Road Map To History Unit - 1

Lesson Planning Material
In this section, you will find the following planning material

for each unit listed in the Road Map:
Unit Overview The Unit Question and Key Concepts, as well as an
overview of the unit’s connections to EdVantage,
prerequisite skills and content knowledge, focus
content and skills, alignment to state learning
standards and assessments, and general notes for
teaching the unit.
Performance Step-by-step instructions for leading students through
Assessment a project or activity to assess their learning over the
course of the unit. Student handouts and scoring
rubrics are also included.
For each Key Concept, you will find:
Key Concept Sample 5-day planning chart that shows how learning
at a Glance objectives and instructional approaches for a Key
Concept can be paced out over the course of the week.
Learning Clear descriptions of what students should know
Objectives and be able to do as a result of the instruction. Each
objective is aligned to Sunshine State Benchmarks.
Resources Useful instructional materials, from the core text(s)
provided by the district to additional text, Internet,
or multimedia resources teachers may wish to use.
Specific references are also made to relevant material
from Kaplan’s Teach! Strategies and Resources.
Instructional A sequence of recommended instructional approaches
Approaches to introduce and teach the Key Concept. Annotations
and notes help you make necessary adaptations based
on a variety of needs, and the Advanced Pathway
and Additional Support Pathway provide additional
differentiation support.
Model Lessons Two lesson plans provided as models of proficient and
effective instruction.
Sample Two examples in each unit show examples of proficient

Student Work student work based on model lessons or instructional
approaches. Includes commentary explaining why this
work can be considered proficient.
Unit 1
How have geographical and historical
methods of organization shaped the
way humans see the world?
Unit 1
How have geographical and historical methods of organization shaped the way humans see the
world?
OVERVIEW Suggested Pacing: 25 instructional days
Key Concepts
1: People organize the world in spatial terms and by place.
2: People organize areas with similar features by region.
3: Physical and human systems shape the world.
4: People collect information about the world to adapt the environment to meet their needs.
5: Historians analyze artifacts, written records, and oral traditions to create historical theories
about societies.
Unit Performance Assessment

My Manatee County Map
Teacher’s notes, activity sheet, and rubric, pp. 75–79
Students will create a personalized mental map of Manatee County based on the Six Essential
Elements of Geography.
EdVantage
During Unit 1, students will examine the Six Essential Elements of Geography as well as learn how
to analyze information as a historian. Students will engage in the EdVantage Strategic Objective of
Global Outreach as they learn about different regions, places, and cultures of the world. Students
will also engage in Self-Directed Pursuit of Knowledge by examining primary and secondary sources
as well as by creating hypotheses and making predictions based on a set of facts.
Students will also be exposed to the EdVantage Core Values in Unit 1. Students will be exposed
to the value of embracing diversity as they study different cultures around the world as well as
learn about how these cultures are different from and similar to their own. As students begin their
examination of the world, they will be asked to value individuals who may live, speak and/or act
differently from them. Students will also learn the value of individual responsibility as they examine
the choices made by individuals and civilizations and how those choices impacted their ability to
survive.
Manatee Core Curriculum

Unit 1
General Notes
In this unit, students will be introduced to the concept of geography as an uncontrollable variable
that, in some instances, humans can adapt for their benefit. This concept will be revisited
throughout subsequent units of this course. Asking students to explain how the Six Essential
Elements of Geography relate to each region studied throughout the course can help to continually
reinforce the skills introduced in this unit.
While working on the Unit Performance Assessment, students will need an introduction to the rules
of expository writing. This is especially important for sixth-grade students who are used to writing in
an informal or more familiar voice.
Prerequisites
• Students should be able to use maps, globes, graphs, and other geographic tools to gather data and
draw conclusions.
• Students should know ways in which people view and relate to places and regions differently.
• Students should understand how human activity affects the physical environment.
World History: Ancient Civilizations lesson planning material

