World Geography EOC Comprehensive Map Review Based on the 6 Essential Elements of Geography Modified from: CFBISD

Teacher Information Materials Needed: Tape, Glue sticks, and map colors Student Map – The map is in a Publisher File and will automatically print the world map on 6 different sheets of paper. Students will have to tape the maps together. (This may take about 20 minutes or so for 9th graders). Student Packet – each student will need the student resource packet – since these items will be cut up, it is essential that you run the packets on only one side of the paper. Suggestion: Since not all of the cutting and gluing will happen on the same day – you might want to give the students a manila folder, envelope, or plastic bag to hold their remaining items. Power Point Atlases or textbooks

5/12/14 QOD: What is the name of the group who has kidnapped hundreds of children in an oil rich African country? Boko Haram Why is this group doing this? “Many Nigerians suggest the emergence of Boko Haram was in part a reaction to this systematized corruption,” Chayes wrote in an op-ed piece in the Los Angeles Times.

World Geography EOC Review Below is an example of what your map will look like when we are complete.

Your Map will include items on the back … We will process significant information on the back of your map.

The World in Spatial Terms Refers to the connections that people, places, and environments have to one another because of their location on the earth’s surface. Maps represent places on the Earth’s surface, and can be used to answer geographic questions, infer relationships, and analyze change. Processes of spatial diffusion has influenced the past, shapes the present, and will influence events in the future. National boundaries (borders), generally set up by governments, are the product of both physical and human processes. Location, or a specific place on earth, does not determine exactly how we live, but it does influence our lives.

Task: Map Set-up Put the 6 pages together to create the map. Write name in the top, left corner of the map. Grab a pair of scissors and glue stick Cut out the legend and glue to the bottom, left corner of the map.

Borders and Boundaries The world is divided into many separate independent, national states, each with its own sovereign government. What factors determine where boundaries between countries are established? Teacher discusses borders and boundaries, and the idea that they are used to determine political units. Teachers can give examples of local, state, national, and international boundaries. Glue Borders study card on the back of the map.

Task: Locate and label places of geopolitical significance. Teachers may choose to have students draw in political boundaries of the places that they label.

Population Pyramids What do population pyramids tell us? Teacher Script Review population pyramids with students. What inferences can they make about the countries based on the population pyramids in front of them?

Task: Population Pyramids Look at the (10) population pyramids from your student packet and discuss the challenges that each country is facing or may face in the future. Label Pyramids LDC (less developed country) MDC (More developed country) Fast Slow or negative growth Paste pyramids on back of map Cut out the two blocks of people and place them in the two highly populated countries Cut out the ‘growth’ images and glue them on or near two fast growing countries Lead a discussion on what countries have very high populations. Have students cut out the two blocks of people ( ) and place them in two of those highly populated countries (i.e., China and India) Lead a discussion on what countries may have smaller populations but are fast growing. Have students cut out the ‘growth’ images ( ) and glue them on or near two fast growing countries (i.e., Zimbabwe and Uganda) Review Released Test Question #9 Exit slip: How can we address problems facing fast growing populations? What are challenges facing fast growing populations? What are challenges facing shrinking populations?

A population density map is a map that shows how many people live in a square mile in a given area. It shows the distribution of population in that area. What inferences can we make from the population density map shown?

Task: Population Patterns and Movement Cut out the blocks of people and glue them in or near highly populated countries. Cut out the growth images and glue them on or near two fast growing countries. Cut out factors influencing where people settle study cards (2) and glue them on the back of the map.

Cut and glue factors of migration study cards to the back of the map. Task: Using the migration map below – draw arrows on your map to show the migration routes. Why did each of these migrations occur? Students will draw arrows on their map to show migration routes. Lead discussion with students about the different reasons for each migration. Cut and glue factors of migration study cards to the back of the map.

Why do different regions fall into these different categories? Net migrations

Population Issues How can we address problems facing fast growing populations? What are the challenges facing shrinking populations? How can they be addressed?

Places and Regions Regions are how geographers organize the study of geography. Earth is crisscrossed and layered with a system of complex divisions. Some boundaries are blurred, based largely on personal or group perceptions. Every place has certain physical and human characteristics that make it different from any other.

