RMAAP**********************U* vvv. MED. The. K. Reynolds Bending

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ED 335 291 SO 030 424

TITLE Seventh Grade Social Studies Curriculum.

INSTITUTION Seminole County Board of Public Instruction, Sanford,Fla.

PUB DATE 86NOTE 226p.

PUS TYPE Guides - Classroom Use - Teaching Guides (ForTeacher) (052)

EDRS PRICE MF01/PC10 Plus Postage.

DESCRIPTORS Curriculum Guides; *Geography; Geography Instruction;*Grade 7; Junior High Schools; *Social Studies; StateStandards; Student Educational Objectives

IDENTIFIERS Florida; Seminole County School District FL

ABSTRACTThis Seminole County (Florida) seventh grade social

studies curriculum lide features curriculum framework:: ;or basic,average, and advanced social studies courses as well as minimumstudent performance standards and objectives. The contents includeFlorida Department of Education curriculum frameworks for geography;free enterprise and consumer education minimum objectives (assessedat grade 8); student performance standards of excellence for Floridaschools in social studies (assessed at grade 8); comprehensive testof basic sIcills (social studies objectives); basic geography(curriculum); geography (curriculum); and advanced geography(curriculum). (DB)

**********R**********MAA************P********************************U** Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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THE SCHOOL BOARD OF SEMINOLE COUNTY

ROBERT W. HUGHESSUPERINTENDENT

NANCY WARRENCHAIRMAN

JOSEPH WILLIAMS, JR.VICE-CHAIRMAN

JEAN BRYANTWILLIAM J. KROLL

PAT TELSON

MARION G. DAILEYASSISTANT SUPERINTENDENT FOR

INSTRUCTIONAL SERVICES

JACK HEISLERDIRECTOR OF SECONDARY EDUCATION

JAMES J. ELLIOTTCONSULTANT/COORDINATOR OF

SOCIAL STUDIES

GEOGRAPHY WRITING TEAM:

CYNTHIA Y. HOLTVEEG OVERBAYROBERT S. RIFKINDIANA COWAN

INTRODUCTION TO SEVENTH GRADE GEOGRAPHY CURRICULUM 1986

Notes to the teacher using this guide:

1. The State Department of Education Intended Outcome number 1 isinfused throughout the entire curriculum.

2. The State Department of Education Intended Outcomes arecorrelated to the County Course Outline.

3. The Free Enterprise/Consumer Education Objectives, Standardsof Excellence, and Comprehensive Test of Basic SkillsObjectives are referenced to those units where they mostlogically apply. Teachers may find these standards usefuland applicable in other units as well.

3

TABLE OF CONTENTS

Florida Department of Education -Curr.Lculum Frameworks (Basic, Average, Advanced)

Free Enterprise And Consumer EducationMinimum Objectives - Assessed at Grade 8

Student Performance Standards of Excellencefor Florida Schools in Social Studies -Assessed at Grade 8

Comprehensive Test of Bas.ic Skills -Social Studies Objectives

Basic Geography

Geography

Advanced Geography

SEVENTH GRADECURRICULUM FRMMWORKS

CURRICULUM FRAMEWORKS - GRADE 7

FLORIDA DEPARTMENT OF EDUCATION

SUBJECT AREA: GEOGRAPHY

COURSE NUMBER 2103000 COURSE TITLE: GEOGRAPHY - BASIC

I. MAJOR CONCEPTS/CONTENT: The purpose of this course is to pro-vide students an opportunity to acquire a fundamental under-standing of the physical environment and political divisionsof the world.

The content should include, but not be limited to, the studyof world regions as they relate to topography, climate, politi-cal divisions, natural resources and interrelationships ofpeople and their environment.

INTENDED OUTCOMES: After successfully completing this course,the student will be able to

1. Demonstrate knowledge and use of maps, globes, charts,graphs and other tools cf geography.

2. Identify the geographic features and political divisionsof the major regions of the world.

3. Describe the climatic conditions of the major regions ofthe world.

Describe the relationship between the processes of natureand the various physical/environmental conditions on earth.

5. Understaud the relationship of environment to the develop-ment of culture.

6. State the relationship between economic development andthe utilization and conservation of natural resources.

7. Recognize global interdependence.

8. Explain how people impact their physical ensironment.

9. Identify geographic factors which influence major social,economic, and political situations in the world.

10. Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.

t;



SUBJECT AREA: SOCIAL STUDIES

COURSE NUMBER: 2103010 COURSE TITLE: M/J GEOGRAPHY

I. MAJOR CONCEPTS/CONTENT: The purpose of this course is to pro-vide students an opportunity to acquire an understanding of thephysical environment and geographic regions of the world.

The content should include, but not be limited to, the study ofworld regions as they relate to topography, climate, politicaldivisions, natural resources and interrelationships of peopleand their environment.

II. INTENDED OUTCOMES: After successfully completing this course,the student will be able to

1. Demonstrate knowledge and use of maps, globes, charts,graphs, and other tools of geography.

Locate and describe the geographic features and politicaldivisions of the major regions of the world.

3. Categorize and explain the climatic conditions of the majorregions of the world.

4. Understanding the relationship between the forces and pro-cesses of nature and the various physical/environmental con-ditions on the earth.

5. Understand the relationship of environment to the developmentof culture.

6. Explain the relationship between economic development andutilization and conservation of natural resources.

7. Explain global interdependence.

8. Explain how people impact their physical environment.

9. Explain geographic factors which influence major social,economic, and political situations in the world.

10. Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.



SUBJECT AREA: GEOGRAPHY

COURSE NUMBER: 2103020 COURSE TITLE: GEOGRAPHY - ADVANCED

MAJOR CONCEPTS/CONTENT: The purpose of this course is to pro-vide students an opportunity to acquire an in-depth and com-prehensive understanding of the physical environment and politi-cal divisions of the world.

The content should include, but not be limited to, the study ofworld regions as they relate to topography, climate, politicaldivisions, natural resources and interrelationships of peopleand their environments.

II. INTENDED OUTCOMES: After successfully completing this courrthe student will be able to

1. Demonstrate knowledge and use of maps, globes, charts,graphs and other tools of geography.

2. Compare the geographic features and political divisions ofthe major regions of the world.

3. Compare the climate conditions of the major regions of theworld.

4. Interpret the relationship between the forces and processesof nature and the various physical/environmental conditionson earth.

5. Analyze the relationship of environment to the developmentof culture.

Analyze the relationship between economic development andthe utilization and conservation of natural resources.

7. Analyze global interdependence.

8. Evaluate how people impact their physical environment.

9. Analyze the geographic factors which influence major social,economic, and political situations in the world.

10. Utilize the appropriate vocabulary, geographic ri2erence/study, critical thinking, and de,:ision-making skills.

LI

FREE ENTERPRISE AND CONSUMEREDUCATION MINIMUM OBJECTIVES

ASSESSED AT GRADE 8

TOPIC

FREE ENTERPRISE AND CONSUMER EDUCATION

GRADE EIGHT

OBJECTIVES - The student will:

2. Identify Private property as the basicfoundation of a free enterprise system.

#A - FREE ENTERPRISE, BUSINESSORGANIZATIONS, ANDPRIVATE PROPERTY

#C - LABOR ORGANIZATIONS

#D - SCARCITY AND PRODUCTION

#E CAPITAL INVESTMENT, PROFITMOTIVE, AND ECONOMIC GROWTH

#F - SPECIALIZATION, TECHNOLOGY,EXHANGE AND INTERDEPENDENCE

6. Describe some ways in which competi-tion benefits the consumer.

10. Define labor force as people employedor seeking employment.

14. Identify why scarcity requireschoices.

17. Define production as the creationof goods or services.

19. Identify how substitutions can be usedwhen a resource becomes more scarce.

20. Distinguish between a consumer goodand a capital good.

21. Identify the factors of production asnatural resources, labor, capital,and management.

U. Identify the factors of production asnatural resources, labor, capital,and management.

24. Define capitn1 &oods as tools, equip-ment, machinery iffirbuildings thatare used in the production of othergoods and services.

25. Define prof it as the reward for takingrisk in usxness.

30. Define specialization as individualsor groups concentrating on one jobrather than attempting to do manyjobs.

31. Define exchange as obtaining goodsand services from others in returnfor money, credit or other goodsand services.

32. Define technology as the use of toolsand/or knowledke to produce goods andservices.

I L)


GRADE EIGHI

TOPIC OBJECTIVES - The student will:

#G - SUPPLY AND DEMAND 34. Define demand as the amount of goodsand sera-digthat buyers are willingto buy.

Define marketplace as a settingwhere goods and-services are bought,sold, or traded.

Define sppy as the amount of goodsor serv ces t at sellers are willingto sell.

35.

36.

37.

38.

#H - PRICE, MARKET EQUILIBRIUM, 43.AND INFLATION

45.

46.

#K - SCARCITY AND CONSUMER 50.DECISION-MAKING

53.

54.

#L - PERSONAL AND FAMILY INCOMEAND BUDGETS 56.

#N - FINANCIAL INSTITUTIONS,CONSUMER CREDIT, AND 64.

INTEREST RATES65.

66.

67.

Name some factors which may influencethe supply of a good or service.

Name some factors which may influencethe demand for a good or service.

Define Floe as the money value se...T.for a goo or service.

Define advertising as a means to informpeople about a fires products orservices, or to persuade people topurchase a firm's goods or servicesrather than those produced by acompetitor.

Recognize misleading and non-misleading advertising.

Define consumption as the use ofgoods and services.

Define impulse buying.

Define planned buying.

Define budvt as a plan for the useof money, time and other resources.

Compare saving with a financialinstitution to saving at home.

Define interest as money paid forthe use of money.

List some advantages of using credit,

List some disadvantages of using credit.


TOPIC

GRADE EIGHT

OBJECTIVES - The student will:

#Q - CONSUMERS EDUCATION,RIGHTS, AND

74. Identify some benefits of consumereducation to the consumer.

RESPONSIBILITIES

#S - INSURANCE 79. Define insurance as the purchaseof protection against loss.

#T - GOVERNMENT FUNCTIONS(TAXATION, SPENDING, ANDREGULATION)

83. Define government regulations asrules of conduct for consumers andproducers.

84. Identify kinds of taxes individualsmay be required to pay.

STUDENT PERFORMANCE STANDARDS OFEXCELLENCE FOR FL3RIDA SCHOOLS

INSOCIAL STUDIES

ASSESSED AT GRADE 8

SOCIAL STUDIES

Grade Level 8

STANDARDS

II A. The student will useinformation acquisitionand processing techniquesas associated with Historyand the various SocialSciences.

B. The student will demonstratethat the past may be inter-preted as a series of inter-related events.

C. The student will use maps,globes and other models tointerpret spatialrelationships.

SKILLS - The student will:

1013. Choose.a topic for research, usingan apinopriate the.As statement.

1014. Properly document Sources by usingfootnotes ard compiling sbibliography.

Gyntherize informatian and ideasfrom conflicting sources.

Identify bias and how it affectsexplanation of data.

Select and defend a position orcourse ^f action consistent withestablished criteria.

1015.

1016.

1017.

1018. Dyvel-p a set of criteriafor judging proposed courses o'action in terms of actual andprojected consequences.

1027 Explain the short and long range-effects of specific changes asthey relate to major state,national and world events.

1028 Explain causes and consequencesof specific historical events.

1029 Demonstrate the concept of arbitraryperiodization of history intoappropriate time xrames as itrelated to western and non-westernsocieties.

1030 Explain the significance ofspecific changes from the perspec-tiqes of various ethnic groups,social classes and cultures.

1031. Explain the historical setting ofcurrent state, national and inter-national problems.

1046. Use an appropriate atlas to comparetwo or more maps of the same areain order to combine data and makeinferences.

1047. Describe the relationship of thesun to the Tropic of Cancer, theTropic of Capricorn, the ArcticCircle and the Antarctic Circle.

STANDARDS

C. (cont.) The student willuse maps, globes, and othermodels to interpret spatialrelationships.

D. The student will describethe interdependence ofpeople and institutions ineconomic systems.

SOCIAL STUDIES

Grade Level 8


1048. Explain the relationship of timezones to longitude as well as tothe rotation of the earth.

1049. Compute time zone problems fornational and international travel.

1050. Explain how elevation, oceancurrents and location affectclimate.

1051. Using a physical map, infer adap-tation necessitated by theenvironment of a region.

1052 Explain the differences in mapprojections and recognize physicaldistortions involved in anyrepresentation of the earth otherthan the alobe.

1064. Describe a potential business andexplain how natural resources,labor, capital goods and entre-preneruial skills would be involvedin its operation.

1065. Propose alternatives, based oneconomic principles, for resolvingsome current issues.

1066. Explain how economic conditionsmlght affect the role of governmentin labor-management relations.

1067. Contrast production decisions underother economic systems with theUnited States' mixed market economy.

1068 Identify how changes in the levelof capital investment affect produc-tivity and employment.

1069. Explain the difference betweenelastic and inelastic demand andstate an example of each.

1070. Define and cite examples of substi-stute goods and complementary goods.

1071. Describe the mechanism in a marketeconomy that generates equilibriumprices.

SOCIAL STUDIES

Grade Level 8

STANDARDS

D. (cont.) The student willdescribe the interdependenceof people and institutionsin economic systems.

E. The student mill explain theinterdependence of cultures,regions, nations, peoplesand the biosphere.


1072.

1073.

1074.

1075.

1076.

1077.

1091.

1092.

1093.

1094.

1095.

F. The student will explain therelationship between beliefsand values, and how these con-cepts affect human behaviorand conflicts.

Identify the risks associated inalternative types of consumerpersonal investment.

Describe the relationship betweensaving, business investment andemployment.

Explain how credit affects a family'sfinancial growth and security.

Use examples to compare and contrastcommon forms of credit.

List reasons why government mightbe considered a fifth factor ofproduction.

Identify reasons why a marketeconomy is likely to offer agreater variety of goods andservices than a command econamy.

Identify major historical eventsand trends that have shaped theglobal development of human culture.

Identify the technologies, institu-tions, languages and beliefs whichlink the different peoples of theworld.

Identify the interdependent networks(political, economic, social, militer:ecological and technological) whichlink the United States and othernations.

Trace the possible bases foropinions, attitudes and beliefsabout social issues which differfrom one's own.

Campare and contrast opinions,attitudes and beliefs about socialissues held by one's own communityor nation and other peoples ofthe world.

Identify advantages and disadvan-tages of competition and cooperationin state, nation and the world.

ETANJARDS

F. (cont.) The student willexplen the relationshipbetween beliefs and values,and how these conceptsaffect human behavior andconflicts.

SOCIAL STUDIES

Grade Level 8


1111. Given a dilemma situation, identifypossible consequences and proposereasons for each.

1112. Predict behavior from knowledge ofbeliefs and values.

1113. Predict how conflicts in values orbeliefs may affect relationshipsamong individuals and groups.

1114. Describe means of transmittingbeliefs and values among familymembers, peer groups, anddifferent cultures using accommo-dation, acculturation, assimilation,direct transmission and socialization

Explain how the political partysystem, including third parties,functions in the United Statesand in Florida.

G. The student will acquire 1130.skills to participateeffectively in a democraticsociety and apply problem-solving skills to thedemocratic political process. 1131. Evaluate the function of both

lobby and interest groups.

1132. Distinguish between civil libertiesand human rights and give examplesof each.

1133. Define the concept of due processand give examples of its use inthe United States.

1134. Give examples, both positive andnegative, of due process.

1135. Compare and contrast the concept oftoleration of religion with theconcept of freedom of religion.

1136. Distinguish between and giveexamples of inequality andinequity.

1137. Propose a concept of justice bygiving labeled examples of justicedone and justice denied.

1138. Analyze histoxical documents toinfer at least two definitions ofpatriotism (e.g.,loyalty to country,loyalty to country's ideals).

STANDARDS

G. (cont ) The student willacquire skills to parti-cipate effectively in ademocratic society andapply problem-solvingskills to the democraticpolitical process.

SOCIAL STUDIES

Grade Level 8


1139. Analyze the role of the bureaucracyin relationship to the Presidency,the Congress and the Courts.

1140. Contrast the role of a politicalparty in the United States with therole of political parties in otherareas of the world.

1141. Infer, using the Florida Constitution,the powers granted to states bythe Federal Constitution.

H. The student will explain the 1162interaction among science,technology and society.

Identify and discuss the effective-ness of local, state or federallaws designed to protect people andthe environment.

1163. Cite examples of social, politicalor economdc decisions which haveresulted in primary and secondaryenvironmental problems.

1164. Forecast the effects of a social,political and economic change onthe environment.

1165. Select an environmental problem,investigate alternate solutions tothat problem, select one alterna-tive and defend that selection bythe environment and society.

.1166. Describe the social reactions whichhave occurred as a result of indus-try's impact on the environment.

1167. Demonstrate an understanding ofthe complexity of the energy issue.

1168. List and describe positive andnegative consequences of variousenergy technologies.

1169. Givn examples of the positive andnega:ive influences which technologyhas had on societal concerns anddecisions.

1170. Recognize that controversy existsconcerning attempts to limit tesearchconducted by scientists.

IISTANDARDS

H. (cont.) The student willexplain the interactionamong science, technologyand society.

11

11

11

SOCIAL STUDIES

Grade Level 8

SKILLS - The student will;

1171. Recognize ways in which specificrapid changes in technology impactupon society.

1172. Evaluate the effects of social andeconomic actions on science andtechnology.

1173. Evaluate ways in which naturalresources have been allocated,utilized and conserved in thecommunity, regions, the nation andin other societies.

1174. Analyze the significance ofspecialization to science &ndtechnology.

1175. Analyze the impact of technologyon science and society.

1176. Relate geo-physical changes tosocial and technological problems.

g1;

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Comprehensive Test of Basic Skills --

Social studies Objectives

COMPREHENSIVE TESTS OF BASIC SKILLS

The objectives tested at grades 6-8 on the CTBS are correlatedin your curriculum guide. The following are statements of CTBS Uand V category objectives.

Level Objective Statement of CTBS Category ObjectiveNumber

DEFGHJ 85 The student will demonstrate an understandingof the physical environment or the ability tointerpret maps and globes.

The student will demonstrate an understandingof economic concepts, employment, technology,or commerce.

DEFGHJ 87 The student will demonstrate an understandingof historical persons, events, or eras.

DEFGHJ 88 The student will demonstrate an understandingof the structures or functions of government.

DEFGHJ 89 The student will demonstrate an understandingof the actions of individuals or groups inAmerican or other societies.

The student will demonstrate an understandingof the interrelationships among geography,economics, history, political science, andsociology.

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COURSE TITLE

COURSE CODE NUMBER 2103000

COURSE TITLE Basic Geograohy

INSTRUCTIONAL LEVEL Basic

GRADE LEVEL 7th

CREDIT One

LENGTH OF COURSE Year

TEXTBOOK WORLD NEIGHBORSYil"Bielik, John(New York: MacmillanPublishing Co., 1985)

BG 2

COURSE OUTLINE

BASIC GEOGRAPHY

1.0 Introduction of Geography

1.1 Define Geography1.2 Geographic Careers

1.1.1 Cartographer1.1.2 Urban Planner1.1.3 Demographer

2.0 Tools of the Geographer

2.1 Globe2.1.1 Definition2.1.2 Most accurate tool2.1.3 Major points, parts

2.2 Map Projections2.2.1 Definitions2.2.2 Distortion2.2.3 Types

2.3 Uses of Data2.3.1 Graphs2.3.2 Charts/Tables/Pictures

3.0 Map Study Skills

3.1 Kinds of Maps3.1.1 Political3.1.2 Physical3.1.3 Special Purpose Maps

3.2 Map Reading3.2.1 Directions3.2.2 Legend3.2.3 Scale3.2.4 Equator/Prime Meridian3.2.5 Latitude/Longitude3.2.6 Measurement3.2.7 Coordinates: Location

4.0 Physical Features of the Earth

4.1 Continents/Oceans4.1.1 Identification4.1.2 Locations

4.2 Landforms4.2.1 Definitions

4.2 Landforms4.2.2 Locations/Identification4.2.3 Elevation

4.3 Water Forms4.3.1 Definitions4.3.2 Locations

4.4 Movements of the Earth4.4.1 Rotation: axis, day,

night, time zones4.4.2 Revolution: tilt,

seasons

5.0 Climate

5.1 Distinction between climate andweather

5.2 Causes of seasons5.3 Role5.4 Factors5.5 World climate regions

6.0 Population

6.1 Definition6.2 Population Patterns

6.2.1 Dense6.2.2 Sparse6.2.3 Uneven

6.3 Effects of Technology/Environment6.4 Standard of Living

7.0 Florida

7.1 Physical Features7.2 Resources7.3 Economy

8.0 The United States and Canada

8.1 Physical Features8.1.1 Boundaries8.1.2 Locations

8.1.3 Landforms8.1.4 Major Waterways8.1.5 Effects of Climate

BG 3

COURSE OUTLINE

BASIC GEOGRAPHY


8.2 Resources8.3 Population

8.3.1 Diversity8.3.2 Density

8.4 Economy8.4.1 Manufacturing8.4.2 Farming

8.4.3 Service Industries8.4.4 Major Imports and Exports

8.5 Government

9.0 Latin America

9.1 Physical Features9.1.1 Boundaries9.1.2 Locations9.1.3 Landforms9.1.4 Major Waterways9.1.5 Effects of Climate

9.2 Resources

9.3 Population9.3.1 Diversity

9.3.2 European Influence

9.3.3 Rapid Growth


9.4.3 Service Industries9.4.4 Mining9.4.5 Major Imports and Exports

9.5 Forms of Governments

10.0 Europe


10.2 Resources10.2.1 Western Europe10.2.2 Northern and Southern

Europe

10.3 Population10.3.1 Diversity10.3.2 Urbanization

10.4 Economy10.4.1 Manufacturing10.4.2 Farming10.4.3 Service Industries10.4.4 Mining10.4.5 Major Imports and

Exports

10.5 Government

11.0 Eastern Europe/Soviet Union


'WM!