Focus Content and Skills
• Six Essential Elements of Geography • Geography Vocabulary
• Five Skills of Geography • Historical Inquiry
• Reading Maps
Sunshine State Standards
Focus Benchmarks
The following is a list of the state benchmarks addressed most frequently and in the greatest depth
during this unit. Other benchmarks may be addressed from time to time, aligned to specific learning
objectives.
SS.A.1.3.1 – Understands how patterns, chronology, sequencing, and the identification of historical
periods are influenced by frames of reference.
SS. A.1.3.2 – Knows the relative value of primary and secondary sources and uses this information
to draw conclusions from historical sources such as data in charts, tables, and graphs.
SS.A.2.3.4 – Understands the impact of geographical factors on the historical development of
civilizations.
SS.B.1.3.1 – Uses various map forms and other geographic representations, tools, and technologies
to acquire, process, and report geographic information including patterns of land use, connections
between places, patterns, and processes of migration and diffusion.
SS.B.1.3.2 – Uses mental maps to organize information about people, places, and environments.
SS.B.1.3.3 – Knows social, political, and economic divisions on Earth’s surface.
SS.B.1.3.5 – Knows ways in which the spatial organization of a society changes over time.
SS.B.1.3.6 – Understands ways in which regional systems are interconnected.
SS.B.2.3.2 – Knows the human and physical characteristics of different places in the world and how
these characteristics change over time.
SS.B.2.3.3 – Understands ways cultures differ in their use of similar environments and resources.
SS.B.2.3.6 – Understands the environmental consequences of people changing the physical
environment in various world locations.
SS.B.2.3.7 – Knows how various human systems throughout the world have developed in response
to conditions in the physical environment.

Unit 1
Teacher’s Notes


Unit 1
world?
Key Concept 1
People organize the world in spatial terms and by place.
Learning Objectives
Students will be able to…
1-1 Define “geography.” (SS.B.1.3.1)
1-2 Name and locate the seven continents and the five oceans. (SS.B.1.3.2, SS.B.1.3.3)
1-3 Name and locate each hemisphere, the equator, and the prime meridian. (SS.B.1.3.3)
1-4 Identify and utilize cardinal directions. (SS.B.1.3.1)
1-5 Determine the absolute location of a given place. (SS.B.1.3.1)
1-6 Determine a given place by its absolute location. (SS.B.1.3.1)
Resources
Teach! Strategies and Resources (TSR)
Prentice Hall History of Our World (History)
Glencoe Journey Across Time (Time)
Absolute Location Scavenger Hunt activity sheet
Various Web sites
Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
absolute location geography longitude
continent hemisphere prime meridian
equator latitude

Unit 1
Unit 1
KEY CONCEPT 1
world?
KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 17.
Day Learning Objectives Instructional Approaches Resources
1 1-1 Introducing the Key Concept TSR, “K-W-L Chart,” pp.86–88;

1-2 “Cluster Map,” pp. 163–165;
Continents and Oceans
“Map of the World,” p. 502
History, “The World,”
pp. 666–667
Time, “Geography Handbook,”
p. GH1
2 1-3 Using Maps and Globes TSR, “Shared Reading,” p. 99

Time, “How Do I Use Maps and
Globes?” p. GH4
History, “Understanding
Globes,” pp. FL42–FL43
3 1-4 Cardinal Direction History, “The World,”

pp. 666–667
Time, “The World,” pp. R4–R5
Web site(s)
4 1-5 Map Grids History, “Understanding

1-6 Globes,” pp. FL42–FL43
Absolute Location Scavenger Hunt
Time, “Understanding Latitude
and Longitude,” p. GH5
Absolute Location Scavenger
Hunt activity sheet
Web site(s)
5 Review, Remediate, Enrich, or

Assess

Unit 1: How have geographical and historical methods of organization shaped the way humans see the world?
KEY CONCEPT 1: People organize the world in spatial terms and by place.
Learning Objectives
1-1: Define geography. (SS.B.1.3.1)
1-2: Name and locate the seven continents and the five oceans. (SS.B.1.3.2, SS.B.1.3.3)
1-3: Name and locate each hemisphere, the equator, and the prime meridian. (SS.B.1.3.3)
1-4: Identify and utilize cardinal directions. (SS.B.1.3.1)
1-5: Determine the absolute location of a given place. (SS.B.1.3.1)
1-6: Determine a given place by its absolute location. (SS.B.1.3.1)
Introducing the Key Concept 15 min Continents and Oceans 30 min
Individual Brainstorm: Have students create Learning Objective(s): 1-1, 1-2

