Winston-Salem/ Forsyth County Schools - wsfcs.k12.nc.us



Winston-Salem/ Forsyth County Schools

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Recommended 7th Grade Pacing Guide

African, Asian & Australian (Oceanic) Studies

Developed in 2008

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*for a detailed set of Graphic Organizers, go to the following website:

Introduction

Several teachers from WSFCS met and developed pacing guides in 2008 for African, Asian & Australian (Oceanic) Studies, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best ways possible to succeed in a global society.

How can the Pacing Guides be used?

• To guide instructional pacing so that key areas receive proper attention by including helpful information such as…

o Suggested number of days per unit

o Thematic concepts in each unit

o Key Terms/People/Places/Events – factual material to recognize and recall

o Vocabulary to help build a child’s knowledge of academic words through word walls and word maps

o Target Goals for students to accomplish by the end of units

o Global connections that can be extensions of the NC Standard Course of Study

o The NC Standard Course of Study for easy reference

• To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year can best be served by shared pacing between our schools.

• To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, and target goals)

• Pacing Guides will be made public to students and parents via website:

• Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a living document and must continue to be perfected as years go by.

Table of Contents

Pages…

4-5. Overview of Pacing Guide/Curriculum Document Features

6-28. WSFCS Pacing Guide/Curriculum Document for African, Asian, & Australian (Oceanic) Studies: Quarters 1-4

• pg. 7-8: Pacing Guide

• pg. 9: Core Curriculum-A Top 100 List of Key Terms/People/Places/Events

• pgs. 10-28: Curriculum Support Document for Africa, Asia, & Australia (Oceania)

Appendix:

• NC DPI’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)

• An Item Shells Approach to Formulating Questions for Each Cognitive Level

We extend deep gratitude and appreciation to all the 7th grade teachers who,

for many years, have helped this pacing guide evolve.

Your experience, time, and commitment have been valuable throughout the process.

2008-2009 WS/FCS Recommended 7th Grade Pacing Guide

at a Glance (based on 126-160 instructional days)

|Unit |1st Q |2nd Q |3rd Q |4th Q |Current |

| | | | | |Adoption-Gibbs |

| | | | | |Smith |

|Introduction to 7th grade |√-5 days | | | |[Chps] |

|Overview of geographical & other social studies skills (previewing |√-9-11 days | | | |(page) viii, 1-2 |

|Africa)/ | | | | | |

|In Focus: CG 1 | | | | | |

|Africa |√-35-46 days | | | |3-10 |

| | | | | | |

|Ancient African Kingdoms/ In Focus CG 8 |14-17 days | | | | |

|Regions of Africa (North, West, Central, East & South)/ In Focus CG 3&11| | | | | |

| |4-7 days | | | | |

|5-13 days in 1st quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|Regions of Africa (North, West, Central, East and South)--continued | |17-22 days | | |3-10 |

|SW Asia/ In Focus CGs 7 & 9 | |√- 24-29 days | | |11-14 |

| | |15-18 days | | | |

|5-13 days in 2nd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|SW Asia- continued | | |9-11 days | |11-14 |

|Indian Ocean | | |√-23-29 days | |15-19, 25 |

|South Asia/ In Focus: CGs 5 & 12 | | |16-19 days | | |

|Southeast Asia/ In Focus CG 4 | | |7-10 days | | |

|5-13 days in 3rd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

| | |

| | |

| | |

| | |

| |Indian Ocean: South Asia/ In Focus: CGs 5 &12 |

|UNIT OF STUDY/THEME: | |

| | | | |

|Suggested |16-19 |Unit Essential Question |How is religion reflected in all aspects of South Asian culture? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-6, & 8-12 |Concepts: |Vocabulary: |Students should be able to… |

|How do the mountain ranges influence life in|In Focus: CGs 5 & 12 5.01 Describe the |needs-health (& lack of) |subcontinent |Explain which skill(s) would be helpful in|

|South Asia? |relationship between the location of |communication (&lack of) |monsoon |better understanding the Indus |

|In what ways does the climate of South Asia |natural resources, and economic |unity |vegetarian |civilization |

|impact the dietary needs of its people? |development, and analyze the impact on |deeds |annual/ monthly rainfall |Show how human life has been dependent on |

| |selected cultures, countries, and |physical/spiritual worlds |sanitation |the Himalayas, rivers, and monsoon season |

|History: |regions in Africa, Asia, and Australia. |diffusion (religious) |polytheism |Understand how religions co-exist in |

|How did India change when new faiths took |5.02 Examine the different economic |imperialism |reincarnation |India/ Look for similarities & |

|power? |systems, (traditional, command, and |fundamentalism |caste system | |

|How did European imperialism change South |market), developed in selected societies|outsourcing (jobs) |cremation | |

|Asia? |in Africa, Asia, and Australia, and |religion/ faith |bartering | |

| |assess their effectiveness in meeting |resistance |population density | |

|Society & Culture: |basic needs. |violence |cottage industries | |

|How do diverse religions affect daily life |5.03 Explain how the allocation of | |coup | |

|in South Asia? |scarce resources requires economic |Terms/People/Places/Events: |regime | |

|Which institutions form the foundation of |systems to make basic decisions |anthropology |cyclones |Global Connections: |

|South Asia? |regarding the production and |sociology |nuclear weapons |Examples of skills used in discoveries of |

| |distribution of goods and services, and |Himalayas |fundamentalism |other societies with few written records: |

| |evaluate the impact on the standard of |jute |overpopulation |Minoa/ Inca/ Africa |

| |living in selected |Hinduism |constitutional government | |

| | |epic poems | | |

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WS/FCS Recommended 7th Grade Pacing Guide

at a Glance (based on 126-160 instructional days)

|Unit |1st Q |2nd Q |3rd Q |4th Q |Current |

| | | | | |Adoption-Gibbs |

| | | | | |Smith |

|Introduction to 7th grade |√-5 days | | | |[Chps] |

|Overview of geographical & other social studies skills (previewing |√-9-11 days | | | |(page) viii, 1-2 |

|Africa)/ | | | | | |

|In Focus: CG 1 | | | | | |

|Africa |√-35-46 days | | | |3-10 |

| | | | | | |

|Ancient African Kingdoms/ In Focus CG 8 |14-17 days | | | | |

|Regions of Africa (North, West, Central, East & South)/ In Focus CG 3&11| | | | |(3-5) |

