AFNORTH International Middle/High School

World Geography

Grade 7

Course Syllabus

Mrs. C. Jones

SY 2004-2005

COURSE TITLE: World Geography – Social Studies 7

TEACHER: Cindy P. Jones

ROOM: A 3.3

E-MAIL: cindy_jones@eu.odedodea.edu

COURSE DESCRIPTION:

Grade 7 Social Studies explores the world of geography, both physical and cultural. After an introduction to the themes and branches of geography, the class will study various regions of the world. Focusing on a few countries and applying the geographic themes and tools to them will allow students to view the overall picture of our world and to recognize both its diversity and its commonality.

COURSE GOALS/OBJECTIVES/STANDARDS

Upon completion of the course students should be able to:

The standards for seventh-grade students cover the geography of the world and human interaction with the environment. Students use data resources, geographic tools, map projections, and satellite images to generate, manipulate and interpret information. Atlases, data bases, grid systems, charts, graphs, and maps are used to explore geographic relationships. Students explore the causes, consequences, and possible solutions to global issues, such as health, security, resource allocation and environmental quality.

Citizenship

Social studies programs should include experiences that provide for the study of ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:

· Identify sources and examples of citizens’ rights and responsibilities in different cultures

· Describe how citizenship is interpreted differently in countries

· Describe sources and examples of global citizen’s rights and responsibilities

· Demonstrate the ability to locate, access, organize, and use information about selected public issues in various cultures

· List ways people can exhibit tolerance for other peoples and cultures

· Explain how dissent and related forms of citizen action influence public policy

Culture

Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:

· Describe the concept of civilization

· Identify commonalties and differences among cultures

· Identify reasons why humans live in different societal patterns

· Explain the cultural aspects of art, music, religion, education, and recreation

· Identify cultural values by studying examples of artifacts left by a specific culture

· Explain why language and artifacts are specific cultural determinants

· Analyze cultural patterns revealed in artifacts

· Describe how the elements of a culture (e.g., traditions, beliefs and values, behavior patterns, and artifacts relate) to each other and make up an integrated whole.

· Apply an understanding of culture as an integral part of one’s daily life.

· Explain how individuals and groups respond to change.

· Describe various cultural patterns of conflict resolution

· Identify ways information and experiences may be interpreted differently by people from diverse cultural perspectives and frames of references

· Explain the value of cultural diversity and cohesion, within and across groups

Time, Continuity, and Change

Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:

· Identify key concepts (such as chronology, causality, change, conflict, and complexity) to explain, analyze, and show connections among patterns of historical change

· Relate historical development to geo-economic and ideological factors

· Compare how various settlements have been established and maintained

· Use key concepts to explain, analyze and show connections among patterns of historical change

· Explain how cultures may describe the same event in different ways

· Analyze varying interpretations of historical events and draw conclusions about cultural values

· Use a variety of materials to solve an historical problem

· Use knowledge, facts, concepts, and methods of historical inquiry to make an informed decision and take an action on a public issue

Space and Place

Social studies programs should include experiences that provide for the study of space and place, so that the learner can:

· Define the geographic themes of location, place, human-environment interactions, movement and region

· Relate how physical geography incorporates information from a variety of other sciences

· Demonstrate the use of geographic tools and resources (e.g., maps, atlases, computer data bases)

· Demonstrate the use of latitude and longitude

· Apply elements of scale, symbols, and direction in the creation and use of maps

· Construct a map

· Use the geographic themes of location, place, human-environment interactions, movement, and region

· Name the type of land formations that form natural boundaries on a topographical map

· Identify ways that people have changed the topography of the land

· Describe adaptation as necessary for living in a specific geographical region

· Explain key geographic dimensions of culture, to include region, diffusion, economy, and integration

· Apply the geographic themes of location, place, human-environment interactions, movement, and region

· Infer ways that the natural and human-constructed environments interact with culture, using a variety of experiences and sources (including works of art and literature)

· Explain how historical events in all cultures have been influenced by physical and human geographical factors

· Identify the socioeconomic effects of environmental changes and crises on communities

· Identify uses of energy which conserve natural resources

· Propose alternative uses of environments and resources

Individual Development and Identity

Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:

· Identify the methods with which individuals can determine personal skills and talents

· Use sources of information concerning jobs and careers

· Identify ways regional, ethnic and national cultures influence individuals’ daily lives

· Describe the role of primary and secondary institutions on personal choices

· Explain the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity

· Describe personal connections to place

· Explore the influences of perception, attitudes, values, and beliefs on personal identity

· Identify physiological changes in the human body as an individual experiences various emotions

· List long- and short-range goals

· Describe personal changes over time

· Identify current ways of resolving individual needs and conflicts

· Apply the terms conflict and compromise to one’s own life

· Work independently and cooperatively within groups and institutions to accomplish goals

· Apply concepts from the study of human growth and development, including perception, behavior, learning, and motivation

· Analyze a situation to identify reasons why individuals might respond to the similar situations in different ways

Individual, Groups, and Institutions

Social studies programs should provide for the study of interaction among individuals, groups, and institutions, so that the learner can:

· Explain how groups and institutions are developed

· Identify loyalties as related to groups

· Identify the concepts of group behavior based on language, religion, family, and nation

· Describe the various forms institutions take

· Relate how groups and institutions perpetuate values, beliefs, and attitudes over time

· Describe the development of religion and morality as part of social group behavior

· Detail the behavior and relationship of human beings functioning in an environment

· Apply knowledge of how groups and institutions work to meet personal needs and to promote the common good

· Identify examples of tensions between expressions of individuality and group/institutional efforts to promote social conformity