a cluster map using “geography” as the stimulus Think-Pair-Share: Hand out a blank world
word. Ask students to add all the words they map to students and ask them to use their
freely associate with the word “geography.” previous knowledge of geography to complete
Complete the following activity based on the the following tasks with a partner
cluster maps: • Label the seven continents.
• Create a class definition of “geography” • Label the five oceans.
and hang it on chart paper. Have students • Draw a compass.
compare the class definition with the • Fill in any additional information they
definition given in the Geography Handbook, might have seen on a map, such as a scale.
and ask them if there is anything that needs • Once students have filled in their blank map,
to be added to the class definition. have them check the information on their
map against a world map found in their
Resources textbook.
TSR, “Cluster Map,” pp. 163–165 • Have students complete a K-W-L chart listing
one thing that they know is true, one thing
that they have heard but are not sure is true,
and one thing that they have always wanted
to know.
• Have students fill in facts on their K-W-L
chart.
Resources
TSR, “K-W-L Chart,” pp. 86–88; “Map of the
World,” p. 502
History, “The World,” pp. 666–667
Time, “Geography Handbook,” p. GH1
Adaptations and Notes
Teacher Note: Revisit the class definition
of “geography” throughout the unit and ask
students if they want to amend it.
Multicultural: Ask students who have been to
another continent to share the experiences they
had there.
10 Manatee Core Curriculum

Unit 1
KEY CONCEPT 1
Using Maps and Globes 45 min Cardinal Direction 30 min
Learning Objective(s): 1-3 Learning Objective(s): 1-4

Whole-Group Reading: Have students Individual Analysis: Complete the reading
complete a shared reading of either “Cardinal Directions and the Compass Rose”
“Understanding Globes” or “How Do I Use and have students add “cardinal directions” and
Maps and Globes?” and draw their own map. a compass rose to their vocabulary note cards.
• Ask students to label the equator, the prime • Ask students to add a compass rose to the
meridian, and each hemisphere on their map or globe they created in the preceding
globe or map. activities.
• Create vocabulary note cards for “equator,” • Have students analyze their map using
“prime meridian,” and “hemisphere.” cardinal directions by asking them the
following types of questions: Which
Resources continent is farthest north? Which
TSR, “Shared Reading,” p. 99 continents are south of the equator? Which
Time, “How Do I Use Maps and Globes?” continents are west of Europe?
p. GH4
History, “Understanding Globes,” Resources
pp. FL42–FL43
Time, “The World,” pp. R4–R5
Adaptations and Notes Cardinal Directions and the Compass Rose
Advanced: Consider using an A-Z www.worldatlas.com/aatlas/infopage/
brainstorming (TSR, pp. 195–196) of countries comprose.htm
in each hemisphere, countries closest to the
equator, and countries closest to the prime Adaptations and Notes
meridian. Community: Have students write out the
directions to get from school to several popular
Teacher Note: Reinforce OBJ 1-2 by having
places in the community. Give the directions to
students label the continents and oceans on
new students.
their map before they move on to OBJ 1-3.
World History: Ancient Civilizations lesson planning material 11

Learning Objectives
Map Grids 20 min Absolute Location

Scavenger Hunt 25 min
Learning Objective(s): 1-5, 1-6
Learning Objective(s): 1-5, 1-6
Individual Practice: Complete the reading
“Understanding Latitude and Longitude” or Individual Inquiry: Review the reading
“Understanding Globes” and have students add “Understanding Latitude and Longitude” or
“latitude,” “longitude,” and “absolute location” “Understanding Globes.”
to their vocabulary note cards. • Advise students that they are going on an
• Have students practice using latitude absolute location scavenger hunt.
and longitude by creating a latitude and • Give students a list of places and absolute
longitude grid on a blank map of the world. locations to find on a globe or a map.
First, have students add the equator and
• Have students complete the absolute location
then lines of latitude every 30 degrees (0,
scavenger hunt by identifying the absolute
30, 60, 90). Next, have students add the
location of a given city.
prime meridian and label every 30 degrees
longitude (0, 30, 60, 90, 120, 150, 180). • Have students locate a city based on its
(See Model Lesson.) latitude and longitude.
• Ask students to label the locations they
Resources identified on their map. (See Model Lesson
History, “Understanding Globes,” and Sample Student Work.)
pp. FL42–FL43
Time, “Understanding Latitude and Resources
Longitude,” p. GH5 History, “Understanding Globes,”
pp. FL42–FL43
Adaptations and Notes Time, “Understanding Latitude and Longitude,”
Reading Skills: A guided reading (TSR, p. GH5
pp. 102–103) of the text could be used to help Absolute Loaction Scavenger Hunt Activity
students understand the concept of absolute Sheet, p. 23
location.
Latitude and Longitude Map Match Game
Teacher Note: Have students label every www.kidsgeo.com/geography-games/
15 degrees latitude and longitude for extra latitude-longitude-map-game.php
practice.
Technology: Hold a class competition using the
“Latitude and Longitude Map Match Game.”