| |4-7 days | | | | |

| | | | | |(6-10) |

|5-13 days in 1st quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|Regions of Africa (North, West, Central, East and South)--continued | |17-22 days | | |(6-10) |

|SW Asia/ In Focus CGs 7 & 9 | |√- 24-29 days | | |11-14 |

| | |15-18 days | | | |

|5-13 days in 2nd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|SW Asia- continued | | |9-11 days | |11-14 |

|Indian Ocean | | |√-23-29 days | |15-19, 25 |

|South Asia/ In Focus: CGs 5 & 12 | | |16-19 days | | |

|Southeast Asia/ In Focus CG 4 | | |7-10 days | |(15-18) |

| | | | | |(19, 25) |

|5-13 days in 3rd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|Eastern Asia | | | |√-23-30 | 19-24 |

|China/ In Focus CGs 2 & 10 | | | |16-20 days | |

|Japan and Korea/ In Focus CG 2 | | | |7-10 days |(19-21) |

| | | | | |(19, 22-24) |

|Oceania | | | |√-7-10 days |26-27 |

|Australia, New Zealand, & Polynesia/ In Focus CG 6 | | | | | |

|5-13 days in 4th quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

1. Australia/Oceania

2. Korean peninsula

3. SW Asia

4. SE Asia

5. Indian subcontinent

6. Indian Ocean

7. Atlantic Ocean

8. Pacific Ocean

9. Persian Gulf

10. Himalayas

11. Bantu migration

12. Giza

13. the Rosetta Stone

14. Valley of the Kings

15. Ramses II

16. Kush

17. Axum

18. Mansa Musa

19. Timbuktu

20. Supreme Being/Animism

21. The 1884 Berlin Conference

22. Rwandan genocida & civil war

23. de-colonization

24. Suez Canal

25. Camp David Accords

26. World Bank

27. Afrikaners

28. apartheid

29. Zulu

30. Nelson Mandela

31. Sudan (Darfur Crisis)

32. Middle East

33. Muhammad

34. Islam

35. Muslims

36. Tigris & Euphrates rivers

37. creation of Israel

38. Code of Hammurabi

39. Q’uran

40. cuneiform

41. Mecca (or Makkah)

42. Diaspora

43. Five Pillars of Islam

44. Sunni

45. Shiite (or Shia)

46. OPEC

47. Saddam Hussein

48. Dome of the Rock-Jerusalem

49. Ayatollah Khomeini

50. Hinduism

51. Ganges River

52. Buddhism

53. Taj Mahal

54. Sepoy Mutiny

55. New Delhi

56. Mohandas Gandhi

57. Bangladesh (East Pakistan)

58. Bollywood

59. Asian Pacific Rim

60. “Ring of Fire”

61. US presence in the Philippines

62. Vietnam War

63. Ho Chi Minh

64. “domino theory”

65. Petronas Towers

66. Gobi Desert

67. Yangtze River

68. Han empire

69. Mandarin

70. Confucianism

71. Daoism & Laozi

72. Qin dynasty

73. Great Wall of China

74. terracotta warriors

75. Mandate of Heaven

76. Mao Zedong

77. “Cultural Revolution”

78. “Great Leap Forward”

79. Deng Xiaoping

80. Hong Kong

81. 1989 Tiananmen Square

82. Issue of Taiwan

83. Tibetan freedom

84. Chinese New Year & lunar calendar

85. “Hermit Kingdom”

86. Japanese invasion of Korea

87. DMZ

88. Meiji Restoration

89. Japanese capture of Manchuria

90. Pearl Harbor

91. Enola Gay-Hiroshima-Nagasaki

92. Shintoism

93. Tokyo

94. the Outback

95. the Great Barrier Reef

96. Aborigines

97. British Commonwealth

98. Uluru (or Ayers) Rock

99. Dreamtime

100. Polynesia

7th-Grade Pacing Guide – Africa, Asia, & Australia (Oceania)

Every unit will contain the following broad themes: geography, history, society & culture, government, economics, & globalization

| UNIT OF STUDY/THEME: |Overview of geographical & other social studies skills (previewing Africa)/In Focus: CG 1 |

| | | | |

|Suggested |9-11 |Unit Essential Question |How can we use the five themes of geography to better understand the Eastern Hemisphere? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 1-3 & 9 |Concepts: |Vocabulary: |Students should be able to… |

|What importance does water play in the lives|In Focus: CG 1 1.01 Create |traits (physical) |location |recall the five themes of geography & |

|of people from the Eastern Hemisphere? |maps, charts, graphs, databases, and |culture |place |become more proficient using them. |

|In what ways do humans impact the |models as tools to illustrate | |human-environmental interaction |discuss the physical geography of Africa, |

|environment? |information about different people, |Terms/People/Places/Events: |movement |Asia, & Oceania. |

|How can we apply the five themes of |places and regions in Africa, Asia, and |Africa |region |understand the relationship between humans|

|geography to better understand the diversity|Australia. |Asia |continent |& their environment. |

|of the Eastern Hemisphere? |1.02 Generate, interpret, and manipulate|Australia/ Oceania |subcontinent |locate, identify, & analyze the regions |

|Which country would you like to visit most |information from tools such as maps, |Arabian Peninsula |peninsula |(and continents) that will be explored |

|from continents we’ll study this year? |globes, charts, graphs, databases, and |Korean Peninsula |geography |this year. |

|How did the geography of ancient Africa |models to pose and answer questions |Middle East |history | |

|affect the movement of people? |about space and place, environment and |Polynesia |economics |Global Connections |

|How do Africa’s climate zones affect its |society, and spatial dynamics and |SW Asia |anthropology |Revisit South America & Europe through |

|vegetation? |connections. |SE Asia |archaeology |multiple comparisons based on the 5 |

| |1.03 Use tools such as maps, globes, |Indian subcontinent | |themes. |

| |graphs, charts, databases, models, and |Indian Ocean | | |

| |artifacts to compare data on different |Atlantic Ocean | | |

| |countries of Africa, Asia, and Australia|Pacific Ocean | | |

| |and to identify patterns as well as |Red Sea | | |

| |similarities and differences. |Persian Gulf | | |

| | |South China Sea | | |

| | |Himalayas | | |

| | |Bantu migration | | |

|UNIT OF STUDY/THEME: |Africa: Ancient African Kingdoms/ In Focus: CG 8 |

| | | | |

|Suggested |14-17 |Unit Essential Question |Why is Africa a continent of change? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-12 |Concepts: |Vocabulary: |Students should be able to… |