11.3.1 Multi-ethnic11.3.2 Largest Nationality

Group

11.4 Economy-Government Planned11.4.1 Manufacturing11.4.2 Farming11.4.3 Service11.4.4 Mining11.4.5 Major Imports and E.Aports

11.5 Government

12.0 North Africa/Middle East

12.1. Physical Features12.1.1 Boundaries

BG 4

COURSE OUTLINE

BASIC GEOGRAPHY

12.0 Not-6h Africa/Middle East

12.1 Physical Features12.1.2 Locations12.1.3 Landforms12.1.4 Major Waterways12.1.5 Effects of Climate

12.2 Importance of Location12.3 Resources12.4 Population

12.4.1 Diversity: Ethnic andReligious

12.4.2 Population Dencity12.4.3 Conflict


12.5.3 Major Imports andExports

12.6 Government

13.0 Africa, South of the Sahara

13.1 Physical Features13.1.1 Boundat:es13.1.2 Locations13.1.3 Landforms13.1.4 Major Waterways13.1.5 Effects of Climate

13.2 Resources13.3 Population-Rapid Growth13.4 Economy

13.4.1 Cottage Industry13.4.2 Farming13.4.3 Herding13.4.4 Mining13.4.5 Major Imports and

Exports

13.5 Government

14.0 Southern and Eastern Asia

14.1 Physical Features

14.1.1 Boundaries14.1.2 Locations14.1.3 Landforms14.1.4 Major Waterways14.1.5 Effects of Climate/

Monsoons


14.3.1 Diversity: Ethnic andReligious

14.3.2 Rapid Growth

14.4 Economy14.4.1 Manufacturing14.4.2 Farming14.4.3 Mining14.4.4 Fishing14.4.5 Major Imports and

Exports

14.5 Forms of Government

5.0 Australia and Oceania

15.1 Physical Features15.1.1 Boundaries15.1.2 Locations/Isolation15.1.3 Landforms/Outbacks15.1.4 Major Waterways


15.3.1 Diversity: Aboriginalsand Moaris

15.3.2 Sparce

15.4 Economy15.4.1 Manufacturing15.4.2 Farming/Station15.4.3 Mining15.4.4 Service15.4.5 Imports and Exports

15.5 Government.15.5.1 Trustships15.5.2 Colonies15.5.3 Independent

BG 5

COURSE: BASIC GEOGRAPHY

UNIT: ONE

COUNTY COURSE OUTLINE


1.1 Define Geography1.2 Geclraphic Careers

1.1.1 Cartographer1.1.2 Urban Planner1.1.3 Demographer

COUNTY FLRFORMANCR OBJECTIVES


1.1 Students will define the term geography.1.2 Students will define the various geographers such as:

(1) :artographer, a mapmaker;(2) urban planner, one who studies kinds, growth, and

problems of cities;(3) demographer, one who studies populations and how

they change in different environments.

DEPARTMENT OF EDUCATION INTENDED OUTCOMES

Explain how people impact their physical environment.(I0-8)

a


UNIT: ONE

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES

STANDARDS OF EXCELLENCE


The student will demonstrate an understanding of thephysical environment or the abililty to interpret mapsand globes. (85)

TEXTBOOK REFERENCES

Teacher Resource Materials

0

BG 6

BG 7


UNIT: TWO



2.1 Globe2.1.1 Definition2.1.2 Most accurate tool2.1.3 Hajor points, parts

2.2 Map Projections2.2.1 Definitions2.2.2 Distortion2.2.3 Types

2.3 Uses of Data2.3.1 Graphs2.3.2 Charts/Tables/Pictures

COUNTY PERFORMANCE OBJECTIVES


2.1 Students will demonstrate knowledge of the globeby:(1) defining a globe as a model of the earth;(2) identifying a globe as a geographer's most

accurate tool showing true shape, size toscale, distance, and direction; and,

(3) locating on a globe the equator, primemeredian, International Date Line, NorthPole, South Pole, western hemisphere, easternhemisphere, northern hemisphere, and southernhemisphere.

2.2 Students lethal demonstrate knowledge of a map pro-jections by:(1) defining a map projection as a drawing of the

round earth on a flat surface;(2) recognizing distortion on various maps;(3) identifying these kinds of maps: Mercator,

polar, equal-area, and interrupted equalarea.

2.3 Students will demonstrate knowledge of how togather data by:(1) listing two specific facts when given dif-

ferent types of graphs, including circle, baror pictographs.

(2) Specific facts from chart, table, or picture.

BG 8

DEFARTHENT OF EDUCATION INTENDED OUTCOMES

Demonstrate knowledge and use of maps, globes, charts, graphsand other tools of geography (I0-1)

Locate a point on a highway map (Minimum Student Per-formance Standard: Mathematics U-147).

Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard:Reading F-25).

Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student PerformanceStandard: Reading F-26).

Read or determine relationships described by bar graphsor pictographs (Minimum Student Performance Standard:Mathematics - U146).

Describe major regions of the world. (I0-3)

Describe the relationship between the forces and processesof nature and the various physical/environmental conditionson earth. (I0-4)

Understanu the relationship of environment to the developmentof culture. (I0-5)

Identify the geographic factors which influence majorsocial, economic, and political situation in the world.(I0-9)

Utillre the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.(I0-10)

Obtain appropriate information from diagrams, tables,or schedules (Minimum Student Performance Standard:Reading F-26).

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29).

30


UNIT: TWO



The student will demonstrate an understanding of thephysical environment or the ability to interpret mapsand globes. (85)

The student will demonstrate an understanding of thestructures or functions of government. (88)

The student will demonstrate an understanding of theactions of individuals or groups in American or othersocieties. (89)

TEXTBOOK REFERENCES

Chapter 1 (p. 10-51)

.31

BG 9


UNIT: THREE







3.1 Students will demonstrate knowledge of kinds of mapsby:(1) recognizing a political map as one that shows

boundaries of countries and other political units;(2) recognizing a physical map as one showing land and

water forms; and,(3) identifying the purpose of a map by using at least

three of the symbols in the map key.

3.2 Students will demonstrate knowledge ot map readingskills by:(1) identifying from a compass rosc the cardinal and

intermediate directions;(2) using the legend to determine the meaning of

symbols on a map;(3) computing the distance between two points using

the English system (miles) or metric.(4) identifying the equator as 0 degree of latitude

and the prime meridian as 0 degree of longitude;(5) identifying lines of latitude and lines of longi-

tude;(6) using degrees (°), minutes ('), and seconds (")

as units of measurements in stating latitude andlongitude;

(7) give the latitude and longitude coordinates, loca-ting specific places.

32

DEPARTMENT OP EDUCATION INTENDED OUTCOMES

Demonstrate knowledge and use of maps, globes, charts,graphs, and other tools of geography. (I0-1)

Locate a point on a highway map (Minimum Student Per-formance Standard: Mathematics - U147).

Obtain appropriate information from pictures, maps, orsigns (MInimum Student Performance Standard:Reading - F25).

Identify the geographic features and political divisions ofthe major regions of the world. (10-2)

Describe the relationship between the processes of natureand the various physical/environmental conditions on earth.(I0-4)

Identify the geographic factors which influence majorsocial, economic, and political situations in the world.(I0-9)

Utilize the appropriate vocabulary, goegraphic reference/study, critical thinking, and decision-making skills.(I0-10)

Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum StudentPerformance Srandird: Reading F-27).


33


UNIT: THREE




TEXTBOOK REFERENCES


34

BG 12

BC 1 3


UNIT: FOUR



4.1 Continents/Oceans4.1.1 Identification4.1.2 f:ations

4.2 Landforms4.2.1 Definitions4.2.2 Locations/Identification4.2.3 Elevation

4.3 Water Forms4.3.1 Definitions4.3.2 Locations

4.4 Movements of the Earth4.4.1 Rotation: axis, day, night, time zones4.4.2 Revolution: tilt, seasons



4.1 Students will demonstrate knowledge of the division ofthe earth into land and water areas by identifying acontinent as the largest land form, and an ocean as thelargest body of salt water by:(1) naming the seven continents and four oceans; and,(2) locating and identifying on a globe or a world

map the continents and oceans.

4.2 Students will demonstrate knowledge of landforms by:(1) recognizing the difference between at least three

of the following: island, peninsula, cape,isthmns, delta, archipelago;

(2) locating and identifying on a world map, anisland, isthmus, peninsula, cape, and archi-pelago; and,

(3) recognizing mountains, hills, plains, and water-ways as various elevations on a physical map.

4.3 Students will demonstrate knowledge of water forms by:(1) recognizing the differences between the follow-

ing: ocean, sea, gulf, bay, lake, strait, river,tributary, canal; and,

(2) locating oceans, stas, gulfs, bays, lakes,straits, rivers, tributaries, and canals on a map.

35

BG 14

4.4 Students will demonstrate knowledge of movements of theearth by:(1) recognizing that the rotation of the earth on its

axis is the cause of day and night; and(2) recogniziug that seasonal changes are the result

of the earth's revolution and tilt.



Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard: Reading-F25).

Identify the geographic features and political divisionsof the major regions of the world. (I0-2)


Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.(I0-10)

Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27).

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum StudentPerformance Standard: Reading F-29).

36


UNIT: FOUR




TEXTBOOK REFERENCES


37

BG 15

BG 1 6


UNIT: FIVE


5.0 Climate

5.1 Distinction between climate and weather5.2 Causes of seasons5.3 Role5.4 Factors5.5 World climate regions


5.0 Climate

5.1 Students will demonstrate knowledge of climate andweather by identifying a correct definition of eachterm.

5.2 Students will identify the curve in the earth's surfaceand recognize how the sun's rays strike the earth atdifferent angles causing differences in climate.

5.3 Students will demonstrate knowledge of climate's in-fluence by recognizing that plant life, animal life,and people's activities are limited by the climate.

5.4 Students will identify factors which affect climateto include latitude, altitude, winds, mountains, cur-rents, and location on continents;

5.5 Students will identify the different climate regions ofthe world.


Delionstrate knowledge and use of maps, globes, charts,graphs, and other tools of geography. (10-1)

Obtain appropriate information from pictures, maps,or signs (Minimum Student Performance Standard:Reading - F25).

Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student PerformanceStandard: Reading - F26).

Compare the geographic features and political divisions ofthe major regions of the world. (10-2)

3S

BG 1 7

Describe the climatic conditions of the major regions of theworld. (I0-3)


Identify the geographic factors which influence major social,economic, and political situation in the world. (I0-9)

Utilize the appropriate vocabulary, geographic reference/stue.y, critical thinking, and decision-making skills.(I0-10)

Distinguish between facts and opinions in a paragraph(Minimum Student Performance Standard: Reading E-23).

Obtain appropriate information from diagrams, tables, orschedules (Minimum Student Performance Standard:Reading F-26).



Arrange events in sequential order (Minimum Student Per-formance Standard: Writing 11-16).


UNIT: FIVE


COMFkEBENSIVE TESTS OF BASIC SKILLS


TEXTBOOK REFERENCES


40

BG 18

BG 1 9


UNIT: SIX

COUNTY COURSE ATLINE

6.0 Population

6.1 Definition6.2 Population Patterns


6.3 Effects of Technologyan,(Tironment6.4 Standard of Living


6.0 Population

6.1 Students will recognize the definition of populationas the total number of people in a country or region

6.2 Students will demonstrate knowledge of the relArrionshipbetween population and distribution by;(1) identifying dense population on a map;(2) identifying sparse population on a map; and,(3) recognizing that the world-wide distribution of

people is uneven.

6.3 Students will recognize technology and environment asfactors which determine how many people live in anarea.

6.4 Students will recognize the definition for the term,standard of living.


Demonstrate knowledge and use of maps, globes, charts,graphs, and other tools of geography. (10-1)

Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard: Reading -F25).



41

IIIIIIIIIIIa

IIIII1

I


Understand the relationship of environment to the develop-ment of culture. (10-5)

Explain how people impact their physical environment.(10-8)

Identify the geographic factors which influence majorsocial, economic, and political situation in the world.(10-9)

Utilize the appropriate vocabulary, geog...7aphic reference/study, critical thinking, and decision-making skills.(I0-10)



Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum Student Per-formance Standard: Reading F-27).



4"4


UNIT: SIX

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVE




TEXTBOOK REFERENCES


4 3

BG 2 1

BG 22


UNIT: SEVEN


7.0 Florida

7.1 Physical Features7.2 Resources7.3 Economy


7.0 Florida

7.1 Students will recogrize the major physical features ofFlorida on a map.

7.2 Students will identify the major resources of Florida.

7.3 Students will identify the major components ofFlorida's economy such as: tourism, agriculture, cli-mate.





Read or determine relationships described by bar graphsor pictographs (Minimum Student Performance StandardMathematics - U146).

State the relationship between economic development and theutilization and conservation of natural resources. (I0-6)

Identify the factors of production as natural resources,labor, capital, and management (Free Enterprise andConsumer Education Minimum Objective D-21).

Identify the geographic factors which influence majorsocial, economic, and political situation in the world.

4 4

BG 23



Obtain appropriate information from diagrams, tables, orschedules (Minimum Student Performance Standard: ReadingF-26). .

Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum Student Perfor-mance Standard: Reading F-27).


Arrange events in sequential order (Minimum Student Per-formance Standard: Writing B-I6).

45

BG 24


UNIT: SEVEN




TESTBOOK REFERENCES


46

8G 25


UNIT: RIGHT





8.3.1 Diversity8.3.2 Density

8.4 Economy8.4.1 Manufacturing8.4.2 Farming8.4.3 Service industries8.4.4 Major Imports and Exports

8.5 Government



8.1 Students will demonstrate knowledge of the physicalfeatures of North America by:(1) locating on a map of North America the water

boundaries;(2) locating on a map states, provinces, and major

cities;(3) locating and identifying on a map topographical

features of North America, including the RockyMountains, Appalachian Mountains, Great Plains,Continental Divide, and Canadian Shield;

(4) locating on a map of North America the majorwaterways; and,

(5) recognizing the effects of climate on the UnitedStates and Canada.

8.2 Students will identify the relationship of resources tomanufacturing in the United States and Canada.

8.3 Students will demonstrate knowledge of population by:(1) identifying major immigrant groups which are part

of the United States and Canada;C) identifying at least two major effects of popula-

tion density in the United States and Canada.

47

BG 26

8.4 Students will demonstrate their understanding of theUnited States and Canadian economy by:(1) identifying the major industries of these two

countries;(2) locating on a map the variety of crops in the

United States and Canada;(3) identifying the types of service industries in

both countries; and,(4) listing major exports and imports from both

countries.

8.5 Students will recognize the similarities and differ-ences between the governments of the United States andCanada.


Demonstrate knowledge and use of maps, globes, charts,graphs and other tools of geography. (I0-1)

Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard: ReadingF25).


Read or determine relationships described by bar graphsor pictographs (Minimum Student Performance Standard:

Identify the geographic features and political divisions ofthe major regions of the world. (I0-2)

Describe the climate conditions of major regions of theworld. (I0-3)

Understand the relationship of environment to the developmentof culture. (I0-5)

State the relationship between economic development andthe utilization and conservation of natural resources.(10-6)


Identify why scarcity requires choices (Free Enterpriseand Consumer Education Minimum Objective D-14).

Identify how substitutions can be used when a resourcebecomes more scarce (Free Enterprise and ConsumerEducation Minimum Objective D-I9).

Recognize global interdepend'ace. (I0-7)

11

Distinguish between a consumer good and a capital goode(Free Entrprise and Consumer Education Minimum

Objective D-20).Define exchange as obtaining goods and services fromothers in return for money, credit, or other goods andservices (Free Enterprise and Consumer Education MinimumObjective F-31).

Define technology as the use of tools and/or knowledgeto produce goods and services (Free Enterprise andConsumer Education Minimum Objective F-32).

Define demand as the amount of goods and services thatbuyers are willing to buy (Free Enterprise and ConsumerEducation Minimum Objective G-34).

Define marketplace and Consumer Education MinimumObjective G-35).

Define supply as the amount of goods and services thatsellers are willing to sell (Free Enterprise and Con-sumer Education Minimum Objective G-36).

Name some factors which may influence the supply of agood or service (Free Enterprise and Consumer EducationMinimum Objective G-37).

Name some factors which may influence the demand for agood or service (Free Enterprise and Consumer EducationMinimum Objective G-38).

Identify the geographic factors which influence major social,

1

economic, and political situation in the world. (I0-9)






49

BG 28


UNIT: EIGHT


Identify private property as the basic foundation of afree enterprise system. (A-2)

Describe some ways in which competition benefits theconsumer. (A-6)

Define labor force as people employed or seeking employment.(C-10)

Define production as the creation of goods or services.(D-17)

Distinguish between a consumer good and a capital good.(D-20)

Identify the factors of production as natural resources,labor, capital, and management. (D-21)

Define capital Boods as tools, equipment, machinery andbuildings that are used in the production of other goodsand services. (E-24)

Define profit as the reward for taking risk in business.(E-25)

Define exchange as obtaining goods and services from othersin return for money, credit or other goods and services.(F-3I)

Define technology as the use of tools and/or knowledge toproduce goods and services. (F-32)

Define demand as the amount of goods and services thatbuyers are willing to buy. (G-34)

Define marketplace as a setting where goods and services arebought, sold, or traded. (G-35)

Define supply as the amount of goods or services thatsellers are willing to sell. (G-36)

Name some factors which may influence the demand for a goodor service. (G-38)

Define price as the money value set for a good or service.(G-43)

50

BG 29

Define consumption as the use of goods and services.(G-50)


The student will demonstrate an understanding of the physicalenvironment or the ability to interpret maps and globes. (85)

The student will demonstrate an understanding of the struc-tures or functions of government. (88)

The student will demonstrate an understanding of the inter-relationships among geography, economics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapter 3 (p. 82-139)

rz

1

BG 30


UNIT: NINE


9.0 Latin America



9.3.1 Diversity9.3.2 European Influence9.3.3 Rapid Growth

9.4 Economy9.4.1 Manufacturing9.4.2 Farming9.4.3 Service Industries9.4.4 Mining9.4.5 Major Imports and Exports

9.5 Forms of Governments


9.0 Latin America

9.1 Students will demonstrate knowledge of the physicalfeatures of Latin America by:(1) locating on a map the land and water boundaries of

Latin America;(2) locating on a map of Latin America: Mexico, Central

America, the Caribbean, South America;(3) locating on a map the major landforms including the

Andes Mountains, Sierra Madre, Atacama Desert, BajaPeninsula and Yucatan Peninsula;

(4) identifying and locating the Amazon River; PlatteRiver, Orinoco River, and Panama Canal; and,

(5) recognizing factors which create the varied cli-mates.

9.2 Students will list the major resources of Latin America.

9.3 Students will demonstrate their understanding of LatinAmerica by:(1) recognizing diverse cultural groups;(2) recognizing Europe's influlence on the culture;

and,

BG 3 1

(3) recognizing the problems of Latin America's rapidgrowth.

9.4 Students will show their understanding of Latin America'seconomy by:(1) naming the major industries and products;(2) naming the major crops grown in each region;(3) naming the major service industries;(4) recognizing the importance of mining; and(5) listing some of the major imports and exports

9.5 Students will recognize that there are a variety ofgovernments in Latin America.



Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard: Reading-125).




Identify the factors of producti i as natural resources,labor, capita3, and management (Free Enterprise andConsumer Education Minimum Objective D-21).



Recognize global in,erdependence. (10-7)Distinguish between a consumer good and a capital good

(Free Enterprise and Consumer Education MinimumObjective D-20).

Define exchange as ootaining goods and services fromothers in return for money, credit, or other goods andservices (Free Enterprise and Consumer Education Min-imum Objective F-31).

Define technology as the use of tools and/or knowledgeto produce goods and services (Free Enterprise and Con-sumer Education Minimum Objective 1-32).

Define demand as the amount of goods and services thatbuyers are willing to buy (Free Ente:prise and ConsumerEducation Minimum Objective G-34).

.53

BG 32

Define marketplace as a setting where goods and servicesare bought, sold or traded (Free Enterprise and Con-sumer Education Minimum Objective G-35).

Dafine supply as the amount of goods or services thatsellers are willing to sell (Free Enterprise and Con-sumer Education Minimum Objective C.36).