Unit 1
KEY CONCEPT 1
Connections Additional Info
During the first weeks of school, administer

Across Grades the Learning Styles Survey (see Appendix) so
Have students practice map skills as they relate that you and your students understand their
to their grade-level content. For example, ask predominant learning styles and study habits.
eighth-grade students to give cardinal directions Throughout the year, use this as one source of
for one of General George Washington’s routes information for adapting instruction according
during the American Revolution. to sudents’ needs. Discuss with your grade-
level colleagues in math, science, and social
studies how and when to survey your students.
For instance, you may each choose to give the
surveys in your own classroom, on different
days, in order to assess students’ content-
specific learning styles; or, you can designate
one teacher to administer the surveys and then
share results with the rest of the team

Learning Objectives
Advanced Pathway Additional Support Pathway

Advanced students should be encouraged to probe Some students might lack the prerequisite knowledge
deeper into the study of absolute location and and skills to thoroughly meet the learning objectives
geography by researching the origins of latitude within Key Concept 1. Therefore, spend more time
and longitude, and identifying other artificial lines preteaching important vocabulary and completing
and boundaries that have been created to organize concrete educational activities. For students to
information about the world. Have students write successfully understand Key 1 they need to develop
an expository paragraph answering the following a working understanding of absolute location. To
questions: promote mastery of absolute location, consider the
following:
• Why were lines of latitude and longitude created?
• Support struggling students with an additional,
• How were lines of latitude and longitude created?
teacher-led absolute location scavenger hunt before
• Why are lines of latitude considered to be definite they begin working independently.
while lines of longitude are arbitrary?
• Prepare students with direct instruction,
• What other lines exist on a map but don’t really incorporating visual demonstrations of absolute
exist on the Earth? location.
• Utilize shared writing to demonstrate expository
writing, and ask students to complete all of their
responses with complete expository sentences,
preparing them for the Unit Performance
Assessment.
Resources
Latitude and Longitude
www.broward.org (search latitude and
longitude)

Unit 1
KEY CONCEPT 1
Additional Resources Additional Information
Consider asking your principal to register your
TSR school and students for the National Geographic
More information about reading strategies: GeoBee, a geography competition that includes
“General Reading Strategies,” pp. 81–82 local, statewide, and national levels of competition.
The registration deadline for the GeoBee is
Textbook October 15th.
Prentice Hall Geography Tools and Concepts
National Geographic: GeoBee Geography
Competition
Web Sites www.nationalgeographic.com/geobee/
National Geographic
www.nationalgeographic.com
Constitution Day
National Geographic for Kids Share a copy of one of the first U.S. maps with your
http://kids.nationalgeographic.com students. Question: How has the map of the United
National Geographic: GeoBee Geography States changed over time? Why?
Competition:
www.nationalgeographic.com/geobee
Six Essential Elements of Geography
www.ncge.org (search essential elements"click
Google"Link to six elements)
Latitude and Longitude Map Match Game
www.kidsgeo.com (Geography for
kids"Geography Games"scroll down to
Latitude and Longitude)
Cardinal Directions and the Compass Rose
www.worldatlas.com/aatlas/infopage/comprose
.htm
Longitude and Latitude
www.broward.org/library (search Longitude and
Latitude"click on link)

Teacher’s Notes


Unit 1
Key Concept Planning Template
KEY CONCEPT 1
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students. Consult with your implementation coach and colleagues as necessary.

Unit 1
Model Lesson
KEY CONCEPT 1
How are longitude and latitude used to determine the absolute location of a place?
In this lesson, students will use longitude, latitude, and primary and secondary sources to determine
the absolute locations of places in Florida visited during the exploration route of the fictitious Florida
explorer Fernando Feliciano.
Rationale
To understand how to use various geographic tools to locate and describe
places on Earth, students must have an understanding of how to use
longitude, latitude, and primary and secondary sources.
This model lesson exemplifies the EdVantage Strategic Objective
Self-Directed Pursuit of Knowledge.
Learning Objectives
Materials
• TSR, “Paraphrasing and • Predetermined list of

Summarizing,” coordinates describing
pp. 91–94;”Guided Reading,” locations of places in Florida
pp. 102–103; “Scavenger visited during the exploration
Hunts,” pp. 315–316; “What I route of the fictitious explorer
Learned Today (WILT),” Fernando Feliciano
p. 321; “Collaboration,”
p. 487; “Analyzing Data”
• Primary and secondary source
descriptions of places in
pp. 477–478 Florida visited during the
• History, “Understanding exploration route of the
fictitious explorer Fernando
Globes,” pp. FL42–F L43
Feliciano (written on note
• Time, “Understanding Latitude cards)
and Longitude,” p. GH5
• Absolute Location Scavenger
• Questions for expository
journal writing
Hunt activity sheet
• Longitude and Latitude Map
• Blank outline maps of Florida
(one per student)
Match Game www.kidsgeo.
com/geography-games/ • One large blank outline map
latitude -longitude-map -game. of Florida
php