|How has geography shaped Africa’s distinct |In Focus: CG 8 8.01 Describe |domestication |delta |identify major African leaders and their |

|regions? |the role of key historical figures and |civilization |pharaohs |influences. |

|How did rivers influence life? |evaluate their impact on past and |society |pyramids |investigate the variety of traditions and |

| |present societies in Africa, Asia, and |trade |papyrus |cultures. |

|History: |Australia. |theocracy |theocracy |identify the contributions made by the |

|How did ancient civilizations along the Nile|8.02 Describe the role of key groups |slavery |hieroglyphics |Ancient Kingdoms of Africa. |

|River become models of a well organized |such as Mongols, Arabs, and Bantu and |imperialism |city-state |analyze the early empires of Africa by |

|society? |evaluate their impact on historical and |colonization |arranged marriage |describing their traditions, governments,|

|Which key figures changed the course of |contemporary societies of Africa, Asia, |traditions |lineage |and economic development. |

|ancient Africa’s history? |and Australia. | |matrilineal |interpret the effects of colonization and |

|How did the Atlantic slave trade change |8.03 Identify major discoveries, |Terms/People/Places/Events: |elders |independence in Africa today. |

|Africa? |innovations, and inventions and assess |the Sphinx |subsistence farmers | |

|Why did Europeans decide to de-colonize |their influence on societies past and |Giza |shifting agriculture | |

|after WWII? |present. |the Rosetta Stone |ancestors | |

| | |Nile River Valley |racism | |

| | |Valley of the Kings |imperialism | |

| | |King Tut |colonialism |Global Connections: |

| | |Ramses II |corrupt |Compare slavery in America to slavery in |

|Society & Culture: | |Kush |authoritarian |Africa. (including ancient & modern |

|In what ways were later Nile kingdoms | |Axum |diversify |slavery) |

|different than the Egyptians? | |Ghana | |Review imperialism in other areas |

|How did the arrival of new religions change | |Mali | |(US-P.Rico-Guam-Samoa, & North & South |

|Africa? (Islam & Christianity) | |Mansa Musa | |America.) |

| | |Timbuktu | |Compare/ Contrast Ghana’s tribal leaders |

|Economics: | |Songhai | |to England’s monarchy. |

|How did trade connect the ancient African | |Great Zimbabwe | |Look at similarities between Manifest |

|kingdoms? | |markets | |Destiny & Arab expansion across North |

|What differences do you see between West & | |Masai | |Africa. |

|East African trading kingdoms? | |Supreme Being/animism | |Briefly examine the cradles of |

| | |Christianity | |civilization. |

|Government: | |Islam | | |

|Why was religion important to the function | |Triangular trade | | |

|of Ancient Egypt’s government? | |The Berlin Conference (1884) | | |

| | |King Leopold & Congo | | |

|Current Issues/Globalization: | |Rwandan genocide & civil war | | |

|How do traditional and modern Africa | |Henry Stanley | | |

|coexist? | |David Livingstone | | |

|What have been the lasting effects of | |cash crops | | |

|imperialism on Africa today? | |Kwame Nkrumah | | |

| | |Algerian War | | |

| | |Rhodesia | | |

| | |Nelson Mandela | | |

| | |Ellen Johnson-Sirleaf | | |

| | |de-colonization | | |

| | |global economy | | |

|UNIT OF STUDY/THEME: |Africa: Regions of Africa (North, West, Central, East and South)/ In Focus: CGs 3 & 11 |

| | | | |

|Suggested |21-29 |Unit Essential Question |How has human-environmental interaction led to a diverse set of African cultures? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-9 & 10-12 |Concepts: |Vocabulary: |Students should be able to… |

|How the lack of natural resources impacted |In Focus: CGs 3 & 11 3.01 Identify ways |imperialism |oasis |contrast different cultures in Africa. |

|Northern Africa? |in which people of selected areas in |colonization |protectorate |recognize the interplay between culture, |

|How did the physical environment of Central |Africa, Asia, and Australia have used, |traditions |desertification |economy, and population in regards to |

|Africa affect European colonization? |altered, and adapted to their |slavery |shanty towns |human development (and rights.) |

|How do mountains affect the lives of people |environments in order to meet their |trade |slave trade |discuss the relationship between |

|throughout Africa? |needs and evaluate the impact of their |economic development |equatorial |specialization (being an expert in one |

| |actions on the development of cultures | |export economies |job, product or service) & interdependence|

|History: |and regions. |Terms/People/Places/Events: |natural resources herding |(depending on others) in the production of|

|What attracted Arab invaders to North |3.02 Describe the environmental impact |Maghreb |overgrazing |goods and services. |

|Africa? |of regional activities such as |Aswan High Dam |deforestation |explain the consequences of immigration |

|What effects did European traders have on |deforestation, urbanization, and |Suez Canal |conservation |for native groups of Africa. |

|the African slave trade? |industrialization and evaluate their |Camp David Accords |vaccinations | |

|Why did Europeans begin exploring inner |significance to the global community. |Anwar Sadat |ethnic violence | |

|Africa in the 1800s? |3.03 Examine the development and use of |Muammar Qaddafi |nationalism | |

| |tools and technologies and assess their |call to prayer |independence | |

| |influence on the human ability to use, |Swahili |imperialism |compare and contrast how colonialism is |

| |modify, or adapt to their environment. |nomads |patrilineal |related to the economic and military |

|What factors were considered as Europeans |3.04 Describe how physical processes |the Sahel |civil wars |problems in Africa today. |

|divided Africa? (can also address what |such as erosion, earthquakes, and |rainforests |dictator | |

|factors were ignored) |volcanoes have resulted in physical |Biafra War |corruption |Global Connections: |

|Why did the Boers & British clash in South |patterns on the earth's surface and |ivory trade |rebel forces |Discuss North and West Africa’s connection|

|Africa? |analyze the effects on human activities.|ECOWAS |parliamentary |to U.S. history. |

| |11.01 Identify the concepts associated |Congo River |cash crops |Debate how global humanitarian aid has |

|Society & Culture: |with culture such as language, religion,|International Monetary Fund (IMF) |poaching |helped (or hurt) the people of Africa. |