Name some factors which may influence the supply of agood or service (Free Enterprise and Consumer EducationMinimum Objective G-37).

Name some factors which may influence the demand for agood or service (Free Enterprise and Consumer Educa-tion Minimum Objective G-38).


Utilize the appropriate vocabulary, geographic reference/critical thinking, and decision-making skills. (I0-10)

Distinguish between facts and opinions in a paragraphMinimum Student Performance Standard: Reading E-23).


Identify the appropriate source to obtain informationusing aaterials such as dictionaries, encyclopedias,directories, and newspapers (Minimum Student Per-formance Standard: Reading F-29).

Arrange events in sequential order (Minimum StudentPerformance Standard: Writing B-16).

54

BG 33


UNIT: NINE

FREE ENTERPRISE AND CONSUMER E ATIONMINIMUM OBJECTIVES

Identify why scarcity requires choices. (D-14)

Identify how substitutions can be used when a resourcebecomes mote scarce. (D-19)

Name some factors which may influence the supply of a goodor servict, (G-37)



The student will demonstrate an understanding of the physicalenvironment or the ability to interpret maps and globes. (85)

The student will demonstrate an understanding of economicconcepts, employment, technology, or commerce. (86)



TEXTBOOK REFERENCES

Chapter 4 (p. 140-185)

BG 34


UNIT: TEN


10.0 Europoe10.1 Physical Features

10.1.1 Boundaries10.1.2 Locations10.1.3 Landforms10.1.4 Major Waterways10.1.5 Effects of Climate

10.2 Resources10.2.1 Western Europe10.2.2 Northern and Southern Europe

10.3 Population10.3.1 Diversity10.3.2 Urbanization

10.4 Economy10.4.1 Manufacturing10.4.2 Farming10.4.3 Service Industries10.4.4 Mining10.4.5 Major Imports and Exports

10.5 Government


10.1 Europe

10.1 Students will demonstrate knowledge of the physicalfeatures of Europe by:(1) locating on a map the major water boundaries;(2) locating on a map the major countries and cities;(3) locating the major mountains of Europe, including

the Alps, Pyrenees, Balkans and Apennines;(4) locating the major rivers and seas including the

Thames, Danube Rivers, Rhone, Elbe, Po, and theMediterranean, Black, Baltic and North Seas.

(5) recognizing the effect of the North Atlantic Drifton Western Europe is climate.

10.2 Students will demonstrate knowledge of the resources inEurope by:(1) identifying Western Europe as the major source

of resources.(2) comparing the resources of northern and southern

Europe.

BG 35

10.3 Students will demonstrate knowledge of population inEurope by:(1) recognizing its diverse cultural groups;(2) recognizing that most Europeans live in urban

areas.

10.4 Students will show their understanding of Europe'sEconomy by:(1) naming the major industires and products;(2) naming the major crops grown;(3) naming the major service industires;(4) recognizing the importance of mining; and,(5) listing the major imports and exports.

10.5 Students will recognize that there are a variety ofgovernments in Western Europe.



Obtain appropriate information from pictures, maps, orsigno (Minimum Student Performance Standard:Reading - F25).

Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student PerformanceStandard: Reading - F26)



Identify the factors of production as natural re-sources, labor, capital, and management (FreeEnterprise and Consumer Education Minimum ObjectiveD-21).

Identify why scarcity requires cnoices. (Free Enter-prise and Consumer Education Minimum Objective D-14)

Identify how substitutions can be used when a resourcebecomes more scarce. (Free Enterprise and ConsumerEducation Minimum Objective D-19)

Analyze global interdependence. (10-7)Define ElEttulase as a setting where goods andservices are bought, sold, or traded. (Free Enter-prise and Consumer Education Minimum Objective G-35)

Name some factors which may influence the supply of agood or service. (Free Enterprise and ConsumerEducation Minimum Objective G-37)

Name some factors which may influence the demand for agood or service. (Free Enterprise and ConsumerEducation Minimum Objective G-38)

5 7

BG 36

Explain man's effect on his physical environment. (10-8)



Distinguish between facts and opinions in a paragraph(Minimum Student Performance Standard: ReadingE-23).


Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum Student Per-formance Standard: Reading F-27)



5 S

BG 37


UNIT: TEN


Identify private property as the basic foundation of a freeenterprise system. (A-2)

Describe scme ways in which competition benefits the con-sumer. (A-6)

Define labor force as people employed or seeking employ-ment. (C-I0)



Define exchange as obtaining goods and services from othersin return for money, credit or other goods and services.(F-31)




Define supply as the amount of goods and services that sel-lers are willing to sell. (G-36)

Define consumption as the use of goods and services (K-50)


The student will demonstrate an understanding of the physicalenvironment or the ability to interpret maps and globes.(85)

The student will demonstrate an understanding of the sturc-tures or functions of government. (88)


TEXTBOOK REFERENCESChapter 5 (p. 186-243)

5 9



The student will demonstrate an ...nderstanding of thestructures or functions of government. (88)

The studert will demonstrate an understanding Of the inter-relationships among geography, economics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapter 5 (p. 186-243)

o

BG 38

E3G 39


UNIT: ELEVEN





11.3.1 Multi-ethnic11.3.2 Largest Nationality Group

11.4 Economy-GovernmentPlanned11.4.1 Manufacturing11.4.2 Farming11.4.3 Service11.4.4 Mining11.4.5 Major Imports and Exports

11.5 Government



11.1 Students will demonstrate knowledge of the physicalfeatures of Eastern Europe/Soviet Union by:(1) identifying that the boundaries of the Soviet

Union stretch across the two continents of Europeand Asia;

(2) locating on a map the countries and major cities ofEastern Europe/Soviet Union;

(3) identifying on a map the major landforms includingthe Ural Mountains, Caucasus Mountains, Aral Sea,Caspian Sea, Lake Baikals.

(4) locating and identifying on a map the major riversystems of Eastern Europe/Soviet Union, includingthe Danube, Vdga and Don.

(5) understanding the effects of climate on EasternEurope and the Soviet Union/and the problemscaused by permafrost.

11.2 Students will list the resources of Eastern Europe andand the Soviet Union.

BG 40

11.3 Students will demonstrate knowledge of population by:(1) identifying the population as multi-ethnic; and,(2) selecting the Russians as the largest nationality

11.4 Students will demonstrate understanding of EasternEurope/Soviet Union's economy by:(1) naming the major industries;(2) naming the major crops grown;(3) naming the major service industries;(4) recognizing the importance of mining;(5) listing the major imports and exports.

11.5 Students will identify communism in Eastern Europe/Soviet Union as the major form of government.


Demonstrate knowledge and use of maps, globes, charts, graphsand other tools of geography. (I0-1)

Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard:Reading - F25).



Recognize global interdependence. (I0-7)Distinguish between a consumer good and a capital good

(Free Enterprise and Consumer Education MinimumObjective D-20)

Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-31).

Define technology as the use of tools and/or know-ledge to produce goods and services (Free Enterpriseand Consumer Education Minimum Objective F-327i.

Define demand as the amount of goods and services thatbuyers are willing to buy (Free Enterprise and Con-sumer Education Minimum Objective G-34).

Define marketplace as a setting where goods and ser-vices are bought, sold, or traded (Free Enterpriseand Consumer Education Minimum Objective G-35)

Define supply as the amount of goods or services thatsellers are willing to sell (Free Enterprise and Con-sumer Education Minimum Objective G-36).

Explain how people impact their physical environment. (IO-B)

Identify the geographic factors which influence majoz social,economic, and political situation in the world. (I0-9)

eiG 41

Utilize the appropriate vocabulary, geographic reference/study, critical thinking,and decision-making skills. (I0-10)


Obtain appzopriate information from diagrams, tables,or schedules (Minimum Student Performance Standard:Reading F-26).


Arrknge events in sequential order (Minimum StudentPerformance Standard: Writing B-16).

63

BG 42


UNIT: ELEVEN





Define capital goods as tools, equipment, machinery andbuildings that are used in the production of other goods andservices. (E-24)

Define specialization as individuals or groups concentratingon one job rather than attempting to do many jobs. (F-30)

Define marketplace as a setting where goods and servi:es arebought, sold, or traded. (G-35)

Define supply as the amount of goods or services that sel-lers are willing to sell. (G-36)

Name some factors which may influence the supply of a good orservice. (G-37)

Define price as the money value set for a gooe or service.(H-43)




Thc student will demonstrate an understanding of the inter-relationships among geography, economics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapter 5 and 6 (p. 233-285)

64

BG 43


UNIT: TWELVE




12.2 Importance of Location12.3 Resources12.4 Population

12.4.1 Diversity: Ethric and Religious12.4.2 Population Density12.4.3 Conflict

12.5 Economy12.5.1 Manufacturing12.5.2 Farming12.5.3 Major Imports and Exports

12.6 Government


12.0 North Africa and the Middle East

12.1 Students will demonstrate knowledge of the physicalfeatures of North Africa/Middle East by:(1) locating on a map, the boundaries of North Africa

amd the Middle East;(2) locating on a map of the countries of North

Africa and the Middle East;(3) locating on a map of North Africa and the Middle

East the major land forms;(4) locating and identifying on a map of North Africa

and the Middle East the major river systems inc-cluding the Tigris, Euphrates, Nile Rivers,the Mediterranean and Red Sesas, Suez Canal andIndian Ocean;

(5) understanding the effects of aridity in NorthAfrica/Middle East.

12.2 Students will recognize North Africa and the MiddleEast as the crossroads of the world.

12.3 Students will identify petroleum as the primary naturalresource.

65

BG 44

12.4 Population(I) recognizing the variety of religious and ethnic

groups(2) identifying the factors that has led to the uneven

distribution of the population(3) recognizing the conflicts created by the various

religious/ethnic groups

12.5 Students will show their understanding of North Africaand the Middle East's economy by:(1) identifying the major industries and product of

the area.(2) naming the major crops grown.(3) listing the major improts and exports of North

Africa and the Middle East.

12.6 Students will identify the major types of government ofNorth Africa and the Middle East.




Identify why scarcity requires choices (Free Enterpriseand Consumer Education Minimum Oblective D-14).


Recognize global interdependence. (I0-7)Define exchane as obtaining goods and services from

others in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-31).



Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Enterprise andConsumer Education Minimum Objective G-35).


Name some factors which may influence the supply of agood or service (Free Enterprise and Consumer Educa-tion Minimum Objective G-37).

6 f;

BG 45





Obtain appropriate information from diagrams, tables,or schedules (MInimum Student Performance Standard:Reading F-26.



67

BG 46


UNIT: TWELVE

FREE ENTERPRISE AND CONSUMKR EDUCATIONMINIMUM OBJECTIVES


Identify how substitutions can be used when a resource be-comes more scarce. (D-19)

Define specialization as individuals or groups concentra-ting on one job rather than attempting to do many jobs.(F-30)


Name sow, factors which may influence the demand for a goodor service. (G-38)


The student will demonstrate an understanding of the physi-cal environment or the ability to interpret maps and globes.(85)


The student will demonstrate an unclestanding of historicalpersons, events, or eras. (87)



TEXTBOOK REFERENCES

Chapter 7 (p. 286-329)

CS

BG 47COURSE: BASIC GEOGRAPHY

UNIT: THIRTEEN


13.0 Africa, South of the Sahara13.1 Physical Features

13.1.1 Boundaries13.1.2 Locations13.1.3 Landforms13.1.4 Major Waterways13.1.5 Effects of Climate

13.2 Resources13.3 Population-Rapid Growth13.4 Economy

13.4.1 Cottage Industry13.4.2 Farming13.4.3 Herding13.4.4 Mining13.4.5 Major Imports and Exports

13.5 Government


13.0 Africa, South of the Sahara

13.1 Students will demonstrate knowledge of the physicalfeatures of Africa, South of the Sahara (Sub-SaharaAfrica) by:(1) identifying the boundaries of Sub-Sahara Africa;(2) locating on a map the countries and major cities

of Sub-Sahara Africa;(3) identifying on a map the major landforms;(4) locating and identifying on a map :_he major river

systems including the Zambezi, Niger and Zaire;(5) understanding the effects of climate in Sub-

Saharan Africa.

13.2 Students will demonstrate knowledge of the resources inSub-Sahara Africa.

13.3 Students will recognize the problems caused by therapid growth of the population of Sub-Sahara Africa.

13.4 Students will understand the economy of Sub-SaharanAfrica by:13.4.1 defining cottage industry;13.4.2 identifying the major crops;13.4.3 recognizing herding as a major agricultural

activity;13.4.4 recognizing the importance of mining in Sub-

Sahara Africa, particularly South Africa;

BG 48

13.4.5 Listing the major imports and exports of Sub-Sahara Africa.

13.5 Students will recognize the various forms of governmentin Sub-Sahara Africa.

DEURTMENT OF EDUCATION INTENDED OUTCOMES

Describe the relationship between the processes of nature andthe various physical/environmental conditions on earth.(I0-4)

Uriderstand the relationship of environment to the developmentof culture. ((I0-5)

State the relationship between economic development and theutilization and conservation of natural resources, (I0-6)


Identify how substitutions can be tied when a resourcebecomes more scarce (Free Enterprise and ConsumerEducation Minimum Objective D-I9).



Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-3I).



Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Enterpriseand Consumer Education Minimum Objective G-35).

Define supply as the amount of goods or services thatsellers are willing to sell (Free Enterprise andConsumer Education Minimum Objective G-36).




70

BG 49





Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum Stu-dent Performance Standard: Reading F-29).

Arrange events in sequential order (Minimum StudentPerformance Standard: Writing B-I6).

EG 50


UNIT: THIRTEEN






The student will demonstrate an understanding -f historicalpersons, events, or eras. (87)


The student will demonstrate an understanding of the inter-relationships among seography, economics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapter 8 (p. 330-377)

BG Si


UNIT: FOURTEEN


14.0 Southern and Eastern Asia

14.1 Physical Features14.1.1 Boundaries14.1.2 Locations14.1.3 Landforms14.1.4 Major Waterways14.1.5 Effects of Climate/Monsoons

14.2 Resources

14.3 Population14.3.1 Diversity: Ethnic and Religious14.3.2 Rapid Growth

14.4 Economy14.4.1 Manufacturing14.4.2 Farming14.4.3 Mining14.4.4 Fishing14.4.5 Major Imports and Exports

14.5 Forms of Government


14.1 Students will demonstrate knowledge of the physical featuresof Soutisern and Eastern Asia by:(1) identifying the boundaries of Southern and Eastern

Asia;(2) locating on a map the countries and major cities of

Southern and Eastern Asia;(3) identifying on a map the major land forms, including the

Dacca Plateau and the Himalaya Mountains;(4) locating and identifying on a map the major river

systems, including Banges, Indus, Yangtze, and MeKong.(5) understanding the effects of climate in Southern and

Eastern Asia stressing the effects of the monsoons.

14.2 Students will list the resources of Southern and EasternAsia.

1...3 Students will demonstrate knowledge of population by:(1) identifying the population as multi-ethnic and multi-

religions and;(2) recognizing the problems caused by rapid growth.

BG 52

14.4 Students will understand the economy of Southern and Eastern

Asia by:(1) identifying the stages of industrial development;

(2) identifying the major crops;

(3) recognizing the importance of mining in Southern and

Eastern Asia;(4) identifying the major fishing nations.

(5) listing the major imports and exports of Southern and

Eastern Asia.

14.5 Students will recognize the various forms of government in

Southern and Eastern Asia.


Demonstrate knowledge and use of maps, globes, charts, graphs

and other tools of geography. (I0-1)

Obtain appropriate information from pictures, maps, or

signs (Minimum Student Performance Standard:

Reading - F25).Obtain appropriate information from diagrams, tables,

graphs, or schedules (Minimum Student Performance

Standard: Reading - F26).Read or determine relationships described by bar

graphs or pictographs (Minimum Student Performance

Standard: Mathematics - 1J146).

Identify the geographic features and political divisions of

the major regions of the world. (I0-2)

State the relationship between economic development and the

utilization and conservation of natural resources. (I0-6)

Identify the factors of production as natural re-

sources, labor, capital, and management (Free Enter-

prise and Consumer Education Minimum Objective

D-2I).


(Free Enterprise and Consumer Education Minimum

Obje ive D-20).Define technology as the use of tools and/or knowledge

to produce goods and services (Free Enterprise and

Consumer Education Minimum Objective F-32).

Define demand as the amount of goods and services that

buyers are willing to buy (Free Enterprise and Con-

Sumer Education Minimum Ob.iPctive G-34).

Define supply as the amount of goods or services that

sellers are willing to sell (Free Enterprise and

Zonsumer Education Minimum Objective G-36).

Name some factors which may influence the supply of a

good or service (Free Enterprise and Consumer Educa-

tion Minimum Objective G-37).

74

BG 53

Name some factors which may influence the demand fora good or service (Free Enterprise and ConsumerEducation Minimum Objective G-38).


Identify the geographic factors which influenre majorsocial, economic, and political situation in the world.(I0-9)


Distinguish between facts and opinions in a paragraph(Minimum Student Performance Standard: ReadingE-23)




Arrange Events in sequential order (Minimum StudentPerformance Standard: Writing B-I6).

BG 54


UNIT: FOURTEEN



Identify how substitutions can be used when a resource be-comes more scarce. (D-I9)



Dcfine supply as the amount of goods or services that sel-lers are willing to sell. (G-36)

Name some factors which may influence the supply of a goodor service. (G-37)

COMPREHENSIVE TESTS OF BASIC SKI_LLS




TEXTBOOK REFERENCES

Chapter 9 (p. 378-439)

BG 55


UNIT: FIFTEEN

15.0 Australia and Oceania

15.1 Physical Features15.1.1 Boundaries15.1.2 Locations/Isolation15.1.3 Landforms/Outbacks15.1.4 Major Waterways

15.2 Resources

15.3 Population15.3.1 Diversity: Aboriginals and Moaris15.3.2 Sparce

15.4 Economy15.4.1 Manufacturing15.4.2 Farming/Station15.4.3 Mining15.4.4 Service15.4.5 Imports and Exports

15.5 Government15.5.1 Trustships15.5.2 Colonies15.5.3 Independent


15.1 Students will demonstrate knowledge of the physical featuresof Australia and Oceania:(1) identifying the boundaries of Australia and Oceania;(2) locating on a map the countries and major cities of

Australia and Oceania stressing its isolation;(3) identifying on a map the major landforms stressing the

importance of the Outback.(4) locating and identifying on a map the major river

system, Murray-Darling.

15.2 Students will list the resources of Australia and Oceania.

15.3 Students will demonstrate knowledge of population by:(1) identifying the different European groups and natives

that settled in Australia and Oceania and;(2) recognizing the sparsity of the population.

0, 7

BG 56

15.4 Students will understand the economy of Australia andOceania by:(1) recognizing the development of manufacturing after

World War II;(2) understanding that most of the farming takes place on

cattle Jr sheep station and naming the major products;(3) recognizing the importance of mining;(4) recognizing the importance of the tourist industry in

Polynesia and;(5) listing major imports and exports of Australia and

Oceania.

15.5 Students will recognize the various forms of government inAustralia and Oceania by:(1) defining Trustship;(2) defining Colonies and;(3) defining Independent.





Describe the relationship between the processes of natureand the various physical/environmental conditions on earth.

Recognize global.interdependence. (I0-7)Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-31).

Name some factors which may influence the supply of agood or service (Free Enterprise and Consumer Educa-tion Minimum Obfjective G-37).


Idertify the geographic factvrs which influence majorsocial, e,-.onomic, and politicsl situation in the world.(I0-9)

Utilize the appropriate vocabulary, geographic, reference/study, critical thinking, and decision-making skills.


