

| |attached |

| |Crayons |

| |Colored pencils |

| |Markers |

| |Construction paper |

| | |

|New Vocabulary: |

CONTINENTS OF THE WORLD

(Resource 7-6:1a)

CONTINENTS OF THE WORLD

(Resource 7-6:1b)

CONTINENTS OF THE WORLD

(Resource 7-6:1c)

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Human/Environment Interaction |

|Grade Level Standard: |7-6 Describe human/environment interaction of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |2. Locate major ecosystems, describe their characteristics, |

|and explain the process that created them. (II.2.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a weather report (daily) about the places the students are studying. |Textbooks |

| |Reference books |

|2. Create a world menu using the animals and plant life found in Africa, Asia, Europe, and |Internet |

|Australia. |Weather channel website |

|Each menu should include appetizer, entrée, salad, and dessert |Map of Pangaea |

|Creative writing assignment | |

| | |

|3. Report on endangered species and the environment from which they live. What are humans doing to | |

|improve the conditions? | |

| | |

|4. Using a map of Pangaea, have students cut the map apart and move it through lines of latitude | |

|and longitude, discussing how climate and ecosystems changed. | |

| | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Human/Environment Interaction |

|Grade Level Standard: |7-6 Describe human/environment interaction of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |3. Explain the importance of different kinds of ecosystems |

|to people. (II.2.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Compare/contrast importance of these ecosystems (biomes) to people: |Textbooks |

|Tropical rainforest |Reference books |

|Desert |Internet |

|Temperate forest | |

|Tropical dry forest | |

|Savannah | |

|Mountain | |

|Tundra | |

|Marine/Island | |

|Wetlands | |

| | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Human/Environment Interaction |

|Grade Level Standard: |7-6 Describe human/environment interaction of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |4. Explain how humans modify the environment and |

|describe some of the possible consequences of those modifications. (II.2.MS.4) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. City-Planning Activity (Groups) |Textbooks |

| |Reference books |

|Assign a city for each group to plan: |Internet |

|Create a map of the city. Maps should include parks, cities, industries, and commerce. | |

|Research the effects after changing the environment with the building of a mall, a dam, a road, | |

|etc. | |

|Discuss environmental issues such as loss of soil (water absorption), animal relocation or | |

|extinction, pollution, etc. | |

| | |

|2. Interview someone on a planning committee. | |

|Create a list of questions to ask a city planner. | |

|Write a report on cause and effect from the interview. | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Human/Environment Interaction |

|Grade Level Standard: |7-6 Describe human/environment interaction of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |5. Describe the consequences of human/environment |

|interactions in several different types of environment. (II.2.MS.5) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. City-Planning Activity (see Standard 7-6 Benchmark 4) | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Location, Movement, and Connections |

|Grade Level Standard: |7-7 Explain the location, movement, and connections |

|between the countries/civilizations of the Eastern Hemisphere. |

|Grade Level Benchmark: |1. Locate and describe major economic activities and |

|occupations of major world regions and explain the reasons for their locations. |

|(II.3.MS.1) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|*End of the Year* |Reference books |

|1. After discussing Europe, Asia, Africa, and Australia, have students create trade alliances |Internet |

|between countries using the natural resources produced in their (assigned) countries. |Textbooks |

| |Maps/globes |

|2. Have students create a value system based upon the resources being either renewable or |Index cards |

|nonrenewable and their availability. |Economic resource maps for each country |

| | |

|3. Who Makes Your Clothes Activity | |

|Find five things in your closet and write down where they were made. | |

|Plot these items on a map. | |

| | |

|4. Class discussion: Where do most clothing items come from and why? | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Location, Movement, and Connections |

|Grade Level Standard: |7-7 Explain the location, movement, and connections |

|between the countries/civilizations of the Eastern Hemisphere. |

|Grade Level Benchmark: |2. Explain how governments have divided land and sea |

|areas into different regions. (II.3.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Count how many mountains and rivers have become political boundaries between countries. |Topographical maps of Africa, Asia, |

|Separate class into groups and turn it into a competition. |Europe, and Australia |