|How does Islam influence daily life |family, and ethnic identity, and analyze|World Bank |genocide |Analyze whether international relief aid |

|throughout Africa? |how they can link and separate |abeng |tourism |projects (UNICEF, LIVE AID) in Africa have|

|How do Africans try to hold on to their |societies. |Mbuti people |censor |been successful. |

|traditional culture while surrounded by |11.02 Examine the basic needs and wants |Patrice Lumumba (Congo) |industrialization |Compare the number of Africans infected |

|Western influences? |of all human beings and assess the |Horn of Africa | |with AIDS to other parts of the world. |

|How are the customs of the various ethnic |influence of factors such as |Tsetse fly | |Which elements in African culture have |

|groups in Central Africa different? |environment, values, and beliefs in |Jomo Kenyatta | |made the HIV/AIDS epidemic so severe?  |

|How are blacks and whites overcoming |creating different cultural responses. |Cape Town | |Compare Ghana’s independence movement with|

|cultural differences in South Africa? |11.03 Compare characteristics of |Zulu | |the American Revolution. |

| |political, economic, religious, and |Afrikaners | |Compare the Holocaust with the Genocide in|

|Economics: |social institutions of selected cultures|apartheid | |Rwanda. |

|After independence, why were many African |and evaluate their similarities and |Johannesburg | |Examine the global impact of conflict |

|nations still economically linked to Europe?|differences. |Nelson Mandela | |diamonds. |

|Why is Central Africa’s growth in |11.04 Identify examples of economic, |F.W. de Klerk | |Research what types of vaccinations are |

|agriculture limited? |political, and social changes, such as |Thabo Mbeki | |required to travel to Africa. |

|What are the most important economic |agrarian to industrial economies, |Archbishop Desmond Tutu | |How have Africa’s improvements in |

|activities in E. Africa? |monarchical to democratic governments, |Great Rift Valley | |transportation and communication helped to|

| |and the roles of women and minorities, |Lake Victoria | |promote globalization? |

|Government: |and analyze their impact on culture. |Sudan (Darfur Crisis) | | |

|Why has the transition from colonial rule | |Somalia | | |

|been difficult for African nations? | |Masai | | |

|How can the history of the Suez Canal help | | | | |

|us understand Egypt’s modern history? | | | | |

|Why are unstable governments the basis of | | | | |

|many conflicts in Western Africa? | | | | |

| | | | | |

|Current Issues/Globalization: | | | | |

|Which modern issue is most dangerous for a | | | | |

|bright African future? (AIDS, poverty, | | | | |

|ethnic fighting, corruption,) | | | | |

|What does an oil-based economy mean for the | | | | |

|future of oil-rich African states? | | | | |

| | |

|UNIT OF STUDY/THEME: |SW Asia/ In Focus: CGs 7 & 9 |

| | | | |

|Suggested |24-29 |Unit Essential Question |What historical foundations help explain the variety of governments found in SW Asia? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-12 |Concepts: |Vocabulary: |Students should be able to: |

|How has the geography of SW Asia affected |In Focus: CGs 7 & 9 7.01 Identify |climate |relief |explain how people adapted to an arid |

|the lifestyles of people? |historical events such as invasions, |vegetation |strait |environment. |

|How have people traditionally adapted to an |conquests, and migrations and evaluate |religion/faith |aquifer |state the reasons for conflict/tensions |

|arid environment? |their relationship to current issues. |change |depletion |between Arabs and Jews. |

|In what ways has technology addressed the |7.02 Examine the causes of key |conflict |deforestation |assess the global economic impact made by |

|issue of limited fresh water? |historical events in selected areas of |cooperation |sects |decisions from of oil-producing states. |

|If the oil-rich countries of SW Asia were to|Africa, Asia, and Australia and analyze |human rights |holocaust |demonstrate a knowledge of the roots of |

|exhaust their supply of oil, how would that |the short- and long-range effects on |fundamentalism |domesticate |Islam, its beliefs, and current trends. |

|affect their economies? |political, economic, and social |resources (natural) |mosque |effectively highlight the diversity of the|

| |institutions. |technology |monotheism |region. |

|History: |9.01 Trace the historical development of|development |polytheism | |

|Which enduring legacies were established by |governments, including traditional, |ethnicity |covenant |Global Connections: |

|early civilizations in the Fertile Crescent?|colonial, and national in selected | |messiah |Examine how the Arab-Israeli conflict has |

|Which figures do you believe had the most |societies, and assess their effects on |Terms/People/Places/Events: |socialism |expanded outside the region. (ex: 1972 |

|significant impact on SW Asian history? |the respective contemporary political |“Arab World” |mixed economy |Olympic attacks, Al Qaeda-Hizbollah-Hamas |

|How did the creation of Israel affect life |systems. |non-Arab states (Turkey, Iran) |terrorism |attacks, US politicians’ support of |

|in SW Asia? |9.02 Describe how different types of |Red Sea |sanctions |Israel) |

| |governments such as democracies, |Persian Gulf |theocracy | |

|Society & Culture: |dictatorships, monarchies, and |Arabian peninsula |fundamentalism | |

|What unique cultural characteristics do the |oligarchies in Africa, Asia, and |Middle East |patriarchal |Examine the Armenian genocide in relation |

|people of Southwest Asia share? |Australia carry out legislative, |Muhammad |Sabbath |to other mass exterminations. (the |

|How have the three monotheistic religions |executive, and judicial functions and |Islam |secular |Holocaust, Pol Pot, Rwanda, Darfur, |

|co-existed throughout the history of the |evaluate the effectiveness of each. |Muslims | |NativeAmericans, etc.) |

|region? |9.03 Identify the ways in which |Tigris & Euphrates rivers | |Examine other oil-rich nations around the |

|How would you describe life for women |governments in selected areas of Africa,|Lebanese civil war | |world. |

|throughout SW Asia? |Asia, and Australia deal with issues of |“black gold” | |Look at the global contributions in arts |

| |justice and injustice, and assess the |creation of Israel | |and sciences from SW Asia-especially the |

|Economics: |influence of cultural values on their |Code of Hammurabi | |Arab role in reintroducing Classical |

|What are the key export products of |practices and expectations. |Q’uran | |learning to Europeans. |

|Southwest Asia? |9.04 Describe how different governments |cuneiform | |Compare/Contrast SW Asia to other arid |