Before
Warm-Up
• Use summarizing and guided reading techniques to develop student
understanding of lesson concepts and vocabulary.
Classroom Management
To expedite the grouping • Have students work in pairs to create vocabulary note cards for the terms
process, consider pairing “absolute location,” “relative location,” “longitude,” and “latitude.”
students prior to the start
of class. This also provides • Have students practice using latitude and longitude by creating a
you with the opportunity to
determine homogeneous or
latitude and longitude grid on a blank map of the world. Direct students
heterogeneous groupings. through the following steps to create a longitude and latitude grid:
• Have all students draw the equator on their maps and label it as 0
degrees.
Additional Support
• Model for students the process of labeling lines of latitude by
Provide struggling students
with extra support by drawing
measuring and drawing in 30 degree intervals, starting at the equator,
a few lines on their map and lines parallel to the equator. Label them with the correct degree
by providing students with measurement (e.g., 30, 60, 90, 120, 150, 180).
additional guided practice.
• Instruct students to label lines of latitude on their outline map.
• Have students label the prime meridian, then model the process of
labeling lines of longitude.
• Instruct students to label the lines of longitude on their outline map.
• Have students respond to the following prompt: What is the purpose
of dividing the world using lines of longitude and latitude? (See Sample
Student Work.)
• Then, have students share their responses with their partner, and ask
each pair to write one idea on the board.
During
• Explain to students that they have been selected to participate in
Additional Support
a scavenger hunt to search the places in Florida visited during the
Provide struggling students
with extra support by plotting
exploration route of the fictitious explorer Fernando Feliciano.
several coordinates on (See activity sheet.)
their map and by providing
students with additional • Have students work individually to plot the coordinates on the blank
guided practice. map with the longitude and latitude grid they created during the “Map
Grids” approach.
• Have students work in small groups to collaborate and reach consensus
Advanced agreement on the correct location of plotted points.
Have students research the
origins of longitude and • Use the overhead projector to show a map with the correct plotted
latitude and determine some coordinates so students can compare, correct, and adjust their maps.
possible uses of absolute
location. While this map is displayed, discuss with students some possible uses of
absolute location, such as travel planning and weather prediction.

Unit 1
• Give each group primary or secondary source descriptions of at least two
KEY CONCEPT 1
places in Florida visited by the fictitious explorer Fernando Feliciano
(e.g., Web site, atlas, encyclopedia, textbook). Have groups use their
knowledge of climate and weather patterns to match their descriptions
to the coordinates plotted on their map.
• As groups become confident that they have correctly identified their
locations, have them place their descriptions next to their location on a
large class map of Florida.
• When all groups have completed the task, have the class review the
placements and determine the correctness of each.
After
• Reinforce student understanding of longitude, latitude, and absolute
location by using the “Longitude and Latitude Map Match Game.”
• Have students complete a WILT (“What I Learned Today”) exercise and
collect it as an exit slip. This provides a piece of formative assessment to
ascertain student understanding of this lesson’s concepts.
Homework and Assessment State Assessment

Readiness
• Question: What steps did you take to complete the Scavenger Hunt? The primary and secondary
With what parts of this task did you feel successful? What parts of the source descriptions are
task were challenging to you? examples of informational
text, which makes up 60%
• Have students reflect on the questions and complete an expository of the sixth grade reading
section.
paragraph illustrating their responses.
Making Connections
Across Disciplines
• Math: Have students measure distances between the coordinates plotted
on their blank outline maps and use the map scale to calculate actual
distance.