Task: Regions of the World Work as a group to come to a consensus on how to divide the world into regions. Be able to defend your division of the world. Cut out the types of regions (1) and Cultural Regions study cards (3), and glue to the back of the map. Teachers can also choose to have students complete the brainstorm carousel exercise (Regional Wall Graffiti) that is in WG EOC Prep Book#2: Places and Regions. Students brainstorm various characteristics about each region in a systematic manner as determined by the teacher (rotating review or wall graffiti). When the regional overviews are all complete, the overviews are posted, and students participate in a gallery walk so that they can complete each regional overview. Optional: Regional Wall Graffiti

Task: Characteristics of a Place Work as a group, analyze each image: What do you see? What can you infer about the place? Where do you think the picture was taken? Why? What clues from the image helped you determine the location? When your group has finished analyzing each image, cut out and glue the images near their respective location. Give students about 2-3 minutes to analyze and discuss each image

A woman in Kabul, Afghanistan shopping with her children

SOUTHERN HIGHLANDS PROVINCE, PAPUA NEW GUINEA: Gibe and Pipe, Huli wigmen, pose for the camera in traditional dress.

A young Buddhist monk riding in a cab on a bicycle. Myanmar.

Festival of Russian culture in Dublin

A Mongolian nomadic woman at her yurt in Erdene Soum.

Kenya: Maasai warrior Boni listens up close to an African elephant.

A wide shot facing east, during sunset on the Seine River in Paris, France.

A chief and two men sit in a hut in Puerto Ayacucho, Venezuela.

Physical Systems The earth’s system is made up of four interactive components: atmosphere, biosphere, hydrosphere, and lithosphere Both internal and external forces create, maintain, and modify the earth’s surface. Landforms, soil, and climate greatly affect the plants and animals that can be found in each place.

Use the physical features diagram to identify landforms and discuss the physical processes that created them.

Task: Physical Features Work as a group to locate, draw, and label the physical features listed in your resource packet. Be sure to reference the key. Teacher Script Students will take out prepared maps Give each student a resource packet and have them put their names on them. Students will begin to fill out physical features on each continent according to the physical features page of the resource packet. Students may need access to an atlas or textbook Have students glue key to top left corner of their map Show the maps below (on projector) and discuss perspective   Exit slip: How do latitude and physical features affect the climate and weather of a place?

Your map should be starting to look like this one….

Look at your map. How has tectonic activity impacted the landscape of our world? Provide 3 examples based on the location of various physical features and plate boundaries.

Erosion or weathering? How do you know? Weathered Trees: Persistent winds in the mountains of Nevada's Great Basin National Park eroded the trunk of this old pine tree into what look like a pair of sideways spectacles. The Great Basin hosts drastically varied climates, from its cold, snowy mountains to its dry, hot desert valley.

Erosion or weathering? How do you know? Arizona Rock Formation: Winds sweeping through the Grand Canyon have eroded this sandstone outcrop into an anvil shape. Wind shapes these fantastical forms by eroding less dense rock, like sandstone, faster than surrounding rock.

Have student groups explain the physical process.

Have student groups explain the physical process.

Task: Physical Processes Glue the study cards on the back of your map. Tectonic plate movement Hydrosphere

Have student groups use image to explain how the Earth’s systems interact.

How does climate affect how people live? Simple summary of climatic zones: Polar - very cold and dry all year Temperate - cold winters and mild summers Arid - dry, hot all year Tropical - hot and wet all year Mediterranean - mild winters, dry hot summers Mountains (tundra) very cold all year Review LACEMOP: Have students look at their maps, and determine how factors such as latitude, continentality, and mountain barriers impact climate. The classification is based on maximum and minimum temperatures and the temperature range as well as the total and seasonal distribution of precipitation.

Earth’s oceans are in constant motion. How do you think ocean currents and storm tracks impact climate? Ocean currents are movements of the earth’s ocean waters. These currents occur both at the ocean’s surface and below. Ocean currents carry warm water from the tropics to colder regions, and cold water from the polar regions towards the tropics. This transfer of energy helps maintain a balance.

Soil and Vegetation How do soil and climate help to determine the vegetation of a region? The type of soil, the temperature, and amount of precipitation influenced the type of vegetation that thrives naturally in a region. Variations in climate lead to distinct vegetation regions based on similarities of plant and animal life. Look at the vegetation map, what inferences can you make about the climate?