|In what ways do the economies of oil-rich |in Africa, Asia, and Australia select |Phoenician alphabet | |areas of the world. |

|countries compare to those that lack |leaders and establish laws in comparison|Shariah | |Analyze the global reach of Islam. |

|significant oil resources? (some oil-rich: |to the United States and analyze the |Mecca (or Makkah) | | |

|Saudi Arabia, Iran, Iraq, Kuwait/ some not |strengths and weaknesses of each. |Torah | | |

|rich in oil: Dubai, Jordan, Israel, Yemen, | |Diaspora | | |

|Lebanon) | |Gospels | | |

| | |Kaaba | | |

|Government: | |Medina (or Madinah) | | |

|In what ways do different forms of | |Five Pillars of Islam | | |

|government in Southwest Asia coexist? | |hajj | | |

|How have differing points of view between | |caliph | | |

|Arab & pro-Israeli governments led to | |Ottoman Empire | | |

|turmoil around the world? | |Sunni | | |

|What do you think is the main difference | |Shiite OR Shia | | |

|between Shia & Sunni governments? | |Imams | | |

| | |the number zero | | |

|Current Issues / Globalization: | |OPEC | | |

|What does the rapid development of Dubai | |fossil water | | |

|tell us about the future of SW Asia? | |Arab nationalism | | |

|What does the trend towards fundamentalist | |Zionists | | |

|societies mean for the modernization of Arab| |Golda Meir | | |

|states? | |Iran-Iraq War | | |

| | |Persian Gulf War | | |

| | |Saddam Hussein | | |

| | |Iraq War | | |

| | |WMD | | |

| | |Palestinians/ PLO | | |

| | |Al Jazeera | | |

| | |Kurds | | |

| | |Dome of the Rock-Jerusalem | | |

| | |Ayatollah Khomeini | | |

| | |Bedouins | | |

| | |Islamization | | |

|UNIT OF STUDY/THEME: |Indian Ocean: South Asia/ In Focus: CGs 5 &12 |

| | | | |

|Suggested |16-19 |Unit Essential Question |How is religion reflected in all aspects of South Asian culture? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-6, & 8-12 |Concepts: |Vocabulary: |Students should be able to… |

|How do the mountain ranges influence life in|In Focus: CGs 5 & 12 5.01 Describe the |needs-health (& lack of) |subcontinent |Explain which skill(s) would be helpful in|

|South Asia? |relationship between the location of |communication |monsoon |better understanding the Indus |

|In what ways does the climate of South Asia |natural resources, and economic |unity |vegetarian |civilization. |

|impact the dietary concerns of its people? |development, and analyze the impact on |deeds |annual/ monthly rainfall |Show how human life has been dependent on |

| |selected cultures, countries, and |physical/spiritual worlds |sanitation |the Himalayas, rivers, and monsoon season.|

|History: |regions in Africa, Asia, and Australia. |diffusion (religious) |polytheism |Understand how religions co-exist in |

|How did India change when new faiths took |5.02 Examine the different economic |imperialism |reincarnation |India. Look for similarities & differences|

|power? |systems, (traditional, command, and |fundamentalism |caste system |among major faiths. (Islam Christianity, |

|How did European imperialism change South |market), developed in selected societies|outsourcing (jobs) |cremation |Sikhism Buddhism, & Hinduism) |

|Asia? |in Africa, Asia, and Australia, and |religion/ faith |bartering |Explain why India & Pakistan matter today.|

| |assess their effectiveness in meeting |resistance |population density | |

|Society & Culture: |basic needs. |violence |cottage industries |Global Connections: |

|How do diverse religions affect daily life |5.03 Explain how the allocation of | |coup |Identify examples of skills used in |

|in South Asia? |scarce resources requires economic |Terms/People/Places/Events: |regime |discoveries of other societies with few |

|Which institutions form the foundation of |systems to make basic decisions |anthropology |cyclones |written records: Minoa/ Inca/ Africa. |

|South Asia? |regarding the production and |sociology |nuclear weapons |Investigate other river valley |

|How does Indian culture reflect a blend of |distribution of goods and services, and |Himalayas |fundamentalism |civilizations (Egypt & Mesopotamia.) |

|the modern with the traditional? |evaluate the impact on the standard of |jute |overpopulation | |

| |living in selected societies and regions|Hinduism |constitutional government |Research other “Golden Ages”: Renaissance |

|Economics: |of Africa, Asia, and Australia. |epic poems (Baghavad-Gita, Ramayana, | |Italy, West Africa, height of Islam. |

|Which industries are key to India’s rapidly |5.04 Describe the relationship between |Mahabharata) | |List major religions in USA today (or NC.)|

|growing economy? |specialization and interdependence, and |Brahman Nerguna | |Investigate nuclear issues in Pakistan & |

|How does the size of the population affect |analyze its influence on the development|Karnma-Dharma-Moksha | |Iran. |

|the economy of South Asia? (you may flip the|of regional and global trade patterns. |Aryans | | |

|two factors) |12.01 Examine the major belief systems |Sanskrit | | |

| |in selected regions of Africa, Asia, and|Indus River valley | | |

|Government: |Australia, and analyze their impact on |Ganges River | | |

|Why does religion affect the policies of |cultural values, practices, and |(GONE-gah) | | |

|governments in South Asia to varying degrees|institutions. |The Buddha | | |

|(differently)? |12.02 Describe the relationship between |Buddhism | | |

| |and cultural values of selected |Nirvana | | |

|Current Issues/ Globalization: |societies of Africa, Asia, and Australia|civilization | | |

|Which current issue do you consider to be |and their art, architecture, music, and |Rajahs | | |

|most important to South Asia’s future? (may |literature, and assess their |Mauryan Empire | | |

|include, but not limited to: poverty, |significance in contemporary culture. |The “Golden Age” | | |

|overpopulation, lack of drinking water, |12.03 Identify examples of cultural |Mughal Empire | | |

|Hindu/Muslim conflict, nuclear weapons, |borrowing, such as language, traditions,|Taj Mahal | | |

|rapid industrialization, pollution, |and technology, and evaluate their |Sepoy Mutiny | | |