| | |

|2. PROJECT: Create a country. | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Location, Movement, and Connections |

|Grade Level Standard: |7-7 Explain the location, movement, and connections |

|between the countries/civilizations of the Eastern Hemisphere. |

|Grade Level Benchmark: |3. Describe how and why people, goods and services, and |

|information move within world regions and between regions. (II.3.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a Factory |Internet |

|Students are given $100,000 U.S. currency to create a factory in an area that they choose. (Africa,|Exchange rate |

|Asia, Europe, or Australia) |Realty sites in the world |

| |Natural resources |

|Students need to choose a product, how to produce it, how to get it to the market, etc. |Major trade routes |

| |Characteristics of resources of the area |

|Things to keep in mind: |(human and natural) |

|Natural resources |Travel agents |

|Movement of product (transportation) |PowerPoint |

|Landscape (physical features) |Presentation Flip Chart |

|Human resources (skilled and unskilled labor) |Textbooks |

|Government (stable/nonstable government) |Maps (economic and natural resource) |

| |Reference books |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Location, Movement, and Connections |

|Grade Level Standard: |7-7 Explain the location, movement, and connections |

|between the countries/civilizations of the Eastern Hemisphere. |

|Grade Level Benchmark: |4. Describe the major economic and political connections |

|between different world regions and explain their causes and consequences. |

|(II.3.MS.4) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a Country |Textbooks |

|Given a map (Africa, Asia, Europe, etc.), determine where students will decide to live given their |Maps (natural resources, political, |

|assigned profession (farmer, manufacturer, logger, fisherman, etc.). |economic) |

|Choose a place that best suits their needs: |Internet |

|Communication | |

|Resources | |

|Transportation | |

|Example: Cairo—has the Nile River for farming and transportation of goods. | |

| | |

|2. Determine who they will need to befriend to obtain all of their needs. | |

|Students may wish to set up contracts with other groups in regards to trade. | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Regions, Patterns, and Processes |

|Grade Level Standard: |7-8 Describe and compare the characteristics of regions, |

|states, and countries of the Eastern Hemisphere. |

|Grade Level Benchmark: |1. Draw a sketch map of the world from memory. (II.4.MS.1) |

| |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Have students create a map for each continent to be cut into puzzle pieces. (Can be |Foam core |

|two-dimensional or three dimensional.) |Cardboard |

| |Wood |

|2. Hand draw a map of Africa, Asia, Europe, Australia, and Antarctica. Show political boundaries |Paper Mache |

|and physical features. |Crayons/colored pencils |

| |Textbooks |

|3. Create a World Map Activity. (See resources 7-8:1a-d) |Maps |

| |Internet |

| |Resource sheets (7-8:1a – d) |

| |attached |

|New Vocabulary: |

CONTINENTS OF THE WORLD

Creating a World Map

(Resource 7-8:1a)

1. Draw horizontal and vertical lines to represent the Equator and Prime Meridian on a large blank of paper. Label the Equator and Prime Meridian.

2. Place each continent template in the appropriate relative location and trace. Label the seven continents: North America, South America, Europe, Africa, Asia, Australia, Antarctica*

3. Label the four oceans: Atlantic, Arctic, Indian, Pacific

4. Label the four hemispheres: Northern, Southern, Western, Eastern

5. Draw the Tropic of Cancer and Tropic of Capricorn using broken lines. Label each appropriately.

6. Highlight the shape of Europe and Africa. Note the relative size, shape, and location.

*The template of Antarctica shows its true shape. To create a flat map, sketch the shape using an appropriate projection.