Task: Physical Processes Glue the study cards on the back of your map. Atmosphere and Weather Climate

Human Systems Culture is a people’s way of life. Different cultures have different social structures, distributions of wealth, and institutions. Religion permeates every culture in some way, and each has its own beliefs, moral code, and traditions.

Culture What are the different aspects of a person’s culture? How are each of us a product of our culture?

Task: Cultural Hearths – Draw a red heart on your map for each of the culture hearths on the map below. Teacher Script Students will take out prepared maps and student resource packet. Put the following maps on the projector. Students will locate the different culture hearths on their world map. Students will draw a red heart these regions of their map. Teacher will discuss each hearth Students will complete the religion chart and glue it on the back of the map. Students will use the symbols they created to label the major world religions on the map. Students will need to reference the Religion Map down below in this section. Students will label languages on the map using the provided key and referencing the third map in this section. Students will cut out the Language Key from the student resources packet and glue it on the front of their map Review Released Test Question #11, 12, 13 Closure: Cultural quiz available in culture section of student resource packet. Can you identify why each of these is a cultural hearth? Think history…..

Task: Language – cut the key to the left from your student packet and glue it next to your physical key on your map and label languages on your map using this key.

Task: World Religions Cut out and glue the religions study cards on to the back of your map. Read over the characteristics of each religion. Create or use a symbol for each religion and add it to your key. Use the symbols you created to mark the location and spread of each religion on your map. S3 Religion vocabulary card sort can also be inserted here.

Economic Geography What are the three main types of economic systems? How are developed countries and developing countries different? What factors affect the location of the different types of economic activities? Explain the relationship between economic activities, economic development, and economic systems? Use with Economic Geography Manipulatives located on the FBISD Weebly.

Task: Economic Geography Cut and glue in the study cards for: Indicators of Development (1), levels of economic development and economic activities (1), and economic systems (4). Teacher Script: Students will take out prepared maps and student resource packet. Have students cut out the four pictures and glue them onto the economic activities chat next to the appropriate level. Discuss with students in which level of development we are most likely to see each of these activities (Levels of development are Less Developed, Newly Industrialized, and More Developed) Students will cut out Economic activities chart and glue it to the back of their map Have students brainstorm what they remember about forms of economy. Discuss as a class and have students write correct definitions and characteristics in the box with the name of the economic system Brainstorm examples of each form of economy Have students cut out Forms of Economy chart and glue on the back of their map Use the Development Levels lists to color the top 10 countries green and the bottom 10 countries red Review Released Test Question #14, 15, 16 Exit Slip: How are less developed countries different from more developed? What patterns do you see?

Political Geography Ask students to analyze the map and create 3 inferences from the map. Lead discussion regarding characteristics of forms of government listed in the TEKS. The S3 Card sort may also be of some use here.  

Task: Political Geography Cut and glue in the study cards for the different types of government. Teacher Script: Students will take out prepared maps and student resource packet. Have students cut out the four pictures and glue them onto the economic activities chat next to the appropriate level. Discuss with students in which level of development we are most likely to see each of these activities (Levels of development are Less Developed, Newly Industrialized, and More Developed) Students will cut out Economic activities chart and glue it to the back of their map Have students brainstorm what they remember about forms of economy. Discuss as a class and have students write correct definitions and characteristics in the box with the name of the economic system Brainstorm examples of each form of economy Have students cut out Forms of Economy chart and glue on the back of their map Use the Development Levels lists to color the top 10 countries green and the bottom 10 countries red Review Released Test Question #14, 15, 16 Exit Slip: How are less developed countries different from more developed? What patterns do you see?

Is your map starting to look like this? How does your map illustrate cultural diffusion?

Environment and Society Humans sometimes must respond to conditions of extreme weather or natural disasters. Humans depend on, adapt to, and modify their physical environment. People seek to use renewable resources, to conserve non-renewable resources, and to pursue sustainable development to protect our environment. Geographers study how people interact with the environment and how people use resources.

Environment and Society Discuss ways, both positive and negative, that people adapt to or modify their environment? What are some ways in which the physical environment affects peoples lifestyles? Give one example of how your own activities are influenced by your environment.

Weather 1. Complete your chart using your knowledge and classroom resources. 2. Using the symbols you created, draw the symbols on the front of your own map in the appropriate places for each phenomena. 3. Cut out the chart and glue it to the back of your map.

What most likely caused the natural disaster pictured in the image above? Students should be able to identify the image as an approaching tsunami, and should know that a tsunami is caused by an underwater earthquake.