|terrorism) |importance in the development of |Victorian style | | |

| |selected societies in Africa, Asia, and |New Delhi | | |

| |Australia. |Mohandas Gandhi | | |

| |. |Salt March | | |

| | |Sikhs | | |

| | |Jainists | | |

| | |language families (Hindi/ Urdu) | | |

| | |Jawaharal Nehru | | |

| | |Indira Gandhi | | |

| | |Bangladesh (East Pakistan) | | |

| | |Dalai Lama | | |

| | |Benazir Bhutto | | |

| | |Pervez Musharraf | | |

| | |Bollywood | | |

|UNIT OF STUDY/THEME: |Indian Ocean: Southeast Asia/ In Focus: CG 4 |

| | | | |

|Suggested |7-10 |Unit Essential Question |In what ways have patterns of movement shaped the diversity of SE Asia? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-7, 9-10, &|Concepts: |Vocabulary: |Students should be able to… |

|Why is land in SE Asia productive for |12 |adaptation |typhoons |show how SE Asians have taken advantage of|

|diverse agriculture? |In Focus: CG 4 4.01 Describe |change |cyclones |the rich natural resources throughout |

|How does the “Ring of Fire” affect the |the patterns of and motives for |climate |humidity |history. |

|people of the region? |migrations of people, and evaluate the |vegetation |plantations |discuss why SE Asia has been a place of |

|Why has the death toll been so high in |impact on the political, economic, and |diffusion |terraced farming |adaptation to new ideas. |

|recent natural disasters? |social development of selected societies|systems (of government) |endangered forests |analyze the impact of conflicts in the |

| |and regions. |globalization |monasteries |region. |

|History: |4.02 Identify the main commodities of |modernization |modernization |predict what the future of SE Asia will |

|Why has SE Asia become a melting pot of |trade over time in selected areas of |religion/faith |authoritarian rule |look like based on current trends. |

|world faiths? |Africa, Asia, and Australia and evaluate| |communism | |

|How has the Vietnam conflict changed the |their significance for the economic, |Terms/People/Places/Events: | |Global Connections: |

|region? |political, and social development of |Asian Pacific Rim | |Have students research other devastating |

| |cultures and regions. |“Ring of Fire” | |natural disasters in recent history. |

|Society & Culture: |4.03 Examine key ethical ideas and |“Tiger” economies | |Look at major exports from SE Asia that |

|In which ways have SE Asians adapted to new |values deriving from religious, |Filipinos | |have a global impact. |

|ideas? |artistic, political, economic, and |Spanish rule in the Philippines | |Research how ecotourism in SE Asia |

| |educational traditions, as well as their|US presence in the Philippines | |compares to other eco-tourist locales. |

|Economics: |diffusion over time, and assess their |Vietnam War | | |

|What benefits has SE Asia typically received|influence on the development of selected|Ho Chi Minh | | |

|as a major trade route? |societies and regions in Africa, Asia, |“domino theory” | | |

|How is urbanization affecting SE Asia? |and Australia. |Spice Islands | | |

| | |types of government | | |

|Government: | |Aung San Suu Kyi & Nobel peace prize | | |

|In what ways has the movement in ideas | |Petronas Towers (Kuala Lampur) | | |

|prevented the furthering of communism in SE | |ASEAN | | |

|Asia? | |Singapore | | |

| | |2004 Tsunami | | |

|Current Issues/Globalization: | |2008 Malaysian cyclone | | |

|How are SE Asian traditions changing as a | |major faiths: Christianity, Islam, | | |

|result of modernization? | |Buddhism, Hinduism | | |

|UNIT OF STUDY/THEME: |Eastern Asia: China / In Focus: CGs 2 & 10 |

| | | | |

|Suggested |16-20 |Unit Essential Question |What role have human-environmental interactions played in shaping Chinese historical events? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 1-3, 5-6, & |Concepts: |Vocabulary: |Students should be able to… |

|How has the powerful landscape of China |8-12 |citizenship |characters (written language) |examine how the geography of China has |

|affected decisions made by its people? (see:|In Focus: CGs 2 & 10 2.01 Identify key |development |heterogeneous society |affected the movement of its people. |

|Gobi desert, Himalayas, Pacific Ocean, & |physical characteristics such as |systems (of government) |filial piety |evaluate the role of important historical |

|major river systems) |landforms, water forms, and climate and |competition |ancestors |figures in the development of Chinese |

|Why has geography shaped the migration |evaluate their influence on the |diversity |veneration |society. |

|patterns of people? |development of cultures in selected |change |dynasty |assess the region’s global influence. |

| |African, Asian and Australian regions. |conflict |bureaucracy |analyze the effect of China’s economy |

|History: |2.02 Describe factors that influence |cooperation |influence |(including imports and exports) on the |

|In your opinion, which dynastic rule |changes in distribution patterns of |revolution |colonialism |world market. |

|established the greatest legacy for China? |population, resources, and climate in | |revolution |discuss the environmental concerns facing |

|How did Mao Zedong’s policies shape modern |selected regions of Africa, Asia, and |Terms/People/Places/Events: |commune |China. |

|Chinese history? |Australia and evaluate their impact on |Asian Pacific Rim |ideology | |

| |the environment. |Himalayas |tariff |Global Connections: |

|Culture: |2.03 Examine factors such as climate |Gobi Desert |intensive farming |Examine industries leaving the US(or |

|Which unique cultural characteristics have |change, location of resources, and |Yangtze River |double cropping |specifically NC) & moving to China. |

|survived over time? |environmental challenges that influence |arid & humid China |aquaculture |Compare the labor force in China to U.S.- |

|How have religious-philosophical ideas |human migration and assess their |feng shui |subsistence farming |including salaries, benefits, worker’s |

|influenced China? |significance in the development of |silk eggs |commercial farming |rights, etc. |

|Economics: |selected cultures in Africa, Asia, and |Han empire |hydroelectric power |Analyze the pollution from industry and |

|Which products fuel the giant Chinese |Australia. |Mandarin | |its effect on the global environment. |

|economy? | |Cantonese | |Discuss lasting contributions by the |

|How does China balance a mixed economy with | |one-child-per-family policy | |Chinese to global arts and sciences. |

|communist beliefs? | |Confucianism | |Examine how great dynastic periods in |

| |10.01 Trace the development of |Daoism& Laozi | |Chinese history measure up to other |

|Government: |relationships between individuals and |Buddhism | |empires in history (Rome, Inca, Mongols, |

|How does the government of China coexist |their governments in selected cultures |Qin dynasty | |Turks, British.) |