CONTINENTS OF THE WORLD

(Resource 7-8:1b)

CONTINENTS OF THE WORLD

(Resource 7-8:1c)

CONTINENTS OF THE WORLD

(Resource 7-8:1d)

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Regions, Patterns, and Processes |

|Grade Level Standard: |7-8 Describe and compare the characteristics of regions, |

|states, and countries of the Eastern Hemisphere. |

|Grade Level Benchmark: |2. Locate and describe major cultural, economic, political, |

|and environmental features of Africa, Europe, Asia, and Australia and the processes |

|that created them. (II.4.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a chart comparing a country in Africa, Europe, Asia, and Australia. |Internet |

| |Textbooks |

|economic |Maps |

|cultural |Butcher paper |

|historical features |Crayons/colored pencils |

|geographical |Resource sheets (7-8:2a – f) |

|political *Use resources (7-8:2a – f) |attached |

| | |

|2. Create one thematic map which includes two focuses: economic/natural resources, natural | |

|resources/culture, or culture/politics. | |

|Compare what people are doing with these influences. | |

|New Vocabulary: |

GEOGRAPHY

(Resource 7-8:2a)

A. The learner will complete a world map by sketching an outline of Europe and Africa, labeling all continents, oceans, and selected lines of latitude and longitude.

Directions: Complete the world map by sketching the outline of Europe and Africa in the correct locations, and labeling the seven continents, four oceans, Equator, Prime Meridian, Tropic of Cancer, and Tropic of Capricorn.

B. The learner will analyze the interrelationships of physical and political characteristics of a teacher-selected country in Europe and Africa.

Directions: 1. Choose 3 of the following pairs* of physical and/or political themes for each of the given countries.

2. Write statements describing the relationship between the characteristics of each pair.

⇨ Population and climate

⇨ Landforms and economic activity

⇨ Climate and economic activity

⇨ Natural resources and economic activity

⇨ Climate and natural vegetation

⇨ Population and natural resources

*Teachers may add or delete pairs of physical and/or political themes according to the availability of thematic maps.

VOCABULARY (Resource 7-8:2b)

|BODIES OF WATER |LANDFORMS |OTHER TERMS |

|Bay |Cape |Africa |

|Bay of Biscay |Cape Finisterre | |

| |Cape St. Vincent |Arctic Circle |

|Canal |Cape of Good Hope | |

|Mittelland Venice | |Dam |

|Thames River Suez Canal |Delta |Rhine River Dam |

| |Volga River Delta |Aswan High Dam |

|Cataract |Nile Delta | |

|Nile River | |Desert |

| |Island |Sahara |

|Channel |Iceland British Isles |Kalahari |

|English Channel |Madagascar Mauritius |Namib |

|Mozambique Channel |Seychelles Comoros |Libyan |

| |Canary |Nubian |

|Fjord | |Iguidi |

|Vokna Hardanger |Mountain | |

|Sogne Trondheims |Alps Ural |Equator |

| |Pyrenees Caucassus | |

|Gulf |Carpathian Apennines |Europe |

|Gulf of Lion Gulf of Guinea |Atlas Cameroon | |

|Gulf of Taranto |Mt. Kilimanjaro Mt. Kenya |Glacier |

| |Ahaggar |Vatnajökull |

|Lake | | |

|Lake Ladoga Lake Onega |Peninsula |Latitude |

|Lake Victoria Lake Malawi |Kola Iberian | |

|Lake Chad Lake Turkana |Italian Balkan |Legend |

| |Crimea Scandinavian | |

|Ocean |Jutland |Longitude |

|Atlantic Indian | | |

|Arctic |Plain |Prime Meridian |

| |North European | |

|River |Coastal Plain |Rainforest |

|Thames Danube |Okadon Plain |Madagascar |

|Rhone Po |Serengeti Plain |Congo |

|Volga Rhine | | |

|Blue Nile White Nile |Plateau |Sahel |

|Congo Molopo |Massif Central Plateau | |

|Orange Seine |Jos Plateau |Savanna |

| | |Sub-Saharan area |

|Sea |Valley |Veldt |

|Mediterranean Adriatic |Rhine Valley | |

|North Baltic |Po Valley |Swamp |

|Barents Black |Great Rift Valley |The Zuiderzee (Ijsselmeer) |

|Caspian Irish |Valley of the Kings |The Sudd |

|Aegean Red | | |

| |Volcano |Thematic Map |

|Strait |Mt. Hekla |natural resources |

|Straits of Gibraltar |Mt. Kilimanjaro |natural vegetation |

|Straits of Dover | |climate |

|Dardanelles | |land regions |

|Bosporus | |population |

| | |economic activity |

|Waterfall | | |

|Victoria Falls | |Tropic of Cancer |

| | | |

| | |Tropic of Capricorn |

EUROPE

(Resource 7-8:2c, page 1)