7S

IIIIIII1

IIIII11

III





BG 5 7


UNIT: FIFTEEN



Describe some ways in which competition benefits the con-sumer. (A-6)


Define exchange as obtaining goods and service: from othersin return for money, credit or othsr goods and services.(F-31)



Define consumption as the use of goods and services. (K-50)

COMPREHENSIVE TESTS OF l'ASIC SKILLS

The student will demonstrate an understanding of the physi-cal environment or the ability to iaterpret maps and globes.(85)



The student w.al demonstrate an understanding of the inter-relationships among geography, economics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapter 10 (g. 440-479)

&()

BG 58

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A 11

COURSE TITLE


COURSE TITLE Geography

INSTRUCTIONFL LEVEL Standard

GRADE LEVEL

CREDIT

LENGTH OF COURSE

TEXTBOOK

1

7

One

Year

A WORLD VIEWPatton, Clyde F77--(Atlanta: Silver Burdett,19R5)

G 2

COURSE OUTLINE

1.0 Introduction to Geography

1.1 Define Geography1.2 Types of Geographers

1.2.1 Cartographer1.2.2 Urban1.2.3 Economic1.2.4 Demographer


2.1 Globe2.1.1 Definition2.1.2 Most accurate tool2.1.3 Major parts

2.2 Map Projections2.2.1 Definition2.2.2 Distortion2.2.3 Types

2.3 Gathering Data2.3.1 Graphs2.3.2 Charts/Tables





4.1 Continents/Oceans4.1.1 Identifications4.1.2 Locations

GEOGRAPHY

4.2 Theory of Continental Drift4.2.1 Tectonic forces4.2.2 Erosional forces

4.3 LandForms/Topography4.3.1 Definitions4.3.2 Locations/Identifications4.3.3 Elevation

4.4 Water Forms4.4.1 Definitions4.4.2 Locations4.4.3 Parts of a river


night4.5.2 Time zones4.5.2 Revolution: tilt, seasons

5.0 Climate

5.1 Climate/Weather5.2 Cause of Seasons5.3 Role5.4 Factors5.5 General Climate Zones5.6 World Climates

6.0 Population

6.1 Definition6.2 Distribution


6.3 Effects of Technology/Environment6.4 Standard of Living6.5 Growth Rate6.6 Changes

7.0 Florida

7.1 Physical Features.7.1.1 Water Boundaries7.1.2 Cities, Waterways, Linkage

COMSE OUTLINE

GEOGRAPHY

7.0 Florida

7.2 Resources7.3 Economy

G 3

9.4.2 Agriculture9.4.3 Service Industries9.4.4 Imports and Exports

9.5 Government8.0 United States and Canada

10.0 Western Europe8.1 Physical Features

8.1.1 Boundaries8.1.2 Locations8.1.3 Topography/Landforms8.1.4 Major River Systems8.1.5 Climate

8.2 Resources8.2.1 Regional8.2.2 Conservation

8.3 Population8.3.1 Diversity8.3.2 Uneven Distribution

8.4 Economy8.4.1 Manufacturing8.4.2 Agriculture8.4.3 Service Industries8.4.4 Imports and Exports

8.5 Government8.5.1 Branches of Government8.5.2 Comparison of Governments

9.0 Latin America

9.1 Physical Features9.1.1 Boundaries9.1.2 Locations9.1.3 Topography/Landforms9.1.4 Major River Systems9.1.5 Climate


9.3.1 Diversity9.3.2 Uneven Distribution

9.4 Economy9.4.1 Manufacturing





10.5 Government


11.1 Physical Features11 1.1 Boundaries11.1.2 Locations11.1.3 Topography/Landforms11.1.4 Major River Systems11.1.5 Climate



11.4. Economy11.4.1 Manufacturing11.4.2 Agriculture

84

G 4

COURSE OUTLINE

GEOGRAPHY

11.4 Economy11.4.3 Imports and Exports

11.5 Government


12.1 Physical Features12.1.1 Boundaries12.1.2 Locations12.1.3 Topography/Landforms12.1.4 Waterways12.1.5 Climate12.1.6 Crossroads




12.5 Culture12.5.1 Religious Groups12.5.2 Conflict12.5.3 Cradle of Major

Civilizations

12.6 Government

13.0 Africa: South of the Sahara




13.4 Economy13.4.1 Manufacturing13.4.2 Agriculture13.4.3 Service Industrie13.4.4 Exports and Imports

13.5 Government

14.0 South and East Asia





14.5 Government

15.0 Oceania and Australia

15.1 Physical Features15.1.1 Boundaries15.1.2 Locations15.1.3 Topography15.1.4 Climate



15.4 Economy15.4.1 Manufacturing15.4.2 Agriculture15.4.3 Service Industries

E5

G 5COURSE OUTLINE

GEOGRAPHY

15.4 Economy15.4.4 Imports and Exports

15.5 Government

.

SG

G 6

COURSE: GEOGRAPHY

UNIT: ONE



1.1 Define Geography1.2 Types of Geographers

1.2.1 Cartographer1.2.2 Urban1.2.3 Economic1.2.4 Demographer



1.1 Stude.nts will identify the definition of geography.

1.2 Students will demonstrate knowledge of the kinds ofgeographers by:(1) identifying a cartographer as a mapmaker;(2) classifying an urban geographer as one who studies

kinds, growth, and problems of cities;(3) identifying an economic geographer a) one who

studies society's attempts at maximum use of goodsand services; and

(4) identifying a demographer as one who studies pop-ulations and how they change in different environ-ments.



Obtain arpropriate information from indexes, tables ofcontents, or dictionary entries (Minimum Student Per-formance Standard: Reading F-27).

Identify the appropriate source to obtain informationusillg materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29).

1

1

COURSE: GEOGRAPHY

UNIT: ONE





TEXTBOOK REFERENCES


1

11

COURSE: GEOGRAPHY

UNIT: TWO



2.1 Globe2.1.1 Definition2.1.2 Most accurate tool2.1.3 Major parts

2.2 Map Projections2.2.1 Definition2.2.2 Distortion2.2.3 Types

2.3 Gathering Data2.3.1 Graphs2.3.2 Charts/Tables


2.0 Tools of the Geographyer

2.1 Students will demonstrate knowledge of a globe by:

(1) defining a globe as a model of the earth;(2) identifying a globe as a geographer's most accurate

tool showing true shape, size to scale, distance,and direction; and

(3) locating on a globe the equator, prime meredian,North Pole, South Pole, International Date Line,Western Hemisphere, Eastern Hemisphere.

2.2 Students will demonstrate knowledge of map projectionsby:(1) defining a map projection as wing of the round

earth on a flat surface;(2) giving examples of distortion using different types

of maps; and(3) identifying two of the following types of maps;

Mercator, polar, equal-area, and interruptedequal-area.

2.3 Students will demonstrate the ability to gather data

by:(1) listing specific facts when given different types

of graphs, including circle or pictograph; and(2) selecting facts when given a chart or table.

G 8

G 9


Demonstrate knowledge and use of maps, globes, graphs, andother tools of geography. (10-1)




Locate and describe the geographic features and politicaldivisions of the major regions of the world. (10-2)

Categorize and explain climatic conditions of the majorregions of the world. (10-3)

Understanding the relationship between the forces and proces-ses of nature and the various physical/envoronmental condi-tions on earth. (10-4)

Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skill. (10-10)


90

G 10

COURSE: GEOGRAPHY

UNIT: TWO



Use an appropriate atlas to compare two or more maps of thesame area in order to combine data and make inferences.(C-1046)

Describe the relationship of the sun to the Tropic of Cancer,the Tropic of Capricorn, the Arctic Circle and the AntarcticCircle. (C-1047)

Explain how elevation, ocean currents and location affectclimate. (C-1050)

Using a physical map, infer adaptation necessitated by theenvironment of a region. (C-1051)

Explain the differences in map projections and recognizephysical distortions involved in any presentation of theearth other than the globe. (C-1052)

COMPREHEN3IVE -TESTS OF BASIC SKILLS



The student will demonstrate an understanding of the actionsof individuals or groups in American or other societies.(89)

TEXTBOOK REFERENCES

Chapter 1 and 2 (pages 2-37)

COURSE: GEOGRAPHY

UNIT: THREE





I/ COUNTY PERFORMANCE OBJECTIVES


3.1 Students will demonstrate knowledge of kinds of maps by:

I/

(1) identifying a political map as one that showsboundaries of countries and other political units;

(2) identifying a physical map as one showing land andwater forms; and

(3) identifying the purpose of a map by using the sym-bols in the map key.

I/

3.2 Students will demonstrate knowledge of map readingskills by:(1) identifying from a group of compass roses the

example, correctly labeled, in the generally ac-cepted manner as to primary and secondary direc-tions;

(2) using the legend to determine the meaning of atleast three symbols on a map;

(3) computing the distance between two points, in bothmetric measurement (kilometers) and the English

I/

system (miles);(4) identifying the equator as 0 degree of latitude

and the prime meridian a 0 degree of longitude;(5) identifying the definitions of lines of latitude

and lines of longitude;(6) using degrees (*). minutes ('), and seconds (") as

units of measurements in stating latitude andlongitude; and

(7) given the latitude and longitude coordinates,locating at least two specific places.

1 2

G 12



Loca.e a point on a highway map (Minimum Student Per-formance Standard: Mathematics - U147).

Obtain appropriate information from pictures, maps, orsigns (Minimum Student Perfo-alance Standard: Reading-F25).



Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Mininium StudentPerformance Standard: Reading F-29).

COURSE: GEOGRAPHY

UNIT: THREE






Use a physical map, infer adaptation necessitated by theenvironment of a region. (C-1051)

Explain the differences in map projections and recognizephysical distortions involved in any representation of theearth other than the globe. (C-1052)



TEXTBOOK REFERENCES

Chapter 1 and 2 (pages 2-37)

4

G 13

G 14

COURSE: GEOGRAPHY

UNIT: FOUR




4.2 Theory of Continental Drift4.2.1 Tectonic forces4.2.2 Erosional forces

4.3 Landforms/Topography4.3.1 Definitions4.3.2 Locations/Identifications4.3.3 Elevation

4.4 Water Forms4.4.1 Definitions4.4.2 Locations4.4.3 Parts of a river

4.5 Movements of the Earth4.5.1 Rotation: axis, day, night4.5.2 Time zones4.5.3 Revolution: tilt, seasons


Physical Features of the Earth

4.1 Students will demonstrate knowledge of the division ofthe earth into land and water areas by identifying acontinent as the largest land form, an ocean as thelargest body of salt water; and by:(1) naming the seven continents and four oceans; and(2) locating and identifying on a globe or a world

map, the continents and oceans.

4.2 Students will demonstrate knowledge of the theory ofcontinental drift by:(1) identifying tectonic forces as those responsible

for shifts in the earth's continents; and(2) identifying water, glaciers, winds, and ocean cur-

rents as erosional forces that wear down theearth's surface.

4.3 Students will demonstrate knowledge of topography/land-forms by:(1) identifying the definitions of the following:

topography, island, peninsula, cape, isthmua,delta, archipelago, sea level;

(2) locating and identifying on a world map, an island,peninsula, cape, isthmus, and archipelago; and

a

a

(3) identifying mountains, hills, plains, and plateausas examples of topographic relief.

4.4 Students will demonstrate knowledge of water forms by:(1) identifying the definitions of the following:

ocean, sea, 'gulf, bay, lake, strait, river,tributary, canal;

(2) locating oceans, seas, gulfs, bays, lakes, straits,rivers, tributaries and canals on a map; and

(3) identifying the parts of the river.

4.5 Students will demonstrate knowledge of movements of theearth by:(1) identif-0ing that the rotation of the earth on its

axis is the cause of day and night; and(2) explaining time zones which are caused by the

earth's rotation; and(3) identif:kng seasonal changes as the reLult of

earth's revolution and tilt.




Obtain appropriate information from diagrams, tablls,graphs, or schedules (Minimum Student PerformanceStandard: Reading - F26).

Locate and describe the geographic features and politicaldivisions of the major regions of the world. (I0-2)

Understanding the ralationship between the forces and proces-ses of nature and the various physical/environmental condi-tions on the earth. (I0-4)

Explain geographic factors which influence major social,economic, and political situations in the world. (I0-9)

Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.(10-10)



Identify the appropriate source to obtain informatinnusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum

Arrange events in sequential order (Minimum StudentPerformance Standard: Writing 8-16).

COURSE: GEOGRAPHY

UNIT: FOUR



Synthesize information and ideas from conflicting sources.(A-I015)

Use an nppropriate atlas to compare two or more maps of thesame area in order to combine data and make inferences.(C-1046)


Explain the relationship of time zones to longitude as wellas to the rotation of the earth. (C-I048)

Compute time zone problems for national and internationaltravel. (1049)

Using a physical map, infer adaptation necessitated by theenvironment of a region. (C-105I)

Explain the differences in map projections and recognizephysical distortions involved in any presentation of theearth other than the globe. (C-1052)



TEXTBOOK REFERENCES

Charter I (p. 2-25)

9

16

COURsE: GEOGRAPHY

UNIT: FIVE

COUNTY COURSE OBJECTIVES

5.0 Climate

5.1 Climate/Weather5.2 Cause of Seasons5.3 Role5.4 Factors5.5 General Climate Zones5.6 World Climates


5.0 Climate

5.1 Students will demonstrate knowledge of climate andweather by selecting a correct definition of each term.

5.2 Students will explain how the tilt, angle of sun's raysand revolution causes seasonal changes.

5.3 Students will demonstrate knowledge of the role climateby identifying that plant life, animal life, and peo-ple's activities are limited by climate.

5.4 Students will identify factors which affect climate toinclude latitude, altitude, winds, mountains, currents,and nearness to water.

5.5 Students will identify different general climate zonesby using the low, middle, and high latitudes as bound-ary lines.

5.6 Students will identify the different climate regions ofthe world.





DS

G 18


Categorize and explain the climatic conditions of the majorregions of the world. (I0-3)

Recognize global interdependence. (I0-7)

Explain how people impact their physical environment. (I0-8)


Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making stills.(I0-10)






COURSE: GEOGRAPHY

UNIT: FIVE

FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM CHJECTIVES


Synthesize information and ideas from conflicting sources.(A-I015)

Describe the relationship of the sun to the Tropic ofCancer, the Tropic of Capricorn, the Arctic Circle and theAntarctic Circle. (C-1047)

Explain how elevation, ocean currents and location affectclimate. (C-I050)



TEXTBOOK REFERENCES


itO

G 19

G 20

COURSE: GEOGRAPHY

UNIT: SIX


6.0 Population

6.1 Definition6.2 Distribution


6.3 Effects of Technology/Environment6.4 Standard of Living6.5 Growth Rate6.6 Changes


6.0 Population

6.1 Students will identify the definition of population asthe total number of people in a country or region.

6.2 Students will demonstrate knowledge of the relationshipbetween population and distribution by:(1) identifying dense population;(2) identifying sparse population; and(3) identifying that the world-wide distribution of

of people is uneven.

6.3 Students will identify technology and environment asfactors which determine how many people live in an area.

6.4 Students will define the term standard of living.

6.5 Students will define the term "population growth rate."

6.6 Students will list the factors which contribute to changesin population growth.


Demonstrate knowlege and use of maps, globes, charts, graphs,and other tools of geography. (10-1)


Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student Performance

G 21

Standard: Reading - F26).Read or determine relationships described by bar graphs

or pictographs (Minimum Student Performance standard:Mathematics - U146).

Locate and describe the geographic features and political divi-sions of the major regions of the world. (I0-2)


Explain global interdependence. (I0-7)Distinguish between a consumer good and a capital good



Explain geographic factors which irfluence major social,economic, and political situations in the world. (I0-9)






COURSE: GEOGRAPHY

UNIT: SIX



Identify the interdependent networks (political, economic,social, military, ecological and technllogical) which linkthe United States and other Nations. (E-1093)

Recognize ways in which specific rapid changes in technologyimpact upon society. (H-1171)

Evaluate ways in which natural resources have been al-located, utilized and conserved in the community, regions,the nation and in other societies. (11-1173)



TEXTBOOK REFERENCES

Chapter 26 (p. 434-454)

11 3

G 22

G 23

COURSE: GEOGRAPHY

UNIT: SEVEN


7.0 Florida

7.1 Physical Features7.1.1 Water Boundaries7.1.2 Cities, Waterways, Linkage



7.0 Florida

7.1 Students will demonstrate knowledge of the physicalfeatures of Florida by:(1) identifying the water boundaries; and(2) locating on a map of Florida the major cities,

waterways, and transportation linl.ages.

7.2 Studehts will identify the natural resources of Florida.

7.3 Students will identify the major factors of Florida'seconomy.


Demonstrate knowledge and use of maps, globes, charts, graphs,and other tools of geography. (I0-1)

Locate a point on a highway map (Minimum Student Perfor-mance Standard: Mathematics - U147).

Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard: Readir4 -F25).



Explain the relationship between economic development andutilization and conservation of natural resources. (10-6)


11 4

G 24




Define marketplace.as a setting where goods and servicesare bought, sold or traded (Free Enterprise and ConsumerEducation Minimum Objective G-35).


Explain geographic factors which influence major social, econ-omic, and political situations in the world. (I0-9)

Utilize the appropriate --rocabulary, geographic reference/studY,critical thinking, and decision-making skills. (I0-10)

Obtain appropriate information from diagrams, tables, erschedules (Minimum Student Performance Standard:Reading F-26).



COURSE: GEOGRAPHY

UNIT: SEVEN



Describe a potential business and explain how natural re-sources, labor, capital goods and entrepreneruial skillswould be involved in its operation. (D-1064)

Identify how changes in the level of capital investment af-fect productivity and employment. (D-I068)

Recognize ways in which specific rapid changes in technologyimpact upon society. (11-1171)

Evaluate the affects of social and economic actions onscience and technology. (H-1172)



TEXTBOOK REFERENCES


1 ( C

G 25

G 26

COURSE: GEOGRAPHY

UNIT: EIGHT


8.0 United States and Canada

8.1 Physical Features8.1.1 Boundaries8.1.2 Locations8.1.3 Topography/landforms8.1.4 Major River Systems8.1.5 Climate




8.5 Government8.5.1 Branches of Government8.5.2 Comparison of Governments

COUNTY PERFORMAXCE OBJECTIVES

8.0 United States and Canada

8.1 Students will demonstrate knowledge of the physicalfeatures of North America and Canada by:(1) identifying on a map of North America the water

boundaries;(2) locating on a map the states, provinces and major

cities;(3) locating and identifying on a map topographical

features of the United States and Canada includingthe Rokky Mountains, Appalachian Mountains, GreatPlains, Continental Divide, and Canadian Shield;

(4) locating on a map of North America the Mississippiand St. Lawrence Rivers and identifying them asmajor transportation and drainage systems; ari

(5) identifying the major climates of the UnitedStates and Canada.

8.2 Students will demonstrate knowledge of resources in theUnited States and Canada by:(1) selecting diversity of natural resources a* a

reason for the United States becoming a worldmanufacturing center; and

f; 7

G 27

(2) explaining why conservation has become a nationalissue to the United States and Canada.

8.3 Students will demonstrate knowledge of population by:(1) identifying immigrant groups which are a part of

the United States and Canada; and(2) explaining the reasons for uneven population

distribution.

8.4 Students will understand factors of the North Americaneconomy by:(1) identifying manufacturing as the greatest resotrce

of wealth to the economics of the United Statesand Canada;

(2) demonstrate a knowledge of agriculture by identi-fying major farming belts;

(3) identifying the variety of service industries; and(4) identifying the major imports and exports, and

the interdependence, of North American economy.

8.5 Students will understand the government of Canada andthe United States by;8.5.1 identifying the different branches of government

and their function3.8.5.2 comparing the two governments.

DEPARTMENT OF EDUCATION OUTCOMES


Obtain appropriate information from picturesmaps, or signs (Minimum Student PerformanceStandard: Reading - F25).Obtain appropriate information from diagrams,tables, graphs, or schedules (Minimum StudentPerformance Standard: Reading - F26).Read or determine relationships described bybar graphs or pictographs (Minimum StudentPerformance Standard: Mathematics - U146).


Categorize and explain the climatic conditions of majorregions of the world. (10-3)

Understand the relationship between the forces and processesof nature and the various phyoical/environmental conditionson earth. (10-4)

Understand the relationship of environment to the developmentof cultur.. (10-5)

1 C S

G 28

Explain the relationship between economic development andthe utilization and conservation of natural resources.(10-6)

Identify the factors of production as natural re-sources, labor, capital, and management (Free Enter-.prise and Consumer Education M.:.nimum ObjectiveD-21).


Identify how substitutions can be used when a resourcebecomes more scarce (Free Enterprise and ConsumerEducation Minimum Objective D-19).



Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consume- EducationMinimum Otjective F-3I).

Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Entel.prise andConsumer Education Minimum Objective G-35)







Obtain appropriate information from diagramr., tables,or schedules (Minimum Student Performance Standard:Reading F-26).

Obtain appropriate information from indexes, tdbles ofcontents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27).



COURSE: GEOGRAPHY

UNIT: EIGHT

FREE ENTEPPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES

Identify private property as the basic fo..indatioa of freeenterprise system. (A-2)

Describe some ways in which competition benefit:, the con-sumer. (A-6)

Define labor force as people employed or e.eeking employment.(C-10)

Define rroduction as the creatiol of goods and services.(D-17)

Distinguish between a consumer gool and a capital good.(D-20)

Identify the factors of production ls natural resources,labor, capital, and management. (D-2I)

Define capital goods as tools, equipment, machinery andbuildings taat are used in the production of other goodsand services. (E-24)



Define t,chnology as the use of tools and/or knowledge toproduce goods and services. (F-32)

Define demand as the amount of goods and services thatbuyers are wining to buy. (G-34)


Define supply_ as the amount of goods or services that sel-lers are willing to sell. (G-36)

Name some factors which may influence the demand for a goodor service. (G38)

Define price as the money value set for a good or service.(H-43)



G 30


Identify the techlologies, institutions, languages and beliefs which link the different peoples of the world.(E-1092)

Identify the interdependent networks (political, economic,social, military, ecological and technological) which linkthe United States and other nations. (E-1093)

Contrast the role of a political party in the United Stateswith the role of political parties in other areas of theworld. (G-1140)

Cite examples of social, political or economic decisionswhich have resulted in primary and secondary environmentalproblems. (H-I163)

Forecast the effects of a social, political and economicchange on the environment. (H-1164)

Select an environmental problem, investigate alternate solu-tions to that problem, select one alternate and defend thatselection by the environment and society. (H-1165)

Demonstrate an understanding of the complexity of the energyissue. (11-1167)

List and describe positive and negative consequences ofvarious energy technologies. (11-1168)

Relate geo-physical changes to social and technologicalproblems. (11-1176)



The student will demonstrate an understanding of historicalpersons, events, or eras. (87)



TEXTBOOK REFERENCESChapters 4 and 5 (p. 52-86)

111

G 31

COURSE: GEOGRAPHY

UNIT: NINE


9.0 Latin America

9.1 Physical Features9.1.1 Boundaries9.1.2 Locations9.1.3 Topography/landforms9.1.4 Major River Systems9.1.5 Climate




9.5 Government


9.0 Latin America

9.1 Students will demonstrate knowledge of the physicalfeatures of Latin America by:(1) identifying the United States as the northern

boundary of Latin America;(2) locating on a map the countries and major cities of

Latin America.(3) locating on a map of Latin America the major land-

forms including the Atacama Desert, Baja Peninsula,Andes Mountains, Sierra Madre Mountains, andYucatan Peninsula;

(4) identifying the major river systems of LatinAmerica including the Amazon River, Platte River,and Orinoco River; and

(5) identifying factors which create the varied cli-mate zones.