|with other regional governments? |of Africa, Asia, and Australia, and |Great Wall of China | |Investigate the global impact of the Silk |

|How are traditions of civic duty expressed |evaluate the changes that have evolved |terracotta warriors | |Road. |

|in a modern world? |over time. |gunpowder | |Research the global legacy of Chinese |

|How has the state helped citizens during |10.02 Identify various sources of |fine china (porcelain) | |government & civic duties. |

|natural disasters? |citizens' rights and responsibilities, |paper | |Study the modern migration of people from |

| |such as constitutions, traditions, and |Mandate of Heaven | |the countryside to urban centers. Then |

|Current Issues/Globalization: |religious law, and analyze how they are |acupuncture | |compare to other mass migrations in |

|Which issues did China address as they |incorporated into different government |compass | |history. |

|hosted the 2008 Olympics? |structures. |Mao Zedong | | |

|What would a “Chinese century” look like for|10.03 Describe rights and |“Cultural Revolution” | | |

|the world over the next 100 years? |responsibilities of citizens in selected|“Great Leap Forward” | | |

|How can China resolve the status of Taiwan? |contemporary societies in Africa, Asia, |opium | | |

| |and Australia, comparing them to each |Three Principals of the People | | |

| |other and to the United States. |junks | | |

| |10.04 Examine the rights, roles, and |Deng Xiaoping | | |

| |status of individuals in selected |spheres of influence | | |

| |cultures of Africa, Asia, and Australia,|Special Econ. Zones | | |

| |and assess their importance in relation |Hong Kong | | |

| |to the general welfare. |Special Administrative Regions (Macao & | | |

| | |Hong Kong) | | |

| | |World Trade Organization | | |

| | |1989 Tiananmen Square | | |

| | |Taipei 101 | | |

| | |Issue of Taiwan | | |

| | |Tibetan freedom | | |

| | |Three Gorges Dam | | |

| | |Chinese New Year & lunar calendar | | |

| UNIT OF STUDY/THEME: |Eastern Asia: Japan & Korea/ In Focus: CG 2 |

| | | | |

|Suggested |7-10 |Unit Essential Question |What role has nature played in the development of East Asia? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-4, 6-7, & |Concepts: |Vocabulary: |Students should be able to… |

|How has the location of Korea affected the |9-12 |cooperation |homogeneous society |explain how geography shaped the movement |

|lives of its people? |In Focus: CG 2 2.01 Identify |religion/faith |archipelago |patterns of people in Korea and Japan. |

|How has geography shaped the population |key physical characteristics such as |nature |peninsula |assess the impact of high population |

|patterns of people throughout Japan? |landforms, water forms, and climate and |harmony |stalemate |density. |

| |evaluate their influence on the |adaptation |armistice |discuss the people who helped shape the |

|History: |development of cultures in selected |modernization |reunification |history and cultures of Korea and Japan. |

|In what ways has Japan absorbed foreign |African, Asian and Australian regions. |traditions |feudalism |analyze the role of government in |

|ideas while maintaining tradition? |2.02 Describe factors that influence |conflict |imperialism |developing industries in Korea and Japan. |

|How did the emergence of a communist North |changes in distribution patterns of |development |tsunami |discuss the major issues facing the Koreas|

|Korea change the peninsula? |population, resources, and climate in |progress |constitutional monarchy |and Japan. |

| |selected regions of Africa, Asia, and |citizenship |pacifists | |

|Culture: |Australia and evaluate their impact on | | |Global Connections: |

|Why has nature played a critical role in |the environment. |Terms/People/Places/Events: | |Look at cultural elements of Japan that |

|shaping East Asian culture? |2.03 Examine factors such as climate |“Hermit Kingdom” | |are popular in the US and around the |

| |change, location of resources, and |kimchi | |world. |

| |environmental challenges that influence |“rice bowl” of Asia | | |

| |human migration and assess their |han’gul | |Examine the threat a nuclear North Korea |

| |significance in the development of |Japanese invasion of Korea | |poses in a terrorist age. |

|Economics: |selected cultures in Africa, Asia, and |DMZ | |Research the military bases the US |

|How have the Japanese made full use of their|Australia. |Kim Il-Sung | |maintains in the Pacific Rim. |

|limited natural resources? | |Kim Jong-Il | |Identify goods and services Americans |

|In what ways does the government affect | |Korean War | |receive from Japan & the Koreas. |

|industry in the Korean peninsula? | |Seoul | |Analyze the Kyoto protocols and what that |

| | |spirit worship | |means for businesses and the environment. |

|Government: | |women of the sea | |Research from where Korean and Japanese |

|Which form of government do you feel has | |role of education | |chopsticks are imported, and discuss why. |

|been most effective in meeting the needs of | |samurai | | |

|its people? | |Matthew Perry | | |

| | |Meiji restoration | | |

|Current Issues/Globalization: | |Japanese capture of Manchuria | | |

|How can East Asians preserve tradition in a | |Pearl Harbor | | |

|modern world? | |Emperor Hirohito | | |

|What are the common issues facing both Japan| |Enola Gay-Hiroshima-Nagasaki | | |

|and the Koreas? | |Shintoism | | |

| | |Mount Fuji | | |

| | |cherry tree blossom | | |

| | |origami | | |

| | |Zen Buddhism | | |

| | |Tokyo | | |

| | |capsule hotels | | |

| | |kimono | | |

| | |National Diet | | |

| | |seibo | | |

| | |Japan’s “economic miracle” | | |

| | |Group of Eight (G8) | | |

| | |Juku (“cram schools”) | | |

| | |Sumo wrestling | | |

| | |Kabuki theatres | | |

| | |World Cup of Soccer 2002 in Korea/Japan | | |

| UNIT OF STUDY/THEME: |Oceania: Australia, New Zealand & Polynesia/ In Focus: CG 6 |

| | | | |

|Suggested |7-10 |Unit Essential Question |What economic changes in Oceania arrived through hundreds of years of immigration by “foreigners”? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals & Global |

| | |Key People/Terms/Events | |Connections |

|Geography: |Textbook correlates to: CGs 2-7 & 10-12 |Concepts: |Vocabulary: |Students should be able to… |

|What connections do you see between |In Focus: CG 6 6.01 Describe |tourism |exile |examine the causes of population patterns |

|geography & population patterns in the |different levels of economic development|tradition |missionaries |in Australia & New Zealand. |