· Explain how community groups and organizations use the decisionmaking process

· Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups

· Describe the effects of social and economic disparities on individuals, groups, and institutions

· Describe ways peoples/groups/institutions adapt to their environment

· Describe social mobility and possibilities for the future

· Evaluate the role of institutions in furthering both continuity and change

Production, Distribution, and Consumption

Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can:

· Identify the major factors that have contributed to the economic development of a given nation

· Detail the development of various economic systems

· Use economic terminology and tools to solve problems

· Understand savings as a cultural concept

· Describe costs and benefits of credit buying in various world cultures

· Define the term economic self-interest as exhibited in basic human needs

· Compare the concepts of import and export

· Explain economic interdependence

· Demonstrate an understanding of the characteristics, structure, and function of economics throughout the world (e.g., standards of value, medium of exchange, and balance of trade)

Power, Authority, and Governance

Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance so that the learner can:

· List methods individuals may use to make changes in their political system

· Describe how members of a society participate in political decisions

· Describe government forms, functions and relationships at the local, state, national and international levels

· Use political science instruments to solve problems

· Describe the concepts of civil and equal rights as related to various cultures

· Explain how population growth places a strain on a political system

· Compare political systems

· Compare ways political leaders are chosen in various nations

· List organizations that promote international cooperation

· Explain the development and the role of international and multinational organizations and agencies

· Describe current national and international political developments

· Discuss the role of nationalism in national foreign policy

· Compare economic instability and political problems in developing nations

· Interpret the ways nations and organizations respond to forces of unity and diversity affecting order and security

· Evaluate the extent to which governments realize their stated ideals at home and abroad

Science, Technology, and Society

Social studies programs should include experiences that provide for the study of relationships among science, technology, and society, so that the learner can:

· Define environmental terminology and needs.

· Use appropriate geographic software for recording geographic data, constructing maps, and computer simulations

· Identify examples where humans have shaped and adapted the environment to meet their needs

· Describe how science and technology affect the daily lives of people in various cultures

· List examples in which values, beliefs, and attitudes have been influenced by new scientific and technological knowledge

· Show through specific examples how science and technology have changed society’s perceptions of the human and natural world

· Describe the influence of culture on scientific and technological choices and advancements

SCOPE & SEQUENCE:

Grade 7 World Geography fits logically into the DoDDS Social Studies scope and sequence. It is a continuation of the World Regions begun in grade 6 and will be completed in grade 9. In addition to the textbook units listed below, students also will work on important social studies/life skills that will be interspersed throughout the course as they fit naturally into the regional studies.

Quarter 1

Introduction to Geography

· A Geographer’s World

· Climate and Natural Environment

· The World’s People

The Pacific World and Antarctica

· Australia and New Zealand

Quarter 2

· The Pacific Islands and Antarctica

Middle and South America

· Mexico

· Atlantic South America

· Pacific South America

Quarter 3

Europe

Quarter 4

Africa

CSP GOAL:

AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

Writing is an integral part of any social studies course. Students will have numerous daily written exercises, and every major test will have an essay component. In addition, projects will be assigned throughout the year that require polished writing and class presentations. Major writings will be graded using the 6+1 rubric, which assesses ideas, organization, voice, word choice, sentence fluency, and conventions.

COURSE GRADING/ASSESSMENT:

Quarter grades will be a combination of

50% Tests and Major Projects

30% Quizzes and Skill Builders

20% Homework and Notebook

Each semester’s exam will count 10% of the semester grade, with the two quarter grades each being 45%.

CLASSROOM EXPECTATIONS/CONSEQUENCES:

Respect and responsibility are key to learning and life. Seventh graders must

v respect others and their property (no put-downs, profanity, throwing items, etc.)

v leave hats, food, gum, nuisance items at home or in lockers

v bring books, homework, required materials to class

v visit restrooms and lockers, sharpen pencils, talk before class time

v be seated quietly, ready to learn, when class begins

v listen, take notes, ask questions, be sure you understand directions and subject

v remain in class, seated, until dismissed by teacher

In addition to the logical consequences from lack of respect and responsibility, students who are behaving or using class time inappropriately may be given detention during lunch or after school. If behavior does not improve, parent and/or administration intervention will be sought.

TEXTBOOK:

Helgram, David N., et.al. People, Places and Change. Austin: Holt, Rinehart and Winston. 2001.

SUPPLEMENTAL MATERIAL:

Global Skill Builder and various other text support materials will be used, along with videos.

SUPPLIES (REQUIRED);

Students are expected to have these supplies in class: Ring binder with loose-leaf paper, pencil or pen, colored pencils, textbook.

The ring binder (notebook) is expected to have the Course Description handout, a list of homework assignments (or a separate agenda), current notes, handouts, and quizzes. These items must be organized and attached neatly.

HOMEWORK POLICY:

Homework should be completed before entering the classroom and will be turned in upon entering the classroom. ALL WORK IS EXPECTED TO BE HANDED IN ON TIME. Under exceptional circumstances, work may be handed in one class day late with a note from a parent.

Homework, like class work, is given to reinforce learning. All homework should be corrected by the student, who is expected to use feedback for improvement. A student should seek help with any part not understood.

MAKE-UP WORK POLICY:

Students who have been absent are responsible for turning in previously assigned work on the first day back. If a test or quiz was missed, students should take it during class or Seminar on the first day back.

A student who has been absent must check the Assignment Folder, write down assignments missed, get any handouts, and see the teacher for clarification of work and deadlines.

PARENT, STUDENT, TEACHER COOPERATION:

Students learn best when they are cooperating with parents and teachers in a joint effort. If you have questions or concerns, please e-mail, call or set up an appointment through the guidance office (045 527 8268)