9.2 Students will list resources and describe the reasonsfor the lack of development.

9.3 Students will demonstrate knowledge of the populationof Latin America by:(1) identifying the ethnic and religious groups who in-

fluenced development; and

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G 32

(2) identifying the factors that have ied to unevendistribution of the population.

9.4 Students will demonstrate knowledge of the economy inLatin America by:(I) identifying that most countries, with the excep-

tion of Brazil, have been slow to industrialize;and, explaining why so few nations have developedtheir industries; and

(2) listing limiting factors of agricultural devel-opment; and identifying that the economy of mostcountries depends on one crop;

(3) identifying the variety of service industries; and(4) identifying the major imports and exports and

their interdependence with other world regions.

9.5 Student will identify major forms of government inLatin America.

DEPARTMENT OF EDUCATION OUTCOMES



Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum student PerformanceStandard: Reading - F26).


Locate and describe the geographic features and politicaldivisions of major regions of the world. (I0-2)

Categorize and explain the climatic conditions of majorregions of the world. (I0-3)

Understanding the relationship between the forces and processesof nature and the various physical/environmental conditionson earth. (I0-4)



Identify the factors of production as natural re-sources, labor, capital, and management (FreeEnterprise and Consumer Education Minimum ObjectiveD-2I).

113

G 33

Identify why scarcity requires choices (Free Enter-prise and Consumer Education Minimum Objective D-I4).




Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-3I).


Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Enterprise andConsumer Education Minimum Objective G-35)


Name some factors which may influcnce the supply of agood or service (Free Enterprise and Consumer Educa-tion Minimum Objective G-37).




Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.



Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29)..


114

1

COURSE: GEOGRAPHY

UNIT: NINE


Identify why scarcity requires choices. (D-I4)





Explain the significance of specific changes from the per-spective of various ethnic groups, social classes andcultures. (3-1030)


Explain how economic conditions might affect the role ofgovernment in labor-management relations. (D-1066)

Identify the technologies, instructions, languages andbeliefs which link the different peoples of tbe world.(E-1092)

Identify the interdependent networks (political, economic,social military, ecological and technological) which linkthe United States and other nations. (E-1093)

Trace the possible bases for opinions. ::::titudes and be-liefs about social issues whi:h differ from one's own.(E-1094)

Describe means of transmitting beliefs and values amongfamily members, peer groups, and different cultures usingaccommodation, acculturation, assimilation, direct trans-mission and socialization. (F-1114)

II 5

G 35

Distinguish between civil liberties and human rights and'give examples of each. (G-I132)

Contrast the role of a political party in the United Stateswith the role of political parties in other areas of theworld. (G-I140)





The student will demonstrate an understanding of the struc-tures or ftnctions of government. (88)

The stadent will demonstrate an understanding of the inter-relaWnships among geography, economics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapters 6, 7 and 8 (p. 88-140)

1 f;

G 36

COURSE: GEOGRAPHY

UNIT: TEN


10.0 Western Europe10.1 Physical Features

10.1.1 Boundaries10.1.2 Locations10.1$ Topography/landforms10.1.4 .:_ajor River Systems10.1.5 Climate




10.5 Government


10.0 Western Europe

10.1 Students will demonstrate knowledge of the physicalfeatures of Western Europe by:(1) identifying the major boundaries of Western

Europe, including the Arctic Ocean, the AtlanticOcean, and the Mediterrantan Sea;

(2) locating on a map the countries and cities ofWestern Europe;

(3) identifying the major topographical featuresof Western Europe including the Alps, Pyrenees;and Apennines;

(4) identifying and locating on a map of WesternEurope the major river systems including theThames, Danube, Rhine, Rhone, Elbe, Oder, andthe Po; and;

(5) identifying the factors which create the variedclimate zones.

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G 37

10.2 Students will demonstrate knowledge of resources inWestern Europe by:(1) selecting diversity of natural resources as a

reason for Western Europe becoming a worldmanufacturing center; and

(2) explaining why conservation has become anational issue to Wegtern Europe.

10.3 Students will demonstrate knowledge of population inEurope by:(1) identifying various nationality groups; and(2) indicating that most Europeans live in urban

areas.

10.4 Students will be able to distinguish among the econ-omic regions of Western Europe by:(1) identifying factors which have helped each

region develop manufacturing;(2) identifying major crops of the regic.ns;(3) identifying factors which have helped each

region develop its service indu,,tries; and(4) describing the economic interdependence of Western

Europe with other world regions.

10.5 Students will identify the major forms of government inEurope.





Read or determine relationships described by bargraphs or pictographs (Minimum Student PerformanceStandard: Mathematics - U146).

Locact and describe geographic features and political divi-sions of the major regions of the world. (10-2)

Categorize and explain the climatic conditions of the majorregions of the world. (10-3)

Understanding the relationship between the forces and proces-ses of nature and the various physical/environmental condi-tions on earth. (10-4)

Understand the relationship of environment to the developmentof culture. (10-5)

G 38

Explain the relavtonship between economic development andthe utilization and conservation of natural resources.(10-6)

Idenify the factors of production as natural re-sources, labor, capital, and management (FreeEnterpriee and Consumer Education Minimum ObjectiveD-21).

Identify why scarcity 'equIres choices (Free Enter-prise and Consumer Laucation Minimum ObjectiveD-14).








Define supply as the amount of goods or services thatsellers are willing to sell (Free Enterprise andConsumer Education Minimum Objective G-36)


Name some factors which may influence the demand for a

good or service (Free Enterprise and Consumer Educa-tion Minimum Objective G-38).





G39Obtain appropriate information 'rom diagrams, tables,or schedules (Minimum Student Performance Standard:Reading F-26).

Obtatn appropriate information fzom indexes, tables ofcontents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27).

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum Stu-dent Performance standard: Reading F-29).


G 40

COURSE: GEOGRAPHY

UNIT: TEN




Define labor force as people .7mployed or seeking employment.(C-10)






Define marketplace as a setting where goods and servicesare bought, sold, or traded. (G-35)

Define sqpply as the amount of goods or services that sel-lers are willing to sell. (G-36)



Explain the historical setting of current state, national andInternational problems. (B-I031)

Contrast production decisions under other economic systemswith the United States; mixed market economy. (D-1067)

Identify the technologies, institutions, languages andbeliefs which link the different people of the world. (E-1092)

12 1

G 41

Trace the possible bases for opinions, attitudes and beliefsabout social issues which differ form one's own. (E-1094)

Compare and contrast opinions, attitudes and beliefs aboutsocial issues held by one's own community or nation andother peoples of the world. (E-1095)

Evaluate ways in which natural restiurces have been al-located, utilized and conserved in the community, regions,the nation and in other societies. (H-1173)

Relate geo-physical changes to social and technologicalproblems. (H-1176)


The student will demonstr,te an understanding of the physi-cal environment or the ability to interpret maps and globes.(85)



The student will demonstrate an unrierstanding of the struc-tures or function's of government. (88)


TEXTBOOK REFERENCES

Chapters 9, 10, 11 and 12 (p. 142-206)

G 42

COURSE: GEOGRAPHY

UNIT: ELEVEN



11.1 Physical Features11.1.1 Boundaries

Locations11.1.3 Topography/landforms11.1.4 Major River Systems11.1.5 Climate



11.4 Economy11.4.1 Manufacturing11.4.2 Agriculture11.4.3 Imports and Exports

11.5 Government



11.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major boundaries of Eastern Europe

and the Soviet Union;(2) locating on a map the countries and major cities

of Eastern Europe and the Soviet Union;(3) identifying and locating on a map the major

landforms ard waterforms of Eastern Europe andthe Soviet Union.

(4) identifying the major river systems EasternEurope and the Soviet Union; and

(5) identifying Eastern Europe and the Soviet Unionas an area with a wide variety of climates.

11.2 Students will identify the benefits and problems ofdeveloping the natural resources of Eastern Europeand the Soviet Union.

11.3 Students will demonstrate an understanding of EasternEurope and Soviet Union population by:(1) recognizing the variety of religious and ethnic

groups; and(2) identifying the factors that have led to the un-

even distribution of population.

G 43

11.4 Students will be able to distinguish the economicregions of Eastern Europe and the Soviet Union by:(1) identifying factors which have helped each

region develop manufacturing;(2) identifying major crops of the regions and cli-

matic factors affecting agricultural develop-ment; and

(3) describing the economic interdependence ofEastern Europe and the Soviet Union with otherworld regions (comecon).

11.5 Students will identify the types of government inEastern Europe and the Soviet Union.


Demonstrate knowledge and use of maps, globes, charts,graphs, and other tools of geography. (IO-1)


Obtain appropriate information from diagrams,tables, graphs, or schedules (Minimum StudenzPerformance Staldard: Reading - F26).





Explain the relationship between economic development andthe utilization and conservation of natural resources.(I0-6)


Identify why scarcity requires choices (Free Enter-prise and Consumer Education Minimum ObjectiveD-14).

Identify how substitutions can be used when a re-source becomes more scarce (Free Enterprise andConsumer Education Minimum Objective D-I9).

124

G 44

Explain global interdependence. (10-7)Distinguish between a consumer good and a capitalgood (Free Enterprise and Consumer EducationMinimim Objective D-20).

Define exchange, as obtaining goods and services floraothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer Educa-tion )tinimum Objective F-3I).

Define technology as the use of tools and/or know-ledge to produce goo:is and services (Free Enter-prise and Consumer Education Minimum ObjectiveF-32).

Define demand as the amount of goods and servicesthat buyers are willing to buy (Free Enterprise andConsumer Education Minimum Objective G-34).

Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Enterprise andConsumer Education Minimum Objective G-35).


Name some factors which may influence the supply of agood or service (Free Enterprise and ConsumerEducation Minimum Objective G-37).


Explain geographic factors which influence major social,economic, and political situations in the world. (10-9)




Obtain appropriate information from indexes, tablesof contents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27).

Identify the appropriaLe source to obtain informationusing materials such as dictionaries, encyclope-dias, atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29).


1

1

COURSE: GEOGRAPHY

UNIT: ELEVEN





Define capital goods as tools, equipment, machinery andbuildings that are used in the production of other goodsand services. (E-24)

Define specialization as individuals or groups concen-trating on one job rather than attempting to do many jobs.(F-30)


Define suply as the amount of goods or services that sel-lers are willing to sell. (G-36)




Synthesize information and ideas from conflicting sources.(A-1015)

Identify bias and how it affects explanation of data.(A-1016)

Explain the historical setting of current state, nationaland international problems. (B-1031)


1

G 46

Contrast production decisions under other economic systemswith the United States' mixed market economy. (D-1067)

Identify the technologies, institutions, languages andbeliefs which link the different peoples of the world.(E-1092)

Trace the possible bases for opinions, attitudes and be-liefs about social issues which differ from one's own.(E-1094)


Distinguish between civil liberties and human rights andgive examples of each. (G-I132)







TEXTBOOK REFERENCES

Chapters 13 and 14 (p. 2C8-246)

127

G 47

COWRSE: GEOGRAPHY

UNIT: TWELVE



12.1 Physical Features12.1.1 Boundaries12..1.2 Locations12.1.3 Topography/landforms12.1.4 Waterways12.1.5 Climate12.1.6 Crossroads




12.5 Culture12.5.1 Religious Groups12.5.2 Conflict12.5.3 Cradle of Major Civilizations

12.6 Government

COUNTY PERFORMANCE OBJECTIVE


12.1 Students will demonstrate comprehensive of physicalfeatures by:(1) locating the major geographic regions of North

Africa and the Middle East;(2) locating on a map the countries and major cities

of North Africa and the Middle East;(3) identifying and locating on a map the major

landforms and waterforms of North Africa and theMiddle East;

(4) identify the major waterways of North Africa andthe Middle East including the Tigris, theEuphrates, and Nile Rivers, Mediterranean Sea,Red Sea, and the Suez Canal;

(5) identifying North Africa and the Middle East asarea with an arid climate; and

(6) recognizing North Africa and the Middle East asthe crossroads of the world.

G 48

12.2 Students will identify the benefits and problems indeveloping North Africa and the Middle East'snatural resources.

12.3 Students will demonstrate an understanding of NorthAfrica and Middle East's population by:(1) identifying and locating major growth areas; and(2) identifying the factors that have led to the un-


12.4 Students will be able to distinguish between the econ-omic regions of North Africa and the Middle East by:(1) identifying factors which have helped each

region develop manufacturing;(2) identifying major crops of the regions and the

climatic factors affecting agricultural develop-ment;

(3) identifying factors which have helped each regiondevelop its service industries; and

(4) identifying the major export of North Africa andthe Middle East as petroleum and describing theeconomic interdependence of North Africa and theMiddle East with other world regions.

12.5 Students will be able to distinguish between the cul-tures of North Africa and the Middle East by:(1) recognizing the variety of religious and ethnic

groups;(2) identifyin's the conflicts between those different

religious and ethnic groups; and(3) recognizing that these areas were the cradle of

major ancient civilizations.

12.6 Students will identify the types of government ofNorth Africa and the Middle East,




Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student PerformanceStIndard: Reading - P26).

Read or determine relationships described by bargraphs or pictographs (Minimum Student PerformanceStandard: Mathematics - 1146).

Locate and describe the geographic features and political divi-sions of the major regions of the world. (10-2)

12 9

G 49




Identify the factors of production as natural re-sources, labor, capital, and management (FreeEnterprise and Consumer Education MinimumObjective D-21).


Identify how substitutions can bft used when a re-source becomes more scarce (Free! Enterprise andConsumer Education Minimum Objective D-19).

Explain global interdependence. (I0-7)Distinguish between a consumer good and a capitalgood (Free Enterprise and Consumer EducationMinimum Objective D-20).

Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer Educa-tion Minimum Objective F-31),

Define technology as the use of tools and/or know-. ledge to produce goods and serices (Free Enterpriseand Consumer Education Minimum Objective F-32).

Define demand as the amount of goods and servicesthat buyers are willing to buy (Free Enterprise andConsumer Education Minimum Objective G-34)

Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Enterpriseand Consumer Education Minimum Objective G-35)

Define pupply as the amount of goods or services thatsellers are willing to sell (Free Enterprise andConsumer Education Minimum Objective G-36).

Name some factors which may influence the demand fora good or service (Free Enterprise and ConsumerEducation Minimum Objective G 38).


Explain geographic factors which influence social, economic,and political situations in the world. (10-9)

13o

G 50


Distinguish between facts and opinions in a para-graph (Minimum Student Performance Standard:Reading E-23).


Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclope-dias, c!.lases, directories, and newspapers (MinimumStudeni: rerformance Standard: Reading F-29).


131

G 51

COURSE: GEOGRAPHY

UNIT: TWELVE








Identify bias and how it affects explanation of data.(A-I016)

Explain the short and long range-effects of specific changesas they relate to major state, national and world events.(B-1027)

Identify the interdeperOent networks (political, economic,social, military, ecological and technological) which linkthe United States and other nations. (E-I093)

Cite examples of social, political or economic decisionswhich have resulted in primary and secondary environmentalproblems. (H-1163)

Describe the social reactions which have occurred as a re-sult of industry's impact on the environment. (H-I166)

1 3 2

I

1

1

II


The stLident will demonstrate an understanding of the physi-cal environment or the ability to interpret maps and globes.(85)

The student will demonstrate an understanding of economicconcept.s, employment, technology, or commerce. (86)


The student will demonstrate an understlnding of the struc-tures of functions of government. (88)

The student will demonstrate an understanding of the actionsof individuals or groups in American or other societies. (89)


TEXTBOOK REFERENCES

Chapters 15 and 16 (p. 248-280)

I 3 3

G 52

G 53

COURSE: GEOGRAPHY

UNIT: THIRTEEN



13.1 Physical Features13.1.1 Boundaries13.1.2 Locations13,1.3 Topography/landforms13.1.4 Major River Systems13.1.5 Climate



13.4 Economy13.4.1 Manufacturing13.4.2 Agriculture13.4.3 Service Industries13.4.4 Exports and Imports

13.5 Government



13.1 Students will demonstrate comprehension of thephysical features by:(1) locating the major geographic regions of Sub-

Sahara Africa;(2) locating on a map the countries and major cities

of Sub-Sahara Africa;(3) identifying and locating on a map the major

landforms and waterforms;(4) identifying the major river systems of Sub-

Sahara Africa including the Nile, Zambezi,Niger, Senegal and Zaire; and

(5) identifying Sub-Sahara Africa as an area witha variety of climates.

13.2 Students will identify the benefits and problems indeveloping Sub-Sahara's natural resources.

13.3 Students will demonstrate an understanding of Sub-Sahara Africa's population by:(1) recognizing the variety of religious and ethnic

groups; and(2) identifying the factors that have led to the un-


134

G 54

13.4 Students will be able to distinguish among the econ-omic regions of Sub-Sahara Africa by:(1) identifying factors which have helped regions

develop manufacturing;(2) identifying major crops of the regions and cli-

matic factors effecting agricultural develop-ment;

(3) identifying factors which have helped regionsdevelop their service industries; and

(4) identifying the major imports and exports ofSub-Sahara Africa and describing it's inter-dependence with other world regions.

13.5 Students will identify the types of government inSub-Sahara Africa.



Obtain appropriate information from pictures, maps, orsigns (Minimum Student Performance Standard:Reading-F25).





Understanding the relationship between the forces and próces-ses of nature and the various physical/environmental condi-tions on earth. (I0-4)

Understand the relationship of environment to the develop-ment of culture. (I0-5)

Explain the relationship between economic development and theutilization and conservation of natural resources. (I0-6)


Identify why scarcity requires choices (Free Enterpriseand Consumer Education Minimum Objective D-I4).


G 55

Explain global interdependence. (10-7)Distinguish between a consumer good and a capital good


Define exchange as obtaining goods and services fromothers in return for money, credit, or other goods andservices (Free Enterprise and Consumer EducationMinimum Objective F-31).





Name some factors which may influence the supply of agood or service (Free Enterprise and Consumer EAuca-tion Minimum Objective G-37).









COURSE: GEOGRAPHY

UNIT: THIRTEEN

FREE ENTERPRISE AI CONSUMER EDUCATIONMINIMUM OBJECTIVES


Define specialization as individuals or groups concentratingon one job i-ather than attempting to do many jobs. (F-30)


Trace the possible bases for opinions, attitudes and belifsabout social issues which differ from one's own. (E-1094)

Compare and contrast opinions, atLitudes and beliefs aboutsocial issues held by one's own community or nation andother peoples of the world. (E-1095)

Describe the social reactions which have occurred as a re-sult of industry's impact on the environment. (H-1166)

Evaluate ways in which natural resource have been allocated,utilized and conserved in the community, regions, the nationand in other societies. (1173)







TEXTBOOK REFERENCES

Chapters 17, 18 and 19 (p. 282-326)

.1:37

G 57

COURSE: GEOGRAPHY

UNIT: FOURTEEN



14.1 Physical Features14.1.1 Boundaries14.1.2 Locations14.1.3 Topographyflandforms14.1.4 Major River Systems14.1.5 Climate


14.3.1 Diversity14.:..2 Uneven Distribution

14.4 Economy14.4.1 Manufacturinci14.4.2 Agriculture14.4.3 Service Industries14.4.4 Imports and Exports

14.5 Government



14.1 Student will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of South

amd East Asia;(2) locating on a map the countries and major cities

of South and East Asia;(3) identifying and locating on a map the major land-

forms and waterforms;(4) identifying and locating on a map of Asia the

major river systems, including the Yangtze, HwangHoi, Ganges, Indus, Mekong, and Irrawaddy;

(5) identifying Asia as an area with a wide varietyof climates; and identifying the HimalayaMountains and monsoons as major influences onits climate.

14.2 Students will identify the benefits and problems ofdeveloping South and East Asia's natural resources.

14.3 Students will demonstrate an understanding of Southand East Asia's population by:(1) recognizing the variety of religious and ethnic

groups; and

13S

G 58

(2) identifying the factors that have led to the un-even distribution of population.