|Australia-New Zealand region? |and assess their connections to standard|change |penal colony |discuss why Europeans, & Asians today, |

| |of living indicators such as purchasing |settlement |referendum |have been attracted to Oceania. |

|History: |power, literacy rate, and life |mythology (Dreamtime) |exports |describe the importance of Aboriginal & |

|How would you describe the treatment of |expectancy. |associations |high islands |Maori cultures to the Australia-New |

|Aborigines in Australian history? |6.02 Examine the influence of education |exploration |low islands |Zealand region. |

| |and technology on productivity and |immigration |atoll |identify what common characteristics are |

|Society & Culture: |economic development in selected nations| |ecotourism |found in the people of Oceania. |

|In what ways did European settlers to |and regions of Africa, Asia, and |Terms/People/Places/Events: |territories |examine how the territories belonging to |

|Australia & New Zealand adapt their |Australia. |the Outback | |the US (Samoa, Guam, Marshall Islands, & |

|lifestyles to a new environment? |6.03 Describe the effects of |the Great Barrier Reef | |the state of Hawaii) have affected |

| |over-specialization and evaluate their |stations | |mainland US culture. |

|Economics: |impact on the standard of living. |Aborigines | | |

|How have the people of Oceania responded to | |Maori | |Global Connections: |

|the presence of foreign powers? | |tattoos | |Identify which “pull & push factors” |

| | |Australian gold rush | |brought the British to Australia-New |

|Government: | |Edward Hargraves | |Zealand. |

|What benefits do Australian & New Zealanders| |British Commonwealth | |Compare the British founding of the US |

|receive as members of the British | |kiwi fruit | |state of Georgia to Australia. |

|Commonwealth? | |“Kiwi” | |Examine further why the Japanese have |

| | |“Aussies” | |immigrated in large numbers to Australia. |

|Current Issues/Globalization: | |Uluru (or Ayers ) Rock | |Compare eco-tourism in the continent to |

|How can the traditional way of life survive | |rugby | |other famous eco-tourist spots. |

|as the “outside” world becomes closer? (see:| |Dreamtime | |(rainforests in Brazil-Costa Rica-Mexico, |

|Aborigines, Maori, Polynesians, Easter | |Sydney | |African savannas, SE Asian forests, Indian|

|Island, etc.) | |Melbourne | |reserves) |

|In the future, how will associating more | |Wellington | | |

|with Asian neighbors, than European allies, | |Micronesia | | |

|change the Australia-New Zealand region? | |Polynesia | | |

| | |Melanesia | | |

| | |“PNG” | | |

| | |pidgin | | |

| | |wayfinding | | |

| | |Easter Island-Hawaii-New Zealand=Polynesian| | |

| | |triangle | | |

Appendix:

NC Department of Public Instruction’s

Cognitive Level Model: Bloom-Marzano Hybrid

(adopted-1989)

and

An Item Shells Approach to

Formulating Questions for Each Cognitive Level

NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.

Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

|Knowledge |

|Defining problems: clarifying needs, discrepancies, or puzzling situations |

|Setting goals: establishing direction and purpose |

|Observing: obtaining information through one or more senses |

|Formulating questions: seeking new information through inquiry |

|Encoding: storing information through long-term memory |

|Recalling: retrieving information from long-term memory |

|Useful Verbs: list, name, label, recall, identify, match, choose |

|Organizing |

|Arranging information so it can be used effectively |

|Comparing: noting similarities and differences between or among entities |

|Classifying: grouping and labeling entities on the basis of their attributes |

|Ordering: sequencing entities according to a given criterion |

|Representing: changing the form but not the substance of information |

|Useful verbs: categorize, group, classify, compare, contrast |

|Applying |

|Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or principles that are required to solve a problem. |

|Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate |

| |

|Analyzing |

|Clarifying existing information by examining parts and relationships |

|Identifying attributes and components: determining characteristics or parts of something |

|Identifying relationships and patterns: recognizing ways in which elements are related |

|Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning |

|Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them |

|Useful Verbs: outline, diagram, differentiate, analyze |

|Generating |

|Producing new information, meaning, or ideas |

|Inferring: going beyond available information to identify what reasonably may be true |

|Predicting: anticipating next events or the outcome of a situation |

|Elaborating: explaining by adding details, examples, or other relevant information |

|Useful Verbs: conclude, predict, explain, elaborate, infer |

|Integrating |

|Connecting and combining information |

|Summarizing: combining information efficiently into a cohesive statement |

|Restructuring: changing existing knowledge structures to incorporate new information |

|Useful Verbs: combine, summarize, design, imagine, generalize |

|Evaluating |

|Assessing the reasonableness and quality of ideas |

|Establishing criteria: setting standards for making judgments |

|Verifying: confirming the accuracy of claims |

|Useful Verbs: judge, evaluate, rate, verify, assess, define criteria |

An Item Shells Approach to formulating questions for each cognitive level (some examples)

KNOWLEDGE (Identifying):

Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)

Which _____________________________________ is characteristic of ____________________________?

(fact, concept, principle, or procedure)

ORGANIZING (Classifying):

Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)

What completes this ________________________________________?

APPLYING (Problem Solving)

What is the true nature of the problem?

Which _____________________________________ is an example of ______________________________?

What is a possible solution?

ANALYZING:

What must _________________________________ consist of?

Given _____________________________________, what is the primary cause _____________________?

What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):

What would happen if ______________________________________?

What is needed to solve this problem?

If ____________________________happens, what should be done to ____________________________?

On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):

_________________________ and _____________________ will likely make/result in _________________?

How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):

What is most effective for ____________________________________?

Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)

What is most effective method for _____________________________?

What is the most critical step in this procedure?

Which step in unnecessary in this procedure?

Which is the most effective (efficient) solution?

Why is _________________________ the most effective (efficient) solution?

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“In Focus”:

Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 1-2 principal CGs that are natural fits for the given unit; CG 13 is touched upon in each unit through “Global Connections” (see next page)

• Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.

Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district matters

Current adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook

Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.

While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ.

EQs should drive instruction & be made visible for all students.

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall

• “Target Goals”: a roadmap for unit mastery

• “Global Connections”: developing students for the global workforce through social studies; by applying the global connections, CG 13 will be covered throughout the year.

Core Curriculum for 7th Grade Africa, Asia, & Australia (Oceania)—

A list of top 100 Key Terms/People/Places/Events (see units)

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