Name Date
Absolute Location Scavenger Hunt

Objective: Work in groups to determine the absolute locations of places visited by Fernando
Feliciano on his route through Florida.
ACTIVITY SHEET
Congratulations! You have been chosen to map the exploration route of Fernando Feliciano
to ensure his safe travel around the coast of Florida. Your job requires you to use longitude
and latitude measurements to find the absolute location of each stop on Fernando
Feliciano’s route. It is very important that you are correct in your measurements so Fernando
and his crew do not get lost or visit dangerous territories!
In order to be successful on this task, complete the following steps:

o
Plot the following coordinates on the longitude and latitude grid you created:
a. latitude: 25° 47’, longitude: –80° 7’
b. latitude: 28° 24’, longitude: –80° 36’
c. latitude: 26° 8’, longitude: –81° 47’
d. latitude: 30° 20’, longitude: –87° 8’
e. latitude: 24° 33’, longitude: –81° 47’
f. latitude: 27° 41’, longitude: –82° 34’
g. latitude: 26° 9’, longitude: –80° 12’
Work with two of your classmates to collaborate on the correct placement of each set
of coordinates. Your group needs to come to an agreement on the location of the cities
represented by the coordinates.
Read descriptions of at least two of the places you plotted on the exploration map and
determine what city is being described.
o You may choose from the following list of Florida cities:
a. Naples
b. Tampa
c. Miami
d. Pensacola
e. Key West
f. Cape Canaveral
g. Lauderdale Lakes
When you are confident that you have correctly located the cities based on the descriptions
and coordinates, place your description note card on the large class map of Florida.
Compare the placements of your plotted coordinates with the placements made by other
groups. If you find any differences, write them on a blank sheet of paper to share during the
class discussion of this activity.

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:
• Have students respond to the following prompt: What is the purpose of

dividing the world using lines of longitude and latitude?
If you have ever been lost, you will be able to understand why longitude and latitude are used.
Longitude and latitude are a system of imaginary lines that crisscross the globe.q Latitude
lines run east to west around the globe and are measured from north to south, starting at the
equator. Longitude lines run north to south around the globe and are measured from east to
west, starting at the prime meridian. The equator and prime meridian are the starting points for
measuring with lines of longitude and latitude, with each measuring “0 degrees.” w The purpose
of dividing the world using lines of longitude and latitude is so people can use the grid pattern
to locate places on the Earth. This grid pattern lets us find the exact location of whatever place
you are searching for.e As someone who has been lost before, this could be very helpful!
Commentary on Sample Student Work

q Addresses benchmark S.S.B.1.3.1 as student processes geographic information and reports on the
purpose of longitude, latitude, and absolute location.
w Expresses student understanding of the geographic grid system, and the process of creating one.
e Addresses OBJ 1-5 and 1-6 by explaining the purpose of the geographic grid system.

Unit 1
world?
Key Concept 2
People organize areas with similar features by region.
Learning Objectives
1-7 Explain the Six Essential Elements of Geography. (SS.B.1.3.1)
1-8 Identify the specific features of a climate region or zone. (SS.B.1.3.1, SS.B.1.3.6)
1-9 Predict the features of a location based on absolute location. (SS.B.1.3.1, SS.B.1.3.2)
1-10 Justify why an area of the world has been defined as a specific climate region or zone.
(SS.B.1.3.6)
1-11 Illustrate the features of different climate regions or zones. (SS.B.1.3.6)
1-12 Justify which climate zones are the most ideal for traveling and living. (SS.B.1.3.6)
Resources
Various Web sites
Sample travel brochures
Vocabulary
building.
arctic compare tropical
arid continental tundra
climate humid vertical

Unit 1
Unit 1
KEY CONCEPT 2
world?

1 1-7 Introducing the Key Concept TSR, “Quickwrite,”

pp. 201–202
Six Essential Elements Chart
History, “The World,”
pp. 664–665
Time, “How Do I Study
Geography?”
pp. GH2–GH3
Web site(s)
2 1-8 Climate Zone Postcards Web site(s)

1-9
Climate Zone Predictions
1-10
3 1-11 Climate Region Brochure Part I Web site(s)

1-12
4 1-11 Climate Region Brochure Part II Web site(s)

1-12
5 Review, Remediate, Enrich, or Assess

KEY CONCEPT 2: People organize areas with similar features by region.
Learning Objectives
1-7: Explain the Six Essential Elements of Geography. (SS.B.1.3.1)
1-8: Identify the specific features of a climate region or zone. (SS.B.1.3.1, SS.B.1.3.6)
1-9: Predict the features of a location based on absolute location. (SS.B.1.3.1, SS.B.1.3.2)
1-10: Justify why an area of the world has been defined as a specific climate region or zone. (SS.B.1.3.6)
1-11: Illustrate the features of different climate regions or zones. (SS.B.1.3.6)
1-12: Justify which climate zones are the most ideal for traveling and living. (SS.B.1.3.6)
Introducing the Key Concept 15 min Six Essential Elements Chart 30 min
Paired Practice: Using a world map, Learning Objective(s): 1-7