14.4 Students will be able to distinguish among the eco-nomic regions of South and East Asia by:(1) identifying factors which have helped each

region develop manufacturing;(2) identifying major crops of the regions and cli-

matic factors effecting agriculture development;(3) identifying factors which have helped each

region develop its service industires; and(4) identifying the major imports and exports of

South and East Asia and describing the economicinterdependence of South Asia and East Asia withother world regions.

14.5 Students will identify the types of government in Southand East Asia.



Obtain appropriate information from pictures, maps orsigns (Minimum Student Performance Standard;Reading - F25).


Read or determine relationships described by bargraphs or pictographs (Minimum Student Performance

Standard: Mathematics - U146).



Understanding the relationship between the forces and proces-ses of nature and the various physical/environmental condi-tions on the earth. (I0-4)


Explain the relationship between economic development and theutilization and conservation of natural resources. (10-6)

Identify the factors of production as natural re-sources, labor, capital, and management (Free Enter-prises and Consumer Education Minimum ObjectiveD-21).

Identify why scarcity requires choices (Free Enter-Prise and Consumer Education Minimum Objective D-I4).

1 3f)

G 59


Explain global interdependence. (10-7)Distinguish between a consumer good and a capital good














Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopediasoatlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29).


G 60

COURSE: GEOGRAPHY

UNIT: FOURTEEN







Name some factors which may influence the supp.Ly of a goodor service. (G-37)



Explain the significance of specific changes from the per-spectives of various ethnic groups, social classes and cul-tures. (B-I030)

Explain the historical setting of current state, nationaland international problems. (B-I031)

Identify the technologies, institutions, languages and be-liefs which link the different peoples of the world.(E-1092)

Cite examples of social, political or economic decisionswhich have resulted in primary and secondary environmentalproblems. (H-1163)

Describe the social reactions which have occurred as a re-sult of industry's impact on the environment. 01-I166)

Evaluate ways in which natural resources have been allocated,utilized and conserved in the community, regions, the nationand in other societies. (11-1173)

14 1






TEXTBOOK REFERENCES

Chapters 20, 21, 22 and 23 (p. 328-388)

14 2

1

G 61

G 62

COURSE: GEOGRAPHY

UNIT: FIFTEEN


15.0 Oceania and Australia

15.1 Physical Features15.1.1 Boundaries15.1.2 Locations15.1.3 Topography15.1.4 Climate




15.5 Government


15.0 Oceania and Australia15.1 Students will demonstrate comprehension of physical

features by:(1) locating the major geographic regions of Oceania

and Australia;(2) locating on a map the countries and major cities

of: Australia, New Guinea, New Zealand,Polynesia, Melanesia, and Micronesia;

(3) identifying and locating on a map the major land-forms and waterforms; and

(4) identifying Oceania and Australia as an areawith a wide variety of climates.

15.2 Students will identify the resources in Oceania andAustralia.

15.3 Students will demonstrate an understanding ofOceania's and Australia's population by:(1) recognizing the variety of religious and ethnic

groups; and(2) identifying the factors that have led to the

uneven distribution of population.

15.4 Students will be able to distinguish among the eco-nom-..c regions of Oceania and Australia by:(1) identifying factors which have helped each

region develop manufacturing;

14 c)

G 63

(2) identifying major crops of the regions and theclimatic factors affecting agricultural develop-ment;

(3) identifying factors which have helped each regiondevelop its service industries; and

(4) identifying the exports and import's of Oceaniaand Australia and describing the economic inter-dependence of the region with other world regions.

15.5 Students will identify the types of government ofOceania and Australia.






Locate and describe geographic features and political divi-sions of major regions of the world. (I0-2)



Explain the relationship between economic development andthe utilization and conservation of natural resources.(I0-6)




Explain global interdependence. (I0-7)Diltingulch between a consumer goad and a capitalgood (Free Enterprise and Consumer Education MinimumObjective D-20).

144

1

1

1

Define exchange as obtair.ng goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-3I).

Define technology as the use of tools and/or know-ledge to produce goods and services (Free Enterpriseand Consumer Education Minimum Objective F-32).


Define marketplace as a setting where goods and ser-vices are bought, sold or traded (Free Enterpriseand Consumer Education MiLimum Objective G-35).

Define supply as the amount of goods or services thatsellers ae willing to sell (Free Enterprise and Con-sumer Education Minimum Objective G-36).





Utilize the appropriate vocabulary, geographic reference/study, critical thinking, and decision-making skills.

Distinguish between facts and opinions in a paragraphMinimum Student Performance Standard: Reading E-23).




G 64

G 65

COURSE: GEOGRAPHY

UNIT: FIFTEEN











Explain the significance of specific changes from the perspec-tives of various ethnic groups, social classes and cultures.(B-I030)

Explain the historical setting of current state, nationaland international problems. (3-1031)


Use examples to compare and contrast common forms of credit.(D-1075)

161f;

G 66






TEXTBOOK REFERENCES

Chapters 24 and 25 (p. 390-432)

147

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111

COURSE TITLE


COURSE TITLE Advanced Geography

INSTRUCTIONAL LEVEL Advanced

GRADE LEVEL 7th

CREDIT One

LENGTH OF COURSE Year

TEXTBOOK WORLD GEOGRAPHY: PEOPLEAND PLACES

Hunkins, Francis P. andArmstrong, David G.,(Columbus, Ohio: CharlesMerrill Publishing Co.,1984)

_1.1;;

AG 2

COURSE OUTLINE

1.0 Foundation of Geography

1.1 Definition1.2 Scientific Approach

1.2.1 Facts1.2.2 Hypotheses1.2.3 Theories1.2.4 Laws

ADVANCED GEOGRAPHY

1.3 Spatial Interaction1.4 Areal Differentiation

1.4.1 Physical Geography1.4.2 Cultural Geography1.4.3 Economic Geography

1.5 Kinds of Geographers1.5.1 Cartographer1.5.2 Demographer1.5.3 Economic1.5.a Urban


2.1 Globe2.1.1 Definition2.1.2 Most accurate tool2.1.3 Locate major points/parts

2.2 Map Projections2.2.1 Definition2.2.2 Distortion2.2.3 Mercator/Mollweide

2.3 Data2.3.1 Graphs2.3.2 Charts, tables2.3.3 Photographs/illustrations

2.4 Newspaper2.4.1 Purpose2.4.2 Organization2.4.3 Writers2.4.4 Editorial page2.4.5 Article


3.1 Kinds of Maps3.1.1 Political3.1.2 Physical3.1.3 Special purpose maps

3.2 Map Reading3.2.1 Directions3.2.2 Legend3.2.3 Scale3.2.4 Equator/Prime Meridian3.2.5 Latitude/longitude3.2.6 Measurement3.2.7 Latitude/longitude

coordinates



4 2 Theory of Continental Drift4.2.1 Tectonic forces4.2.2 Erosional forces4.2.3 Ovosition

4.3 Topography4.3.1 Definition4.3.2 Elevation4.3.3 Topographic relief

4.4 Water Forms4.4.1 Definitions4.4.2 Locations4.4.3 Parts of the Earth


night4.5.2 International Date Line/

time zones4.5.3 Revolution; tilt, seasons

5.0 Climate

5.1 .Definitions5.1.1 Climate

1 5 t )

AG 3COURSE OUTLINE

ADVANCED G %1RAPHY

5.0 Climate

5.1 Definitions5.1.2 Weather

5.2 Role5.2.1 Limitatin--5.2.2 Technology

5.3 Factors5.4 Climate zones5.5 Climate regions5.6 Climate vegetation regions

6.0 Population

6.1 Definition6.2 Demographer6.3 Population growth6.4 Distribution

6.4.1 Density6.4.2 Uneven

6.5 Population growth rate6.6 Future problems/possible

solutions

7.0 Culture

7.1 Definition7.2 Cultural Components7.3 Definition

7.3.1 Cultural Diffusion7.3.2 Enculturation7.3.3 Acculturation

8.0 Florida

8.1 Physical Features8.1.1 Water boundaries8.1.2 Cities, waterways,

linkage


9.0 Anglo-America

9.1 Physical Features

9.1 Physical Features9.1.1 Boundaries9.1.2 Locations: cities9.1.3 Topography9.1.4 Climate9.1.5 Linkage Systems

9.2 Natural Resources9.2.1 Regional9.2.2 Effect of Natural

Resources

9.3 Population9.3.1 Density9.3.2 Growth Rate

9.4 Economy9.4.1 Manufacturing9.4.2 Service Industries9.4.3 Agriculture9.4.4 Resources: Renewable

Non-renewable9.4.5 Trade9.4.6 Problems/Solutions

9.5 Culture9.5.1 Diversity9.5.2 Standard of Living

9.6 Government9.6.1 Checks and Ballnces9.6.2 Parliamentary System

10.0 Latin America

151

10.1 Physical Features10.1.1 Boundaries10.1.2 Locations: Countries/

Cities10.1.3 TopographyI 1.4 Climate10.1.5 Linkage Systems

10.2 Natural Resources10.2.1 Regional10.2.2 Effects of Natural

Resources

AG 4

COURSE OUTLINE

ADVANCED GEOGRAPHY

10.0 Latin America 11.4 Economy11.4.4 Resources: Renewable

10.3 Population and Non-renewable

10.3.1 Density 11.4.5 Trade

10.3.2 Growth Rate 11.4.6 Problems/Solutions

10.4 Economy 11.5 Culture

10.4.1 Manufacturing 11.5.1 Diversity

10.4.2 Service Industries 11.5.2 Standard of Living

10.4.3 Agriculture10.4.4 Resources: Renewable

and Non-renewable

11.6 Government11.6.1 Parliamentary

10.4.5 Trade 11.6.2 Socialistic

10.4.6 Problems/Solutions 11.6.3 Monarchy

10.5 Culture 12.0 Eastern Europe/Soviet Union

10.5.1 Diversity10.5.2 Standard of Living 12.1 Physical Features

12.1.1 Boundaries

10.6 Government 12.1.2 Locations: Countries/

10.6.1 Communistic Cities

10.6.2 Dictorial 12.1.3 Topography

10.6:3 Democratic 12.1.4 Climate12.1.5 Linkage Systems

11.0 Europe12.2 Natural Resources

11.1 Physical Features 12.2.1 Regional

11.1.1 Boundaries 12.2.2 Effects of Natural

11.1.2 Locations: Countries/ Resources

Cities11.1.3 Topography11.1.4 Climate

12.3 Population12.3.1 Density

11.1.5 Linkage Systems 12.3.2 Growth Rate

11.2 Natural Resources 12.4 Economy

11.2.1 Regional 12.4.1 Restrictive Political

11.2.2 Effects of Natural Climate

Resources 12.4.2 Manufacturing12.4.3 Service Industries

11.3 Population11.3.1 Density

12.4.4 Agriculture: Stateand Collective Farms

11.3.2 Growth Rate 12.4.5 Resources: Renewable

and Non-renewable

11.4 Economy 12.4.6 Trade

11.4.1 Manufacturing 12.4.7 Effects of Climate

11.4.2 Service Industries 12.4.8 Problems/Solutions

11.4.3 Agriculture

152

COURSE OUTLINEAG 5

ADVANCED GEOGRAPHY



12.6 Government12.6.1 Communist Party12.6.2 Satellites/Communist

Bloc



Cities13.1.3 Topography13.1.4 Climate13.1.5 Linkage Systems


Resources


13.4 Economy13.4.1 Manufacturing13.4.2 Service Industries13.4.3 Agriculture: Kibbutz

(state)/Moshav(collective)

13.4.4 Resources: Renewableand Non-renewable

13.4.5 Trade13.4.6 Problems/Solutions

13.5 Culture13.5.1 Diversity13.5.2 Standard of Living13.5.3 Conflicts: Religious

and Ethnic

13.6 Government13.6.1 Militiry D ,-tatorship

13.6 Government13.6.2 Monarch/Emir13.6.3 Democracy

14.0 Sub-Saharan Africa


Cities14.1.3 Topography14.1.4 Climatic/Desertification14.1.5 Linkage Systems


Resources


14.4 Economy14.4.1 Manufacturing/Cottage

Industries14.4.2 Service Industries14.4.3 Agriculture/Herdsmen14.4.4 Resources: Renewable

and Non-renewable14.4.5 Trade14.0.6 Problems/Solutions


14.6 Government14.6.1 Tribalism vs. National-

ism

14.6.2 Problems of independencefrom colonial powers

15.0 Asia


Cities

1 r "I)

1

etWitS I OUTLINE AG 6

ADVANCED GEOGRAPHY

15.0 Asia

15.1 Physical Features15.1.3 Topography15.1.4 Climate15.1.5 Linkage Systems


Resources


15.4 Economy15.4.1 Manufacturing15.4.2 Service Industries15.4.3 Agriculture15.4.4 Resources: Renewable



15.6 Government

16.0 Oceania


Cities16.1.3 Topography16.1.4 Climate16.1.5 Linkage Systems


Resources


16.4 Economy16.4.1 Manufacturing16.4.2 Service Industries16.4.3 Agriculture/Pastoral16.4.4 Resources: Renewable


16.5 Culture16.5.1 Diversity16.5.2 Standard of Living16.5.3 Conflict

16.6 Government16.6.1 Trustship16.6.2 Colonial16.6.3 Independent

AG 7

COURSE: ADVANCED GEOGRAPHY

UNIT: ONE


1.0 Foundation of Geography

1.1 Definition1.2 Scientific Approach

1.2.1 Facts1.2.2 Hypotheses1.2.3 Theories1.2.4 Laws

1.3 Spatial Interaction1.4 Areal Differentiation

1.4.1 Physical Geography1.4.2 Cultural Geography1.4.3 Economic Geography

1.5 Kinds of Geographers1.5.1 Cartographer1.5.2 Demographer1.5.3 Economic1.5.4 Urban


1.1 Students will demonstrate knowledge of geography by defininggeography as the study of the earth and how people haveadopted to its varying conditions.

1.2 Students will demonstrate knowledge of the scientific ap-proach by:(1) identifying a factual statement;(2) defining a hypothesis as an educated guess;(3) defining a theory as a hypothesis offered to be tested

or invested; and,(4) defining a law as proven statement.

1.3 Students will define spatial interaction as the study of spaceto place, as observed in the relationship between the factorsof environment, climate, culture, and physical location.

1.4 Students will demonstrate knowledge of areal differentiationby:(1) defining physical geography as the study of the planet

earth and its place in the universe;(2) identifying cultural geography as the study of the way

people live in different environments, and(3) identifying economic geography as the study of how

people make a living from the earth and its resources.

155

AG 8

1.5 Students will demonstrate knowledge of the kinds of geog-raphers by:(I) identifying a cartographer as a person who studies maps

and map-making;(2) selecting population and the causes and effects of pop-

ulation as the major concerns of a demographer;(3) identifying an economic geographer as one who °would

study such things as trade between countries and,(4) identifying an urban geographer as one concerned with

kinds, location, and growth of cities.


Demonstrate knowledge and use of maps, charts, graphs, andother tools of geography. (10-1)




Analyze global interdependence. (10-7)Define marketplace as a setting where goods and servicesare bought, sold or traded (Free Enterprise and Con-sumer Education Minimum Objective G-35)

Analyze the geographic factors which influence major social,economic, and political situation in the world. (I0-9)

Utilize the appropriate vocabulary, geographic, reference/study, critical thinking, and decision-making skills.(10-10)

Distinguish between facts and opinions in a paragraph(Minimum Student Performance Standard: Reading E-23)

Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum StudentPerformance Standard: Reading F-27),



F)G

AG 9


UNIT: ONE

FREE ENTRRFRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES



Forecast the effects of a'social, political and economicchange on the environment. (H-1164)

Select an environmental problem, investigate alternate solu-tions to that problem, select one alternative and defendthat selection by the environment and society. (H-1165)

Describe the social reactions which have occurred as a re-sult of industry's impact on the er ronment. (H-1166)

Demonstrate an understanding of the complexity of theenergy issue. (H-1167)

List and describe positive and negative consequences ofvarious energy technologies. (H-I168)



TEXTBOOK REFERENCES

Chapter 1 (pages 4-17)Chapter 27 (pages 521-532)

.157

AG 10


UNIT: TWO



2.1 Globe2.1.1 Definition2.1.2 Most accurate tool2.1.3 Locate major points/parts

2.2 Map Projections2.2.1 Definition2.2.2 Distortion2.2.3 Mercator/Mollweide

2.3 Data2.3.1 Graphs2.3.2 Charts, tables2.3.3 Photographs/illustrations

2.4 Newspaper2.4.1 Purpose2.4.2 Organization2.4.3 Writers2.4.4 Editorial page2.4.5 Article



2.1 Students will demonstrate knowledge of a globe by:(1) defining the globe as the only true representation

of the earth;(2) identifying the globe as the most accurate tool of

a geographer as far as shape, size, distances, anddirections are concerned;

(3) locating and identifying on a globe the two polarregions, the equator, prime meridian, InternationalDate Line, continents, oceans, and hemispheres.

2.2 Students will demonstrate comprehension of map projec-tions by:(1) identifying a map projection as depicting a por-

tion of the earth on a flat surface;(2) explaining that map projections distort the size

and shape of land and water bodies on the earth'ssurface; and,

(3) contrasting a Mercator map with a Mollweide map.

15S

AG I 1

2.3 Students will demonstrate proficiency in gatheringdata by:(1) listing specific facts when given a line, bar,

circle, or pictograph;(2) interpreting specific facts when given a chart or

table; and(3) inferring geographical information from photographs

and illustrations.

2.4 Students will comprehend the importance of the newspaperby:(1) identifying the purpose of the newspaper as a

medium that informs and influences;(2). listing the parts of a newspaper;(3) explaining how individual writers can influence

content;(4) describing the importance of the editorial page;

and,(5) inferring from a newspaper article the effects on

the culture of a group of people when they altertheir physical environment.





Read or determine relationships described by bar graphsor pictographs (Minimum Student Performance Standard:Mathematics - 11146).


Analyze the geographic factors which influence major social,economic, and political situation in the world. (10-9)





159

AG 1 2

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29),


AG 1 3


UNIT: TWO



Explain the relationship of time zones to longitude aswell as to the rotation of the earth. (C-I048)

Compute time zone problems for national and internationaltravel. (C-I049)

Explain the difference in map projections and recognizephysical distortions involved in any representation ofthe earth other than the globe. (C-I052)





TEXTBOOK REFERENCES

Chapter 2 (pages 18-35)

161

AG 1 4


UNIT: THREE



3.1 Kinds of Maps3.1.1 Political3.1.2 Physical3.1.3 Special purpose maps

3.2 Map Reading3.2.1 Directions3.2.2 Legend3.2.3 Scale3.2.4 Equator/Prime Meridian3.2.5 Latitude/longitude3.2.6 Measurement3.2.7 Latitude/longitude :oordinates



3.1 Students will demonstrate knowledge of maps by:(1) identifying a word phrase describing a political

map as one that shows boundaries of countries andother political units;

(2) describing a physical map as one that shows landand water forms, and elevation; and,

(3) identifying the purpose of a map using the symbolsin the map key.

3.2 Students will apply their knowledge of map reading by:(1) identifying from a group of compass roses the one

that is labeled in the generally accepted manneras to primary and secondary directions

(2) using the legend to determine the meaning of atleast two symbols on a map;

(3) computing the distance between two points in bothmetric measurement (Kilometers) and the Englishsystem (miles);

(4) identifying the equator as 0 degrees of latitudeand the prime meridian as 0 degrees of longitude;

(5) selecting the definition of latitude as a meansof measuring distance north and south of theequator, and a definition of longitude as a meansof measuring distance east and west of the primemeridian;

(6) using degrees (*), minutes ('), and seconds (") asunits of measurement in stating latitude and longi-tude; and,

162

AG 1 5

(7) locating at least three specific places given thelongitude coordinates.


Demonstrate knowledge and use maps, globes, charts, graphs,and other tools of geography. (I0-1)



Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers. (MinimumStudent Performance Standard: Reading P-29).



UNIT: THREE



Explain the relationship of time zones to longitude as wellas to the ro*ation of the earth. (C-1048)

Compute time zone problems for national and internationaltravel. (C-1049)



TEXTBOOK REFERENCES


164

AG 1 6

AG 1 7


UNIT: FOUR

COUNTY COURSE. OUTLINE



4.2 Theory of Continental Drift4.2.1 Tectonic forces4.2.2 Erosional forces4.2.3 Deposition

4.3 Topography4.3.1 Definition4.3.2 Elevation4.3.3 Topographic relief

4.4 Water Forms4.4.1 Definitions4.4.2 Locations4,4.3 Parts of Rivers

4.5 Movements of the Earth4.5.1 Rotation: axis, day, night4.5.2 International Date Line/time zones4.5.3 Revolution; tilt, seasons



4.1 Students will demonstrate knowledge of the division ofthe earth into land and water areas by identifying acontinent as the largest land mass and an ocean as thelargest body of salt water, and by:(1) naming the seven continents and four oceans; and,(2) locating and identifying on a world map the con-

tinents and oceans.

4.2 Students will demonstrate knowledge of the theory ofcontinental drift by:(1) identifying tectonic forces as those responsible

for shifts in the earth's continents; and,(2) identifying water, glaciers, winds, and ocean

current& as erosional forces that wear down theearth's surface; and,

(3) identifying the forces which deposit earth'smatter.