EUROPE

(Resource 7-8:2c, page 2)

Selected Countries and Cities

|Western Europe |Eastern Europe |

|London, England |Moscow, Russia |

|Liverpool, England |St. Petersburg (Leningrad), Russia |

|Dublin, Ireland |Volgograd (Stalingrad), Russia |

|Belfast, Northern Ireland |Krakow, Poland |

|Glasgow, Scotland |Warsaw, Poland |

|Copenhagen, Denmark |Prague, Czech Republic |

|Helsinki, Finland |Vienna, Austria |

|Stockholm, Sweden |Kiev, Ukraine |

|Oslo, Norway | |

|Amsterdam, Netherlands |Southern Europe |

|Berlin, Germany |Sarajevo, Bosnia |

|Bonn, Germany |Belgrade, Yugoslavia |

|Frankfurt, Germany |Budapest, Hungary |

|Munich, Germany |Bucharest, Romania |

|Brussels, Belgium |Milan, Italy |

|Paris, France |Rome, Italy |

|Zurich, Switzerland |Vatican City |

|Madrid, Spain |Naples, Italy |

|Barcelona, Spain |Florence, Italy |

|Lisbon, Portugal |Genoa, Italy |

| |Athens, Greece |

| |Sparta, Greece |

AFRICA

(Resource 7-8:2d, page 1)

AFRICA

(Resource 7-8:2d, page 2)

Selected Countries and Cities

|North Africa |West Sub-Saharan Africa |

|Algiers, Algeria |Lagos, Nigeria |

|Cairo, Egypt |Timbuktu, Mali |

|Alexandria, Egypt |Monrovia, Liberia |

|Casablanca, Morocco |Abidjan, Ivory Coast |

|Rabat, Morocco |Accra, Ghana |

|Tripoli, Libya |Yaoundé, Cameroon |

|Benghazi, Libya | |

|Tunis, Tunisia | |

|Khartoum, Sudan | |

| | |

|East Sub-Saharan Africa | |

|Nairobi, Kenya | |

|Mombassa, Kenya | |

|Mogadishu, Somalia | |

|Kampala, Uganda | |

|Dar es Salaam, Tanzania | |

|Harare, Zimbabwe | |

|Maputo, Mozambique | |

|Johannesburg, South Africa | |

|Cape Town, South Africa | |

|Pretoria, South Africa | |

|Durban, South Africa | |

|Kinshasa, Zaire | |

|Kananga, Zaire | |

|Luanda, Angola | |

|Rwanda | |

|Madagascar | |

| | |

DICTIONARY OF GEOGRAPHIC TERMS

(Resource 7-8:2e, page 1)

Arctic Circle: An imaginary line of latitude located at 66 1/2( N, approximately 1,630 miles from the North Pole.

Bay: An inlet of the sea or other body of water usually smaller than a gulf.

EUROPE: Bay of Biscay

Canal: An artificial waterway for navigation or for draining or irrigating land.

EUROPE: Mittleland Canal, Venice, Thames River

AFRICA: Suez Canal

Cape: A point or extension of land jutting out into water as a projecting point.

EUROPE: Cape Finisterre, Cape St. Vincent

AFRICA: Cape of Good Hope

Cataract: Steep rapids in a river.

AFRICA: Nile River

Channel: A narrow sea between two close land masses.

EUROPE: English Channel

AFRICA: Mozambique Channel

Dam: A barrier built across a waterway for impounding water or controlling flooding.

EUROPE: Rhine River

AFRICA: Aswan High Dam

Delta: A clay, silt, sand, or gravel deposit at the mouth of a river.

EUROPE: Volga River Delta

AFRICA: Nile Delta

Desert: An arid, barren tract incapable of supporting any population without an artificial water supply due to very small amounts of precipitation in the area.