have students complete the “History Alive Paired Inquiry: Have students read, “How
Geography Challenge” to practice the skills they Do I Study Geography?” or “The World”
learned in Key Concept 1, which they will need and quickwrite an explanation for Essential
to continue to use for Key Concept 2. Elements 1 and 2.
• Model the correct responses for each task, • Ask students to share their quickwrite with
allowing students to verify if their responses the other pairs.
are correct.
• Create a class chart defining Essential
Resources Elements 1 and 2. Leave space on the chart
History Alive Geography Challenge (p. 16): to add Elements 3–6 throughout the unit.
www.teachtci.com/forum/PreviewaLesson_ • Hang the class chart in the classroom and
pdfs/lo_res_samplers/05_Sampler_GR4_ leave it up throughout Unit 1.
lr.pdf
Resources
TSR, “Quickwrite,” pp. 201–202
Time, “How Do I Study Geography?”
pp. GH2–GH3

Additional Support: To aid struggling
readers, consider creating a word wall (TSR,
pp. 135–136) with important Unit 1
vocabulary.
Advanced: As part of their quickwrite, have
students explain how Elements 1 and 2 are
reflected in their hometown.

Unit 1
KEY CONCEPT 2
Climate Zone Postcards 20 min Climate Zone Predictions 25 min
Learning Objective(s): 1-8, 1-9, 1-10 Learning Objective(s): 1-8, 1-9, 1-10
Paired Analysis: Have pairs look at the Individual Reflection: Revisit the climate
different climate zones on bbc.com. zone Web site and ask students to predict the
• Provide students with postcards featuring climate zone of a given absolute location.
scenes that illustrate the different climate Ask students to quicksketch the climate zone for
zones. each absolute location.
• Have students classify each postcard’s
climate zone and defend their prediction. Resources
Climate Zones:
www.bbc.co.uk (search climate zones and
Resources
choose one to read)
Climate Zones:
www.bbc.co.uk (search climate zones and Adaptations and Notes
choose one to read) Technology: Have technology-savvy students
use satellite images from computer GPS
programs to determine the accuracy of their
Additional Support: Ask ELL students to
prediction.
create additional vocabulary note cards for each
climate zone.
Teacher Note: To reinforce students’ map
skills, have them label the key points from
OBJ 1-2 and 1-3 on a blank map (TSR, p. 502).

Learning Objectives
Climate Region Brochure Climate Region Brochure

Part I 30 min Part II 45 min
Learning Objective(s): 1-11, 1-12 Learning Objective(s): 1-11, 1-12

Individual Writing: Review the climate zones Individual Writing: Pass around sample travel
found at the climate zone Web site. Explain brochures and ask students to take notes on
to students they are going to create a travel the different features they notice. Create a class
brochure inviting people to visit or live in a chart titled “What Makes a Persuasive Travel
specific climate region or zone. Brochure?” Make sure to include the following
points on the list: title, pictures, captions, and
• Ask students to draft a paragraph in response
descriptive language.
to the following questions:
Have students create a three-page travel
• Which climate region is the most desirable
brochure that includes the following elements:
to live in? What kinds of scenery might
a cover page with one illustration and title,
you see in this climate zone? What types
a page that describes the scenery and has an
of clothes could you wear? What games
illustration with a caption, and a page listing
could you play?
some cities you could visit in that climate zone
• Ask students to find three locations (country,
and some activities you could participate in
state/province, or city) that fall within the
while there.
climate zone of their choice.
• Have students illustrate or find three images Resources
from their chosen climate zone. Geography, “How Climate Affects Vegetation,”
pp. 43–47
Resources
Climate Zones: Adaptations and Notes
www.bbc.co.uk (search climate zones and Technology: Students could also use computer
choose one to read) programs, such as MS Word or Photoshop, to
create their brochures.
Additional Support: Allow students to work
with partners if necessary.
Teacher Note: Encourage students to bring in
travel brochures from home.

Unit 1
KEY CONCEPT 2
Connections
EdVantage
Global Outreach: Encourage students to
consider how climate impacts where people
choose to live as well as the natural resources
that they have access to.
Across Disciplines
Science: Have students complete a scientific
study of climate zones by researching average
temperatures for a specific month in each
climate zone and allowing them to compare
and contrast the actual temperature differences.