4.3 Students will demonstrate knowledge of topography by:(1) defining togography as the study of physical

features of an area;

1

(2) identifying that sea level is the starting pointfor measuring elevation; and,

(3) defining mountains, hills, plains, and plateausas examples of topographic relief.

4.4 Students will demonstrate knowledge of waterforms by:(1) identifying the definitions of the following water-

forms, ocean, sea, gulf, bay, lake, strait, river,tributary; and,

(2) locating oceans, seas, gulfs, bays, lakes, straits,rivers, and tributaries on a world map; and,

(3) identifying the parts of a river.

4.5 Students will demonstrate comprehension of movements ofthe earth by:(1) identifying that the rotation of the earth on its

axis causes day and night;(2) explaining the use of the international Date Line

and world time zones; and,(3) relating how the tilt of the earth in its revolu-

tion around the sun affects seasons.



Obtain appropriate information from pictures, maps, orsign& (Minimum Student Performance Standard: Reading-F25).






Obtain appropriate information from diagrams, tables, orschedules (Minimum Student Performance Standard:Readidg F-26).


Arrange events in sequential order (Minimum Student Per-formance Standard: Writing B-16),

ICA;

AG IS


UNIT: FOUR



Explain the historical setting of current state, nationaland international problems. (B-I031)

Relate geo-physical changes to social and technologicalproblems. (H-1176)



TEXTBOOK REFERENCES


1 6 7

AG 1 9

AG 20


UNIT: FIVE


5.0 Climate

5.1 Definitions5.1.1 Climate5.1.2 Weather

5.2 Role5.2.1 Limitations5.2.2 Technology

5.3 vectors5.4 Climate zones5.5 Climate regions5.6 Climate vegetation regions


5.0 Climate

5.1 Students will demonstrate knowledge of climate by defin-

ing:(1) climate as the average conditions of weather

in a region over a period of years; and,

(2) weather as how air behaves at any given place at

any given moment.

5.2 Students will demonstrate knowledge of the role of cli-

mate by:(1) stating that climate limits the lives and acti-

vities of people, as well as plant and animal life;

and,(2) predicting a problem people may encounter when they

attempt to use technology to overcome limitations

of climate.

5.3 Students will identify the factors (latitude, altitude,

winds, mountains, currents, and location of continents)

which affect climate.

5.4 When given a description of a specific climate zcne,students will infer whether it is a depiction of low,

middle, or high latitude.

5.5 Students will define and locate the following specific

climate regions: tropical, semiarid, desert, Mediter-

ranean, humid, subtropical, marine, continental, sub-

arctic, tundra, polar, and high-lands.

5.6 Students will list and locate on a world map the fol-

lowing climate vegetation regions: forests, grass-

lands, desert, tundra, and highlands.

it3s

AG 21DEPARTMENT OF EDUCATION INTENDED OUTCOMES

Demonstrate knowledge and use maps, globes, charts, graphs,and other tools of geography. (I0-1)




Compare the climate conditions of the major regions of theworld. (10-3)

Interpret the relationship between the forces and processesof nature and the various physical/environmental conditionson earth. (I0-4)






Arrange events in sequential order (Minimum Student Per-formance Standard: Writing B-16).

119


UNIT: FIVE



Describe the relationship of the sun to the Tropic ofCancer, the Tropic of Capricorn, the Arctic Circle and theAntarctic Circle. (C-1047)



TEXTBOOK REFERENCES

Chapter 4 (page 60-75)

170

AG 22

AG 23


UNIT: SIX

COUNTY COWRSE OUTLINE

6.0 Population

6.1 Definition6.2 Demographer6.3 Population growth6.4 Distribution

6.4.1 Density6.4.2 Uneven

6.5 Population growth rate6.6 Future problems/possible solutions

COUNTY PERFORMANCE OBJECTIVE

6.0 Population

6.1 Students will define population as the number of peoplein a specific region.

6.2 Students will compile a list of problems a demographermay encounter.

6.3 Students will explain population growth in terms ofbirth rate, death rate, rate of natural increase, andfuture doubling time.

6.4 Students will demonstrate knowledge of population dis-tribution by:(1) identifying population density; and,(2) identifying that the world-wide distribution of

people is uneven.

6.5 Students will differentiate between a nation's rate ofnatural increase and its population growth rate.

6.6 Using a case study of India, students will identify twoproblems of continued population growth and generatepossible solutions.


Demonstrate knowledge of and use of maps, globes, charts,graphs, other toolb of geography. (I0-1)


171

AG 2 4

Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student PerformanceStandard: Reading - P26).



Analyze the geographic factors which influence major socie.,economic, and political situation in the world. (I0-9)

Utillze the appropriate vocabulary, gebgraphic reference/study, critical thinking, and decision-making skills.(I0-10)


Obtain appropriate information from diagrams, tables, orschedules (Minimum Student Performance Standard:Reading P-26).

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Minimum Stu-dent Performance Standard: Reading P-29).

Arrange events in sequential order (Minimum Student Per-formance Standard: Writing B-16).

172


UNIT: SIX



Explain the short and long range-effects of specific changesas they relate to major state, national and world events.(6-1027)

Explain the historical setting of current state, nationaland international problems.



TEXTBOOK REFERENCES


1 73

AG 25

AG 26


UNIT: SEVEN


7.0 Culture7.1 Definition7.2 Cultural Components7.3 Definition

7.3.1 Cultural Diffusion7.3.2 Enculturation7.3.3 Acculturation


7.0 Culture

7.1 Students will define culture as a people's way of life,'which is learned, not inherited.

7.2 Students will identify cultural components as philos-ophy, values, customs, traditions, language, and insti-tutions.

7.3 Students will define:(1) cultural diffusion as the spread of ideas from one

culture to other cultures;(2) enculturation as the process of people learning

culture; and(3) acculturation as the process whereby one culture is

imposed upon another.





Read or determine relationships described by bar graphsur pictographs (Minimum Student Performance Standard;Mathematics - U146).


Analyze global interdependence. (10-7)Define pxchange as obtaining goods and services fromothers in return for money, credit, or other goods andservices (Free Enterprise and Consumer Education Mini-mum Objective F-31).

174

1

1

1




Evaluate man's effect on his physical environment. (I0-8)








.1 '75

AG 27

AG 28


UNIT: SEVEN



Identify the technologies, institutions, lenguages andbeliefs which link the different peoples of the world.(E-1092)

Describe means of transmitting beliefs and values amongfamily members, peer groups, and different cultures usingaccommodation, acculturation, assimilation, direct trans-mission and socialization. (F-1114)


TEXTBOOK REFERENCES


AG 29


UNIT: EIGHT


8.0 Florida

8.1 Physical Features8.1.1 water boundaries8.1.2 cities, waterways, linkage



8.0 Florida

8.1 Students will demonstrate knowledge of the physicalfeatures of Florida by:(1) identifying water boundaries(2) locating on a map of Florida the major cities,

major waterways, and major transportation linkage.

8.2 Students will identify the following major resources:natural and man made.

8.3 Students will identify the major factors of Florida'seconomy.


Demonstrate knowledge and use of maps, globes, charts,graphs, and other tools. (I0-1)

Locate a point on a highway map (Minimum Student Per-formance Standard: Mathematics - U147).


Obtain appropriate information from diagrams, i.ables,graphs, or schedules (Minimum Student PerformanceStandard: Reading - F26).



Analyze the relationship of environment to the devleopment ofculture. (I0-5)

177

AG 30

Analyze the relationship between economic development and theutilization and conservation of natural resources. (10-6)






Define technologx as t'ae use of tools and/or knowledgeto produce goods and services (Free Enterprise andConsumer Education Minimum Objective F-32).



Evaluate how people impact their physical environment. (I0-8)





17S

AG 31


UNIT: EIGHT

FREE ENTERPRISE AND uwASUMER EWCATIONMINIMUM OBJECTIVES



Recognize ways in which specific rapid changes in technologyimpact upon society. (11-1171)

Evaluate the effects of social and economic actions onscience end technology. (H-I172)

Evaluate ways in which natural resources have been al-located, utilized and conserved in the community, regions,the nation and in other societies. (11-1173)



The student will demonstrate an understanding of the struc-tures of functions of government. (38)


TEXTBOOK REFERENCES


179

AG 32


UNIT: NINE


9.0 Anglo-America

9.1 Physical Features9.1.1 Boundaries9.1.2 Locations: cities9.1.3 Topography9.1.4 Climate9.1.5 Linkage Systems

9.2 Natural Resources9.2.1 Regional9.2.2 Effect of Natural Resources


9.4 Economy9.4.1 Manufacturing9.4.2 Service Industries9.4.3 Agriculture9.4.4 Resources: Renewable & Non-renewable9.4.5 Trade9.4.6 Problems/Solutions


9.6 Government9.6.1 Checks and Balances9.6.2 Parliamentary System


9.0 Anglo-America

9.1 Students will demonstrate knowledge of the physical fea-tures of the regions of the United States and Canada by:(1) identifying the water boundaries of North America;(2) locating on a map of North America the following

places: 17.:.w York, Washington, D.C., Los Angeles,Miami, Chicago, Denver, Ottawa, Toronto, Montreal,and Vancouver;

(3) locating on a map the major landforms which make upNorth America, including the Rocky Mountains,Appalachian Highlands, and the Great Plains.

(4) identifying the United States and Canada as regionswith a wide variety of climates; and,

(5) identifying the St. Lawrence Seaway, MississippiRiver, and Great Lakes as major transportationroutes.

1 8

AG 33

9.2 Students will analyze resources in the United States andCanada by:(1) analyzing how the abundance of natural resources

helped the United States and Canada attain a posi-tion of powr in world politics and trade; and,

(2) determining two problems facing the United Statesand Canada concerning natural resources.

9.3 Students will analyze population patterns by:(1) identifying and locating major growth areas;(2) interpreting the cause and effects of growth rate.

9.4 Students will be able to distinguish among the economicregions of Anglo-America by:(1) identifying factors which have helped each region

develop manufacturing;(2) identifying factors which have helped each region

develop its service industries;(3) identifying major crops of the regions;(4) identifying the major renewable and non-renewable

resources of the regions;(5) describing the economic interdependence of Anglo-

America with other vorld regions; and,(6) identifying problems facing the Anglo-America

economy and generating possible solutions.

9.5 Student will demonstrate knowledge oZ culture in Anglo-America by:(1) identifying that Anglo-America is composed of many

different people with different cultures;(2) inferring from a national profile chart with urban

population and literacy rates, that Anglo-Americahas a high standard of living.

9.6 Students will identify the types of government in Anglo-America by:(1) analyzing the checks and balances system;(2) analyzing the parliamentary system.






1 1

AG 34

Compare the geographic features and political divisions ofthe major regions of the world. (I0-2)

Analyze the relationship of environment to the develop-ment of culture. (I0-5)



Identify why scarcity requires choices (Free Enterprise.and Consumer Education Minimum Objective D-14).


Analyze global interdependence. (10-7)Distinguish between a consumer good and a capital good


Define exchange as obtaining goods and services fromothers in return for money, credit, or other goods andservices (Free Enterprise and Con.;umer EducationMinimum Objective F-31).




Define Alkali as the amount of goods or services thatsellers are willing to sell (Free Enterprise and Con-sumer Education Minimum Objective G-36).



Evaluate how people impact their physical environment.(I0-8)

Analyze the geographic fi.ctors which influence major social,economic, and political situation in the world. (I0-9)

182

AG 35




Obtain appropriate information from indexes, tables ofcontents, or dictionary entries (Minimum StudentPerformance Standard: Leading F-27).

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (Mirimum StudentPerformance Standard: Reading F-29).


183

AG 36


UNIT: NINE




Define labor force as people employed or seeking employment.(C-I0)



Identify the factors of production as natural resources,labor, capital, and management. (D-2I)

Define capital goods as tools, equipment, machinery andbuildings that are used in the production of other goods andservices. (E-24)




Define demand as the amount of goods and services that buyersare willing to buy. (G-34)


Define supply as the amount of goods or services that sellersare willing to sell. (G-36)


Define 2Elee as the money value set for a good or service.(H-43)


184


AG 37


De3cribe a potential business and explain how natural re-sources, labor, capital goods and entrepreneruial skillswould be involved in its operation. (D-1064)


Identify how changes in the level of capital investmentaffect productivity and employment. (D-I068)

Trace the possible bases for opinions, attitudes and beliefsabout social issues which differ from one's own. (E-1094)


Cite examples of social, political cr economic decisionswhich have resulted in primary and secondary environmentalproblems. (H-1163)




The student will demonstrate an understanding of the inter-relationships among geography, e:onomics, history, politicalscience, and sociology. (90)

TEXTBOOK REFERENCES

Chapters 7 and 8 (pages 108-165)

185

1

1

1


UNIT: TEN


10.0 Latin America

10.1 Physical Features10.1.1 Boundaries10.1.2 Locations; Countries/Cities10.1.3 Topography10.1.4 Climate10.1.5 Linkage Systems

10.2 Natural Resources10.2.1 Regional10.2.2 Effects of Natural Resources


10.4 Economy10.4.1 Manufacturing10.4.2 Service Industries10.4.3 Agriculture10.4.4 Resources: Renewable & non-renewable10.4.5 Trade10.4.6 Problems/Solutions


10.6 Government10.6.1 Communistic10.6.2 Dictorial10.6.3 Democratic

COUNTY PKRFORMANCE OBJECTIVES

10.0 Latin America

10.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of Latin

America;(2) locating on a map the countries and major cities

of the West Indies, South and Central America;(3) identifying and locating on a map, the major

landforms and waterforms;(4) identifying Latin America as an area with a wide

variety of climates; and,(5) identifying the major transportation linkages.

186

AG 38

10.2 Students will analyze resources in Latin America by:(1) analyzing how the abundance of natural resources

helped Latin America attain a position of powerin world politics and trade; and,

(2) determining two problems facing Latin Americaconcerning natural resources.

10.3 Students will analyze population patterns by:(1) identifying and locating major growth areas;(20 interpreting the cause and effects of growth

rate.

10.4 Students will be able to distinguish among the eco-nomic regions of Latin America by:(1) identifying factors which have helped each region


develop its service industries;(3) identifying major craps of the regions;(4) identifying the major renewable and non-renewable

resources of the regions;(5) describing the economic interdependence of Latin

America with other world regions;(6) identifying problems facing the Latin America

economy and generating possible solutions.

10.5 Students will demonstrate knowledge of culture inLatin America by:(1) identifying Olat Latin America is composed of

many different people with different cultures;(2) inferring from a national profile chart with

urban population and literacy rates that LatinAmerica has varying standards of living.

10.6 Students will identify the types of governments inLatin America by:(1) defining Communism and identifying a.communistic

country;(2) defining dictatorships and identifying a country

under a dictatorship; and(3) defining democracies and identifying a democratic

country.

187

1

AG 39

AG 40





Read or determine relationships described by bargraphs (Minimum Student Performance Standard:Mathematics - U146).


Compare the climatic conditions of the major regions of theworld. (10-3)


Analyze the relationship of environment to the developmentof culture. (I0-5)

Analyze the relationship between economic development andthe utilization and conservation of natural resources.(10-6)


Identify why scarcity requires choices (Free Enter-prises and Consumer Education Minimum ObjectiveD-I4).

Identify how substitutions can be used when a re-source becomes more scarce (Free Enterprise andConsumer Education Minimum Objective D-19).

Analyze global interdependence. (10-7)Distinguish between a consumer good and a capitalgood (Free Enterprise and Consumer EducationMinimum Objective D-20).

Define exchange as obtaining goods and services'from others in return for money, credit, or othergoods and services (Free Enterprise and ConsumerEducation Minimum Objective F-31).

Define technology as the use of tools and/or know-ledge to produce goods and services (Free Enter-prise and Consumer Education Minimum ObjectiveF-32).

18S

AG 4 1


Define marketplace a% a setting where goods andservices are bought, sold or traded (Free Enterpriseand Consumer Education Minimum Objective G-35).

Define supply as the amount of goods or servicesthat sellers are willing to sell (Free Enterpriseand Consumer Education Minimum Objective G-36).



Analyze the geographic factors which influence major social,econouics, and political situation in the world. (I0-9)




Identify the appropriate source to obtain informationusing materials suc-.1 as dictionaries, encyclopedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29).


189

AG 42


UNIT: TEN







Identify bias and how it affects explanation of data.(A-1016)


Explain the significance of specific changes from the per-spectives of various ethnic groups, social classes andcultures. (B-1030)

Explain the historical setting of current state, nationaland international problems. (8-1031)



Identify the interdependent networks (political, economic,social, military, ecological and technological) which linkthe United States aad other nations. (E-1093)

Distinguish between civil liberties and human rights andgive examples of each. (G-1132)

I S )

AG 43






TEXTBOOK REFERENCES

Chapters 9-12 (pages 166-249)

191

1


UNIT: ELEVEN


11.3 Europe

11.1 Physical Features11.1.1 Boundaries11.1.2 Locations: Countries/Cities11.1.3 Topography11.1.4 Climate11.1.: Linkage Systems


11.3 Populi,.ion11.3.1 Density11.3.2 Growth Rate

11.4 Economy11.4.1 Manufacturing11.4.2 Service Industries11.4.3 Agriculture11.4.4 Resources: Renewable & Non-renewable11.4.5 Trade11.4.6 Problems/Solutions


11.6 Government11.6.1 Parliamentary11.6.2 Socialistic11.6.3 Monarchy


11.0 Europe

11.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of Europe;(2) locating on a map the countries and major cities

of: western, northern, and southern Europe:(3) identifying and locating on a map the major land-

farms and waterforms;(4) identifying Europe as an area with a Icicle variety

of climates; and,(5) identifyiLg the major transportation linkages.

AG 44

AG 45

11.2 Students will analyze resources in Europe by:(1) analyzing how the abundance of natural resources

helped Europe attain a position of power in worldpolitics and trade; and,

(2) determining problems facing Europe concerningnatural resources.

11.3 Students will analyze population patterns by:(1) identifying and locating major growth areas;(2) interpreting the cause and effects of growth

rates.

11.4 Students will be able to distinguish among the econ-omic regions of Europe by:(1) identifying factors which have helped each region


develop its service industries;(3) identifying major crops of the regions;(4) identifying the major renewable and non-renewable

resources of the regions;(5) describing the economic interdependence of

Europe with other world regions; and,(6) identifying problems facing Europe's economy and

generating possible solutions.

11.5 Students will demonstrate knowledge of culture inEurope by:(1) identifying that Europe is composed of many dif-

ferent peoples with different cultures; and,(2) inferring from a national profile chart, urban

population, and literacy rates that Europe hasvarying standards of living.

11.6 Students will identify the types cf governments inEurope by:(1) defining Parliamentary and identifying a Parlia-

mentary state;(2) defining Socialism and identifying a Socialistic

state; aAd,(3) defining Monarchy and identifying a country

under a Monarchy.


Demonstrate knowledge and use of maps, globes, charts,graPhs and other tools of geography. (I0-1)



93

AG 46

Read or detArmine relationships described by bargraphs or pictographs (Minimum Student PerformanceStandard: Mathematics - U146)).



Interpret the relationship between the forces and processesof nature and the various physical/environmental conditionson earth. (10-4)


Analyze the relationship between economic development andthe utilization and conservation of natural resources.(10-6)

Identify the factors of production as natural re-sources, labor, capital, and management (FreeEnterprise and Consumer Education MinimumObjective D-2I).

Identify why scarcity requires choices (Free Enter-prise and Consumer Education Minimum ObjectiveD-I4).


Analyze global interdependence. (I0-7)

Distinguish between a consumer good and capital good(Free Enterprise and Consumer Education MinimumObjective D-20).

Define exchange as obtaining goods and services fromothers im return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-3I).

Define technology as the use of tools and/or knowledgeto produce goods and services (Free Enterprise andConsumer Education Mxnimum Objective F-32).



Define supply as the amount of goods or services thatsellers are willing to sell (Free Enterprise andConsumer Education Minimum Objective 11-36).

Name some factors which may influence the supply of agood or service (Free Enterprise and Consumer Educa-tion W.nimum Objective G-37).

194

AG 47


Evaluate how people impact their physical environment.(10-8)

Analyze the geographic factors which influence major social,economic, and polttical situation in the world. (10-9)






195

COURSE: STANDARD GEOGRAPHY

UNIT: ELEVEN




Define labor force as people employed or seekng employment.(C-10)



Define exchange as obtaining goods or services from others inreturn for money, credit or other goods and services. (F-31)


Define demand as the amount of goods and services that buyersare willing to buy. (G-34)


Define supply_ as the amount of goods or services that sellersare willing to sell. (G-36)



Explain the historical setting of current state, national andinternational problems. (B-I031)



Identify how changes in the level of capital investment af-fect p7oductivity and employment. (D-1068)

1 .96

AG 49COMPREHENSIVE TESTS OF BASIC SKILLS

The student will demonstrate an understanding of the physicalenvironment or the abililty to interpret maps and globes.(85)


The student will demonstrate an understanding of the inter-relationships among geogrphy, economics, history, politicalscience, and sociology.