AFRICA: Sahara, Kalahari, Namib, Libyan, Nubian, Iguidi

Equator: A great circle of the earth that is everywhere equally distant from the two poles and divides the earth’s surface into the northern and southern hemisphere, the 0( line of latitude.

Fjord: A narrow inlet of the sea between cliffs or steep slopes.

EUROPE: Vokna, Hardanger, Sogne, Trondheims

Glacier: A large body of ice originating in regions of high snowfall, propelled by its own weight and gravity.

EUROPE: Vatnajökull

(Resource 7-8:2e, page 2)

Gulf: A part of an ocean or sea extending into the land usually larger than a bay.

EUROPE: Gulf of Lion, Gulf of Taranto

AFRICA: Gulf of Guinea

Island: A tract of land surrounded by water and smaller than a continent.

EUROPE: Iceland, British Isles

AFRICA: Madagascar, Mauritius, Seychelles, Comoros, Canary

Lake: A considerable inland body of standing water.

EUROPE: Lake Ladoga, Lake Onega

AFRICA: Lake Victoria, Lake Malawi, Lake Chad, Lake Turkana

Mountain: A land mass that projects conspicuously above its surroundings and is higher than a hill.

EUROPE: Alps, Ural, Pyrenees, Caucassus, Carpathian, Apennines

AFRICA: Atlas, Cameroon, Mt. Kilimanjaro, Mt. Kenya, Ahaggar

Ocean: The large bodies of salt water that jointly cover nearly 3/4 of the surface of the globe.

EUROPE: Atlantic, Arctic

AFRICA: Atlantic, Indian

Peninsula: A portion of land extending into and surrounded by a body of water on three sides.

EUROPE: Kola, Iberian, Italian, Balkan, Crimea, Scandinavia, Jutland

Plain: An extensive area of level or rolling grassland with few trees.

EUROPE: North European, Okadon Plain

AFRICA: Coastal Plain, Serengeti Plain

Plateau: Extensive land area having a relatively level surface raised sharply above adjacent land on at least one side.

EUROPE: Massif Central Plateau

AFRICA: Jos Plateau

Prime Meridian: The 0( of longitude, which passes through Greenwich, England and both poles, dividing the earth into eastern and western hemispheres.

Rainforest: A tropical woodland with an annual rainfall of at least 100 inches and marked by lofty broad-leafed evergreen trees forming a continuous canopy.

AFRICA: Madagascar, Congo

River: A natural stream of water of considerable volume.

EUROPE: Thames, Danube, Rhone, Po, Volga, Rhine

AFRICA: Blue Nile, White Nile, Congo, Molopo, Orange

(Resource 7-8:2e, page 3)

Sahel: The border between the Sahara Desert and the savanna in Northern Africa.

Savanna: A tropical or subtropical grassland containing scattered trees and drought-resistant undergrowth.

AFRICA: Sub-Saharan area, Veldt

Sea: A body of salt water smaller than an ocean, more or less land locked.

EUROPE: Mediterranean, Adriatic, North, Baltic, Barents, Black, Caspian, Irish, Aegean

AFRICA: Red, Mediterranean

Strait: A comparatively narrow passageway connecting two large bodies of water.

EUROPE: Straits of Gibraltar, Straits of Dover, Dardanelles, Bosporus

AFRICA: Straits of Gibraltar

Swamp: Wet spongy land saturated and sometimes partially or intermittently covered with water making agriculture and transportation extremely difficult.

EUROPE: The Zuiderzee (Ijsselmeer)

AFRICA: The Sudd

Tropic of Cancer: An imaginary line of latitude located at 23 1/2( N. It marks the northern boundary of the earth’s tropical zone.

Tropic of Capricorn: An imaginary line of latitude located at 23 1/2(S. It marks the southern boundary of the earth’s tropical zone.

Valley: An elongated depression of the earth’s surface usually between ranges of hills or mountains.