Earthquakes (lithosphere) can damage buildings which may kill people (biosphere), as well as cause fires which release gases into the air (atmosphere). Earthquakes in the ocean may cause a tsunami (hydrosphere) which can eventually hit land and kill both animals and people (biosphere). Image is from the website: http://www.seismo.unr.edu/ep/nvguide/ep6.html

Weather Phenomena and Natural Disasters Create a symbol for various weather phenomena and natural disasters and add them to your legend: Hurricanes Tornadoes Tsunamis Monsoons Add the symbols to the map in the area in which they occur.

Task: Resources Add these images to your key. Oil (on key) Coal Lumber Diamonds/ gemstones Nuclear Power Add these images to your key. Using the maps that follow or your textbook, look up the main locations for these resources and draw them in the proper regions on your world map.

Oil Reserves

Coal

Timber

Diamonds/Gemstones

Nuclear Energy

Your map should be starting to look like this….

Task: Environment and Society Cut and glue in the study cards for: Effects of Environment on People How People Modify the Environment Natural Disasters and Weather Extremes Earth’s Resources

Environment and Society Why do nations carry on trade with each other? Unequal distribution of resources (scarcity) How does the location of resources determine the development level of a nation? What has been the impact of technology on the use, distribution, and management of natural resources? Provide examples.

Uses of Geography Both physical features and cultures change over time. The management and distribution of natural resources affects trade patterns and poses problems, especially if there is scarcity. Globalization, including outsourcing and the creation of free trade zones, is changing economies around the world today and providing challenges for the future. Democratic systems are gradually replacing many authoritative regimes worldwide.

Determining Levels of Development Have students analyze the chart, and ask them: How do economists measure a country’s level of economic development? Which country do you think has the highest HDI? The lowest HDI? Which countries are probably newly industrialized? How do you know? Which economic activities are most clearly associated with different levels of development? For example, what economic activities are prevalent in the United States? Brazil? Nigeria?

HDI – Levels of Economic Development

Supranational Organizations NAFTA Members of NATO EU What is a supranational organization? What are the benefits and drawbacks of a supranational organization? Have groups brainstorm the roles and responsibilities of each supranational organization listed. Look at your map. Is there a relationship between countries tin certain organizations, and their level of economic development? How do these organizations show global interdependence.   WTO

Conflicts Draw a caution symbol near the following sites on your map to represent these areas of conflict. Ireland Bosnia Israel Rwanda Sudan South Africa Chechnya Uganda North Korea Teacher Script Students will take out prepared maps and student resource packet. Have the students cut out the “Caution” symbols from the conflict section of their student resource packet and glue them onto the sites for the following conflicts: Ireland, Bosnia, Israel, Rwanda, Sudan, South Africa, Chechnya, Uganda, and North Korea Have the students discuss the reasons behind conflicts that occur: political, ethnic, economic, and religious. Then, have students determine which kind of conflict applies to each example and fill in the box for each. Some conflicts have multiple causes (i.e. religious and ethnic) Now have the students cut out and glue the visual aids onto the conflict box that best fits (two pictures per conflict). Cut out each chart and glue them on the back of the map. Exit slip-How is conflict seen through the eyes of differing cultures?  

Conflicts Look at your map, discuss each of the conflicts listed on your map. Who was at odds? Why were they fighting? What was the result of the conflict? Or, is it still on going? Be prepared to share out. How does conflict lead to cultural change? How is conflict seen through the eyes of differing cultures? What is cultural divergence? What evidence is there that cultural divergence has played a role in specific conflicts?

Does your map Look Like This?

Globalization Why do nations carry on trade with each other? How is globalization transforming our world?

Task: Uses of Geography Cut and glue the following chapter study cards to the back of the map; How Regions Change How Geography Affects the Location of Economic Activities Specialization Leads to Trade Causes of Globalization Global Trade Patterns Roots of Change: Conflict

Quiz answers Push/Pull India/China Less developed Africa Plants and animals/living organisms India Free Trade associations B/USA North America/Brazil or South America Conflict 13. Totalitarian state 14. Communism 15. Unequal distribution of resources 16. Europe/North America or USA/ Japan 17. Australia 18. South America 19. Asia 20. Africa 21. Asia 22. North America 23. Africa 24. Europe/Africa/Antarctica 25. Africa