TEXTBOOK REFERENCES


197

AG 50


UNIT: TWELVE



12.1 Physical Features12.1.1 Boundaries12.1.2 Locations: Countries/Cities12.1.3 Topography12.1.4 Climate12.1.5 Linkage Systems



12.4 Economy12.4.1 Restrictive Political Climate12.4.2 Manufacturing12.4.3 Service Industries12.4.4 Agriculture: State & Collective Farms12.4.5 Resources: Renewable & Non-renewable12.4.6 Trade12.4.7 Effects of Climate12.4.8 Problems/Solutions


12.6 Government12.6.1 Communist Party12.6.2 Satellites/Communist Bloc



12.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of Eastern

Europe;(2) locating on a map the countries and major cities

of; Eastern Europe and the Soviet Union;(3) identifying and locating on a map the major

landforms and waterforms;(4) identifying Eastern Europe as an area with a wide

variety of climates; and,(5) identifying the major transportation linkages.

198

AG 51

12.2 Students will analyze resources in Eastern Europe andSoviet Union by:(1) analyzing how the abundance of natural resources

helped Eastern Europe/Soviet Union attain aposition of power in world politics and trade;and,

(2) determining problems facing Eastern Europe andthe Soviet Union concerning natural resources.

12.3 Students will analyze population patterns by:(1) identifying and locating major growth areas;(2) interpreting the causes and effects of growth

rate.

12.4 Students will demonstrate a comprehension theeconomy of Eastern Europe and the Soviet Union by:(1) recognizing the control by the government;(2) identifying factors which have helped each region


develop its service industries;(4) recognizing that agriculture is produced on

state and collective farms;(5) identifying the major renewable and non-renewable


Eastern Europe/Soviet Union's economy with otherworld regions;

(7) identifying the varied climate zones and the ef-fects of climate on the economy.

(8) identifying problems facing Eastern Europe's andthe Soviet Union's economy and generating pos-sible solutions; and.

12.5 Students will demonstrate knowledge of cultures inEastern Europe and the Soviet Union by:(1) identifying that Eastern Europe/Soviet Union are

composed of many different people with differentcultures and religions;

(2) inferring from a national profile chart withurban population and literacy rates that EasternEurope/Soviet Union have a low standard of liv-ing.

12.6 Students will understand the concept of the communistgovernment by:(1) analyzing the structure of the communist party;(2) understanding the relationship of the satellite

countries to the Soviet Union.

199

AG 52



Obtain ai)propriate information from pictures, maps,or signs (Minimum Student Performance Standard:Reading - F25).


Read or determine relationships described by bargraphs or pictographs (Minimum Student Performanc%,Standard: Mathematics - 11146).

Compare the geographic features and political divisic,n ofthe major regions of the world. (I0-2)

Compare the climate conditions of the major regions of theworld. (I0-3)



Analyze the relationship between economic development andthe utilization and conservation of natural resources.(I0-6)

Identify the factors of production as natural re-sources, labor, capital, and management (FreeEnterprise and Consumer Education MinimumObjective D-2I).



Analyze global interdependence. (I0-7)Distinguish between a consumer good and a capital good


Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer Educa-tion Minimum Objective F-31).

Define technology as the use of tools and/or knowledgeto produce goods and service (Free Enterprise andConsumer Education Minimum Objective F-32).

Define demand as the amount of goods and serv4ces thatbuyers are willing to buy (Free Enterprise and Con-sumer Education Minimum Objective G-34)

2 1

AG 53

Define marketplace as a setting where goods end ser-vices are bought, sold or traded (Free Enterpriseand Consumer Education Minimum Objective G-35).

Define supply as the amount of goods or services thatsellers are wir.ing to sell (Free Enterprise andConsumer Education Minimum Objective G-36).




Analyze the geographic factors which influence majorsocial, economic, and political situation in the world.(I0-9)




Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directoreis, and newspapers (MinimumStudent Performance Standard: Reading F-29).


2 1

AG 54


UNIT: TVELVIg





Define capital goods as tools, equipment, machinery andbuildings that are used in the productions of other goodsand services. (E-24)

Define LEIEILLEILL22 as individuals or groups concentratingon one job rather than attempting to do many jobs. (F-30)

Deline marketplace as a setting where goods and services arebought, sold, or traded. (G-35)




STANDARDS OF EXCELLENCES

Contrast production decisions under other economic systemswith the United States' mixed market economy. (D-1067)


Describe means of transmitting beliefs and values amongfamily members, peer groups, and different cultures usingaccommodation, acculturation, assimilation, direct transmis-sion and socialization. (F-1114)

Distinguish between civil liberties and human rights andgive examples of each. (G-I132)


202

AC 55

Analyze the impact of technology on science and society.(H-1175)



The student will demonstrate an understani..i.ng of historicalpersons, events, or eras. (87)



TEXTBOOK REFERENCES


2 e 3

1

1


UNIT: THIRTEEN






13.4 Economy13.4.1 Manufacturing13.4.2 Service Industries13.4.3 Agriculture: Kibbutz (state)/Moshav

(collective)13.4.4 Resources: Renewable & Non-renewable13.4.5 Trade13.4.6 Problems/Solutions

13.5 Culture13.5.1 Diversity13.5.2 Standard of Living13.5.3 Conflicts: Religious & Ethnic

13.6 Government13.6.1 Military Dictatorship13.6.2 Monarch/Emirl3.6.3 Democracy



13.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of North

Africa and the Middle East;(2) locating on a map the countries and major cities

of North Africa and the Middle East;(3) identifying and locating on a map the major

landforms and waterforms;(4) identifying North Africa and the Middle East as

area with an arid climate; and,(5) identifying the major transportation linkages.

2(14

AG 56

AG 57

13.2 Students will analyze resources in North Africa andthe Middle East by:(1) analyzing how the abundance of petroleum has

helped Africa and the Middle East attain a posi-tion of power in world politics and trade; and,

( ) determining problems facing North Africa and theMiddle East concerning natural resources.


rate.

13.4 Students will be able to distinguish among the econ-omic regions of North Africa and the Middle East by:(1) identifying factors which have helped each

region develop manufacturing;(2) identifying factors which have helped each region

develop its service industries;(3) identifying the major crops of the regions;(4) identifying the major renewable and non-renewable

resources of the regions;(5) describing the economic interdevendence of Nurth

Africa and the Middle East with other worldregions; and,

(6) identifying problems facing Nortn Africa and theMiddle East economy and generating possible solu-tions.

13.5 Students will demonstrate knowledge of culture inNorth Africa and the Middle East by:(1) identifying that North Africa and the Middle East

are composed of many different peoples with manydifferent cultures;

(2) inferring from a natilnal profile chart withurban population and literacy rates that No:7thAfrica and the Middle East have a varied standardof living; and,

(3) recognizing the varied religious and ethnicgroups and the ensuing problems.

13.6 Students will identify the types of government inNorth Africa and the Middle East by:(1) defining military dictatorship;(2) defining monarch/emir;(3) defining democracy.


Demonstrate knowledge and use of maps, globes, charts,graphs and other tools of geography. (10-1)

Obtain appropriate information from p4.ctures, maps,or signs (Minimum Student Performance Standard:Reading - F25).

2 0 5

AG 58

Obtain apppropriate informatLon 'rom diagrams, tables,graphs, or schedules (Minimwm Student PerformanceStandard: Re4ding - F26).

Read or determine relationships descr,l.bed by bargraphs or pictographs (Minimum Student PerformanceStandard: Mathematics - U146).

Compare the geograr:ic features and political di.fisions ofthe major regions of the world. (IP-2)

Compare the climate conditions of the majfm- regions of theworld, (10-3)

Interpret tii relationship between the forces and processesof nature and the virious physic.al/eavironmental conditionson earth. (I0-4)

Apilyze the relationship of environment to the developmentof culture. (10-5)

Analyze the relationship betllen economic development andthe utilization and conservation of hdttral resources.(10-6)

Identify the factors of production as natural re-sources, labor, capital, ant, management (FreeEnterprise and Consumer Education Minimum ObjectiveD-2I).

Identify why scarcity requires choices (Free Lnter-prise and Consumer Education Minimum ObjectiveD-14).


Analyze global interdependence. (10-7)Distinguish between a consumer good and a capital good


Define exchange as obtaining goods and se,-vices fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer EducationMinimum Objective F-3I).




Define supply as the amount of goods and services thatsellers are willing to sell (Free Enterprise andConsumer Education Minimum Objective G-36).

2 f' 6

AG 59


Name some factors which may influence the demand for agood or service (Free Znterprise and Consumer Educa-tion Minimum Objective G-38).






Identify the appropriate source to obtain informationusing materials such as dictionaries, encycicpedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29).


2(17

AG 60

COURSE: ADVANCED GEOGR1PHY

UNIT: THRITEEN

*FREE ENTERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES

Identify why scarcity requires Choices. (D-14)






Explain the historical setting of current state, national andinternational problems. (3-1031)

Use an appropriate atlas to compare two or more maps of thesame area in order to combine data and make inferences.(C-I046)


Recognize ways in which specific rapid changes in technologyimpact upon society. (H-I171)

Evaluate the effects of social and economic actions onscience and technology. (G-I172)

Evaluate ways in which natural resources have been allocated,utilized and conserved in the community, regions, the nationand in other societies. (H-I173)

208

AG 61






TEXTBOOK REFERENCES


2(19

AG 62


UNIT: FOURTEEN



14.1 Physical Features14.1.1 Boundaries14.1.2 Locations: Countries/Cities14.1.3 Topography14.1.4 Climatic/Desertification14.1.5 Linkage Systems



14.4 Economy14.4.1 Manufacturing/Cottage Industries14.4.2 Service Industries14.4.3 Agriculture/Herdsmen14.4.4 Resources: Renewable & Non-renewable14.4.5 Trade14.4.6 Problems/Solutions


14.6 Government14.6.1 Tribalism vs. Nationalism14.6.2 Problems of independence from colonial powers



14.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of Sub-

Saharan Africa;(2) locating on a map the countries and major cities

of Eastern, Western, Central, and SouthernAfrica;

(3) identifying and locating on a map the major land-forms and waterforms;

(4) identifying as an area with a wide variety ofclimates and the problem of desertification; and,

(5) identifying the major transportation linkages.

21

AG 63

14.2 Students will analyze resources in Sub-Saharan Africaby:(1) analyzing how the abundance of natural resources

have made Sub-Saharan Africa an area of conten-tion;

(2) determing problems facing Sub-Saharan Africa con-cerning natural resources.

14.3 Students will analyze populatioa patterns by:(1) identifying and locating major growth areas;(2) interpreting the cause and effects of growth

rate.

14.4 Students will be able to distinguish among the eco-nomic regions of Sub-Saharan Africa by:(1) identifying factors which have helped each

region develop manufacturing cottage industries;and,

(2) identifying factors which have helped each regiondevelop its service industires;

(3) identifying the major crops of each region andrecognize the role of nomadic herdsmen;

(4) identifying the major renewable and non-renewableresources of the regions;

(5) describing the economic interdependence of Sub-Saharan Africa with other world regions; and,

(6) identifying problems facing the Sub-SaharanAfrican economy and generating possible solu-tions.

14.5 Students will demonstrate knowledge of the cultures ofSub-Saharan Africa by:(1) identifying that Sub-Saharan Africa is composed

of many different peoples with many differentcultures; and

(2) inferring from a national profile chart withurban population and literacy rates the varyingstandards of living of Sub-Saharan Africa.

14.6 Students will understand:(1) the conflict of tribalism vs. nationalism; and,(2) the problems of independence from colonial

powers.


Demonstrate knowledge anC use of maps, globes, charts,graphs and other tools of geogrephy. (I0-1)


Obtain appropriate information irom diagrams, tables,graphs, or schedules (Minimum Student PerformanceStandard: Reading - F26).

211

AG 6 4

Read or determine relationships described by bargraphs or pictographs (Minimum Student PerformanceStandard: Mathematics - 11146).





Analyze the relationship between economic development andthe utilization and conservation of natural resources.(.10-6)



tdentify how substitutions can be used when a re-source becomes more scarce (Free Enterprise andConsumer Education Minimum Objective D-19).

Aealyze global interdependence. (I0-7)Distinguish between a consumer good and a capitalgood (Free Enterprise and Consumer EducationMinimum Objective D-20).

refine exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer Educa-tion Minimum Objective F-31).

Define techasliam as the us, of tools and/or knowledgeto produce goods and serv.Lces (Free Enterprise andConsumer Educ..tion Minimum Objective F-32).


Define marketplace as setting where goods and ser-vices are bought, sold or traded (Free Enterpriseand Consumer Education Minimum Objective G-35).

Define Ema as the amount of goods or services thatsellers are willing to sell (Free Enterprise andConsumer Education Minimum Objective G-36).


212

AG 65




Utilize the appropriate vocabulary, geographic, reference/study, critical thinking, and decision-making skills.(I0-10)





213

1


UNIT: FOURTEEN

FREE EATERPRISE AND CONSUMER EDUCATIONMINIMUM OBJECTIVES



Def:ne ,pxchange as obtaining goods and services from othersin return for money, credit or other goods and services.(F-31)

Define marketplace as a setting where goods anj services arebought, sold, or traded. (G-35)



Explain the short and long range-effects of specific changesas they relate to major state, national and world events.(8-1027)


11 Using a physical map, infer adaptation necessitated by the

1

environment of a region. (C-1051)

Distinguish between civil liberties and human rights and giveexamples of each. (G-I132)






214

AG 66

TEXTBOOK REFERENCES

AG 67

Chapters 19 - 21 (378-431)

215

AG 68


UNIT: FIFTEEN


15.0 Asia




15.4 Economy15.4.1 Manufacturing15.4.2 Service Industries15.4.3 Agriculture15.4.4 Resources; Renewable & Non-renewable15.4.5 Trade15.4.6 Problems/Solutions


15.6 Government


15.0 Asia

15.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of Asia;(2) locating on a map the countries and major cities

of: the sub-continent, insular, and EasternAsia;

(3) identifying and locating on a map the major land-forms and wa,sn-forms;

(4) identifying Asia as an area with a wide varietyof Climates; and,


15.2 Students will analyze resources in Asia by:(1) analyzing how the abundance of natural resources

helped Asia attain a position of power in worldpolitics and trade; and,

216

AG 69

(2) determining problems facing Asia concerningnatural resources.


rate.

15.4 Students will be able to distinguish among the eco-nomic regions of Asia by:(1) identifying factors which have helped each

region develop manufacturing;(2) identifying factors which have helped each region

develop its service industires;(3) identifying major crops of the regions;(4) identifying the wajor renewable and non-renewable

resources of the regions;(5) describing the economic interdependence of Asia

with other world regions; and,(6) identifying problems facing the Asian economy and

generating possible solutions.

15.5 Students will demonstrate knowledge of culture:(1) identifying that Asia is composed of many dif-

ferent peoples with many different cultures andreligions;

(2) inferring from a national profile chart withurban population and literacy rates the varyingstandards of living in Asia.

15.6 Students will be able to identify the types of govern-ments found in this area.



Obtain appropriate information from pi.ctures, maps,or signs (Minimum Student Performance Standard:Reading - F25).


Read or determine relationships described by bargraphs or pictogrphs (Minimum Student PerformanceStandard: Mathematics - U146).



217

AG 70

Interpret the relationship between the forces and processesof nature aad the wirious physical/environmental conditionson earth. (I0-4)

Analyze the relationship of environment to the developmentof culture. (10-5)


Identify the factors of production as natural re-sources, labor, capital, and management (FreeEnterprise and Consumer Education Minimum ObjectiveD-2I).



Analyze global interdependence. (I0-7)Distinguish between a cOnsumer good and a capitalgood (Free .4:nterprise and Consumer Education Min-imum Objectio.-a D-20).

Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Fnterprise and Consumer Educa-tion Minimum Objective F-31).



Define marketplace as a setting where goods and ser-vices ire bought, sold or traded (Free Enterpriseand Consumer Education Minimum Objective G-35).


Name some factors whici 'ay influence the supply of agood or service (Free Lnterprise and Consumer Educa-tion Minimum Objective G-37).


Evaluate how people impact their physical environment.(IO-S)


218

AG 7 1

Utilize the appropriate vocabulary, ;geographic reference/study, critical thinking, and decision-making skills.(I0-10)


Obtain appropri,ite information from diagrams, tables,or schedules (Minimum Student Performance Standard:Aeading P-26).

Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newsrapers (MinimumStudent Performance Standard: Reading P-29).

Arrange events in sequential order (Mirimum StudentPerformance Standard: Writing B-16).

219

AG 72


UNIT: FIFTEEN




Distinguish between a coneumer good and a capital good.(D-20)



Nam* some factors which may influence the supply of a good orservice. (G-37)



Using a physical map, infer adaptation necessitated by theenvironment of a region. (C-I051)

Recognize ways in which specific rapid changes in technologyimpact upon society. (H-1171)

Evaluate ways in which natural resources have been allocated,utilized and conserved in the community, regions, the nationand in other societies. (11-1173)

COMPREHENSIVE TESTS IN BASIC SKILLS.


The student will demonstrate an understanding of the struc-tures of government. (88)


TEXTBOOK REFERENCESChapters 22-24 (pages 432-483)

220

AG 73


UNIT: SIXTEEN


16.0 Oceania




16.4 Economy16.4.1 Manufacturing16.4.2 Service Industries16.4.3 Agriculture/Pastoral16.4.4 Resources: Renewable and Non-renewable16.4.5 Trade16.4.6 Problems/Solutions

16.5 Culture16.5.1 Diversity16.5.2 Standard of Living16.5.3 Conflict

16.6 Government16.6.1 Trustship16.6.2 Colonial16.6.3 Independent


16.0 Oceania.

16.1 Students will demonstrate comprehension of physicalfeatures by:(1) locating the major geographic regions of Oceania;(2) locating on a map the countries and major cities

of: Australia, New Zealand, Melanesia,Micronesia, and Polynesia;

(3) identifying and locating on a map the major land-forms and water forms;

(4) identifying Oceania as an area with a wide vari-ety of climates; and,


2 11

16.2 Students will analyze resources in Oceania by:(1) analyzing how the abundance of natural resources

how the abundance of natural resources have al-lowed Oceania to become self-sufficient; and,

(2) determining problems facing Oceania concerningnatural resources.

16.3 Students will analyze population patterns by:(1) identifying and locating major growth areas; and,(2) interpreting the cause and effects of growth

rate.

16.4 Students will be able to distinguish among the eco-nomic regions by:(1) identifying factors which have helped each

region develop manufacturing:(2) identifying factors which have helped each region

develop its service industries;(3) identifying major agriculture land usage of

regions;(4) identifying the major renewable and non-renewable


Oceania with other world regions; and,(6) identifying problems facing Oceania's economy and

generating solutions.

16.5 Students will demonstrate knowledge of the culture ofOceania by:(1) identifying that Oceania is composed of many dif-

ferent cultures; and,(2) inferring from a national profile chart with urban

population and literacy rates the varying stan-dards of living in Oceania.

16.6 Students will identify the types of government inOceania by:(1) defining trustship:(2) defining colonial; and,(3) defining independent.




Obtain appropriate information from diagrams, tables,graphs, or schedules (Minimum Student PerformanceStandard: Reading - 726).


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AG 75




Analyze the relationship of environment to the developmentof culture. (10-5)





Analyze global interdependence. (I0-7)Distinguish between a consumer good and a capital

good (Free Enterprise and Consumer Education Mini-mum Objective D-20).

Define exchange as obtaining goods and services fromothers in return for money, credit, or other goodsand services (Free Enterprise and Consumer Educa-tion Minimum Objective F-31).







2P3

1

1

Evaluate how people impact their physical envircmment.(I0-8)





Identify the appropriate source to obtain informationusing materials such as dictionaries, encyclopedias,atlases, directories, and newspapers (MinimumStudent Performance Standard: Reading F-29)


AG 76

1

1


UNIT: SIXTEEN








Define consumption a$ the use of goods and services. (K-50)


Explain the significance of specific changes from the per-spectives of various ethnic groups, social classes and cul-tures. (B-1030)


Using a physical map, infer adptation necessitated by theenvironment of a region. (C-1051)


Evaluate ways in which natural resources have been allocated,utilized and conserved in the community, regions, the nationand in other societies. (H-1173)



22 5

AG 7 7

AG 78The student will demonstrate an understanding of economicconcepts, employment, technology, or commerce. (86)

The student will demonstrate an understanding of the strue:-tures or functions of government. (88)


TEXTBOOK REFERENCES

Chapters 25 - 26 (pages 484-517)

RMAAP**********************U* vvv. MED. The. K. Reynolds Bending

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Transcript of RMAAP**********************U* vvv. MED. The. K. Reynolds Bending

R**********MAA************P********************************U* vvv. MED. The. K. Reynolds Bending

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Transcript of R**********MAA************P********************************U* vvv. MED. The. K. Reynolds Bending

RMAAP**********************U* vvv. MED. The. K. Reynolds Bending

Transcript of RMAAP**********************U* vvv. MED. The. K. Reynolds Bending