EUROPE: Rhine Valley, Po Valley

AFRICA: Great Rift Valley, Valley of the Kings

Volcano: A vent in the planetary crust from which molten or hot rock, gasses, and steam issue, may be active or inactive.

EUROPE: Mt. Hekla

AFRICA: Mt. Kilimanjaro

Waterfall: A perpendicular or very steep descent of the water of a stream.

AFRICA: Victoria Falls

PHYSICAL/POLITICAL CHARACTERISTICS MATRIX (Resource 7-8:2f)

|Name of Country | |Natural Vegetation |Natural Resources | | |Economic Activity |

| |Climate | | |Landforms |Population | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Regions, Patterns, and Processes |

|Grade Level Standard: |7-8 Describe and compare the characteristics of regions, |

|states, and countries of the Eastern Hemisphere. |

|Grade Level Benchmark: |3. Describe major patterns of world population, physical |

|features, ecosystems, and cultures, and explain some of the factors causing the |

|patterns. (II.4.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a thematic map which includes two focuses: |Internet |

|economic/natural resources |Textbook |

|natural resources/culture |Maps |

|culture/political |Butcher paper |

|Compare what people are doing with these influences. |Crayons/colored pencils |

| |See Activities in 7-8:2 for Resource |

|2. Create a chart comparing Asia, Europe, and Africa (use resource sheets 7-8:2a – 7-8:2f). |sheets (7-8:2a – f) |

|New Vocabulary: |

Analysis of Physical and

Political Characteristics

__________________________________

Name of Continent

|1. |

| |

|2. |

| |

|3. |

| |

__________________________________

Name of Continent

|4. |

| |

|5. |

| |

|6. |

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Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Regions, Patterns, and Processes |

|Grade Level Standard: |7-8 Describe and compare the characteristics of regions, |

|states, and countries of the Eastern Hemisphere. |

|Grade Level Benchmark: |4. Compare Africa, Asia, Europe, and Australia (Oceania) |

|with respect to cultures, economy, governmental systems, environment, and |

|communications. (II.4.MS.4) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Create a chart comparing Asia, Europe, Africa, and Australia (use resource sheets 7-8:2a – |Internet |

|7-8:2f). |Textbooks |

| |Maps |

|2. Conduct a debate. |See Activities in 7-8:2 for Resource |

|After a week of research, |sheets (7-8:2a – f) |

|1 day culture, |Presentation charts |

|1 day economy, | |

|1 day government, | |

|1 day environment, | |

|1 day communication | |

|have a debate as to which continent is better in each research area. | |

| | |

|Each group is assigned a continent to research. | |

|Use resource 7-8:2e as a guideline for research and resource. | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Global Issues and Events |

|Grade Level Standard: |7-9 Explain the global issues and events of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |1. Describe how social and scientific changes in regions |

|may have global consequences. (II.5.MS.1) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Develop “What if…” scenarios and write a creative essay filling in the information. |Internet |

| |Textbooks |

|Example: | |

|What if the Nazi’s had completed the research on jet propulsion before the U.S.? (WWII) | |

|What if the Japanese completed the Atomic bomb before the U.S.? (WWII) | |

|What if someone during the Middle Ages perfected the use of gun powder? | |

|What if the Native Americans had perfected the use of gun powder before the Europeans? | |

| | |

|2. Discussion: What are some modern inventions or future inventions that change the world and how?| |

| | |

|Example: Time travel, Internet, Cancer vaccines, etc. | |

| | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Global Issues and Events |

|Grade Level Standard: |7-9 Explain the global issues and events of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |2. Describe the geographic aspects of events taking place |

|in different world regions. (II.5.MS.2) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Current Event Scavenger Hunt |Internet |

|Find a current event involving the Eastern Hemisphere and describe how it relates to geography—tie |Newspapers |

|in the 5 themes of geography. |Newsweek magazines |

| |Maps |

|2. Create a natural disaster map of the world. |Textbooks |

|earthquakes |Butcher paper |

|floods |Crayons/colored pencils |

|volcano eruptions | |

|tsunamis | |

|hurricanes | |

|tornados | |

|New Vocabulary: |

Social Studies

Activity Worksheet

|GRADE LEVEL: |Seventh |

|Course Title: |Eastern Hemisphere |

|Strand: |II. Geography |

|Topic: |Global Issues and Events |

|Grade Level Standard: |7-9 Explain the global issues and events of the Eastern |

|Hemisphere. |

|Grade Level Benchmark: |3. Explain how elements of the physical geography, culture, |

|and history of the region may be influencing current events. (II.5.MS.3) |

|Learning Activity(s)/Facts/Information |Resources |

| | |

|1. Find a current event in the Eastern Hemisphere and write a short essay on how that event has |Newspapers |

|affected the country/continent and world (use resource 7-9:3a). |Internet |

| |Newsweek |

|2. Create a current event portfolio of the world. Make a comparison between events during the |Resource sheets (7-9:3a – d) |

|school year. Are there any common themes (political, economical, cultural, geographical)? |attached |

| | |

|3. Create a tally sheet to go along with the portfolio (use resource 7-9:3b, c, and d). | |

|New Vocabulary: |

NEWS ARTICLES

(Resource 7-9:3a)

|COUNTRY |CONTINENT |POLITICAL SYSTEM |CURRENT PROBLEM |

|Where? |Where? |What? And Who? |When? Why? How? |

|1. | | | |

|2. | | | |

|3. | | | |

|4. | | | |

|5. | | | |

You may use articles collected by others in your class as a resource to fill out this matrix.

INDIVIDUALS AND GROUPS IN SOCIETY

(Resource 7-9:3b)

A. The learner will create a portfolio containing written analyses of current events affecting Europe and Africa.

Directions: Compile monthly current events analyses from Lesson Four in a portfolio.

CURRENT EVENTS ANALYSIS CHECKLIST

| | | |In Progress |

| |Yes | | |

|Accurately selected and recorded facts and information for each question box using complete | | | |

|sentences. | | | |

| | | | |

|Accurately identified the type of article. | | | |

| | | | |

|Correctly copied the source, headline, dateline, and date of article. | | | |

| | | | |

|Provided answers in complete sentences for each question. | | | |

| | | | |

|Demonstrated awareness of cause and effect relationships in answers. | | | |

| | | | |

|Explained opposing perspectives in responses. | | | |

BASIC FACT SHEET

(Resource 7-9:3c)

SOURCE:

HEADLINE:

DATELINE:

DATE:

TYPE OF ARTICLE:

|What? | |When? |

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| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Who? |

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| |

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|Where? | |How? |

| | | |

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NEWS EVENT ANALYSIS

(Resource 7-9:3d)

Why? (What caused this to happen?)

So what? (What effect is this having on Europe/Africa?)

So what? (What effect will it have on the U.S.?)

What happens later? (What effect might this have on Europe/Africa in the future?)

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Criteria: Continents should be drawn in correct relative location with appropriate size and shape. Students may correct spelling errors or illegibility.

Proficiency: 100%

Academic Standard: The learner will determine selected absolute and relative locations of the Middle East, Asia, and the Pacific Rim and use thematic maps to investigate and analyze the physical and political characteristics of selected countries.

Criteria: Accurate responses. Relative location should be reasonable.

Proficiency: 15 out of 18

Criteria: Adherence to Current Events Analysis Checklist.

Proficiency: 100%

Academic Standard: The learner will use news sources to create a current events portfolio containing written analyses of key issues affecting Europe and Africa and their impact on the United States.

Criteria: Minimum one complete sentence for each pair of characteristics for each country. Answers should include reasonable conclusions based on stated patterns from matrices.

Proficiency: 100%

Criteria: Minimum one complete sentence for each pair of characteristics for each country. Answers should include reasonable conclusions based on stated patterns from matrices.

Proficiency: 8 out of 9

Criteria: Continents should be drawn in correct relative location with appropriate size and shape. Students may correct spelling errors or illegibility.

Proficiency: 100%

!"$/18:HAcademic Standard: The learner will determine the relative location of Europe and Africa and use thematic maps to investigate and analyze the physical and political characteristics of selected countries.

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