Learning Objectives

Once students understand the geography skills For students to successfully understand Key Concept
taught within Key Concept 2, they can expand 2 they need to recognize two cause-and-effect
their knowledge of the world by generating hypotheses relationships: absolute location impacts climate, and
about the causes and effects of climate change. This climate impacts way of life.
assignment and the following tasks are based on the • Consistently review absolute location throughout
recent discovery of an ancient rain forest in Illinois: Key Concept 2. Consider starting each class with
• Select three to five cites in Illinois and determine a quick absolute location task to refresh student
their absolute location, along with the climate understanding.
zone that best describes the region.
• Create a graphic organizer to demonstrate these
• Hypothesize what life is like based on the absolute cause-and-effect relationships.
location and climate zone of these cities.
• Hypothesize how the climate zone of Illinois • Using visual aids will help struggling readers and
might have been different in the past or change ELL students. You could hang up around the
again in the future. classroom labeled pictures of the climate zones.
• Read “Earth’s First Rainforest Unearthed” and Resources
“Ancient Rainforest Uncovered in Illinois.” TSR, “Cause and Effect,” pp. 230–232
Hypothesize what life would have been like in an
ancient rain forest. How would it look different?
What would live there? Which animals or trees
that live there today couldn’t live there then?
Resources
Earth’s First Rain Forest Unearthed
www.sciencedaily.com (click on Articles"search
“Earth’s first rain forest unearthed”"scroll
down to choose story)
Ancient Rain Forest Uncovered in Illinois
www.abc.net.au (“ancient rain forest”"link to
story)
Giant Fossil Rain Forest Discovered in Illinois
www.nationalgeographic.com (search “giant
fossil rain forest”"link to story)

Unit 1
KEY CONCEPT 2
Additional Resources
Textbook
Prentice Hall Geography Tools and Concepts 2
Web
Six Essential Elements of Geography
www.ncge.org (scroll down to Latitude and
Longitude)
Social Studies Alive: Regions of Our Country
www.teachtci.com/forum (click on Regions of
Our Country)
World Climate
www.blueplanetbiomes.org (click on climate)
Earth’s First Rain Forest Unearthed
www.sciencedaily.com (click on Articles"search
“Earth’s first rainforest unearthed”"scroll
down to choose story)
Ancient Rain Forest Uncovered in Illinois
www.abc.net.au (“ancient rain forest”"link to
story)
Giant Fossil Rain Forest Discovered in Illinois
www.nationalgeographic.com (search “giant
fossil rain forest”"link to story)
Recommended Readings
Hoffman, Jennie, Tina Tin and George Ochoa.
Climate: The Force That Shapes Our World and
the Future of Life on Earth. New York: Rodale
Books, 2005.
Multimedia
Gore, Albert. An Inconvenient Truth, DVD. Directed
by Davis Guggenheim. Hollywood, CA:
Paramount Home Video 2006.

Teacher’s Notes


Unit 1
KEY CONCEPT 2

Unit 1
world?
Key Concept 3
Physical and human systems shape the world.
Learning Objectives
1-13 Read and interpret political maps. (SS.B.1.3.1, SS.B.1.3.3)
1-14 Compare and contrast political maps. (SS.B.1.3.1, SS.B.1.3.3)
1-15 Theorize why political maps change. (SS.B.1.3.5)
1-16 Identify and explain geographical terms. (SS.B.1.3.1, SS.B.1.3.6)
1-17 Identify types of natural disasters. (SS.A.2.3.4, SS.B.2.3.2)
1-18 Predict how different natural disasters affect daily life. (SS.B.1.3.2)
Resources
Various Web sites
Vocabulary
building.
elevation mountain plain
glacier natural resources valley
island plateau volcano

Unit 1
Unit 1
KEY CONCEPT 3
world?

1 1-1 Introducing the Key Concept TSR, “Four Corners,”

1-13 pp. 259–261; “Document Based
Political Maps DBQ
1-14 Questions,” pp. 513–515
1-15
History, “Political Maps,” p. FL48
and Atlas
Time, “Types of Maps,”
p. GH9 and Atlas
2 1-15 Geography Terms Picture Glossary TSR, “Three-Column Chart,”

pp. 190–192
History, “Glossary of Geographic
Terms,” pp. 688–689
Time, “United States Political Map,”
pp. GH14–GH15
3 1-15 Geography Terms Scrapbook TSR, “Three-Column Chart,”

pp. 190–192
History, “Glossary of Geographic
Terms,” pp. 688–689
pp. GH14–GH15
4 1-16 Natural Disasters Brainstorm TSR, “Customizing Graphic

1-17 Organizers,” pp. 216–217
Natural Disasters Internet
1-18
History, “United States Political
Scavenger Hunt
Map,” pp. 670–671
pp. R8–R9
Web sites(s)

Assess

KEY CONCEPT 3: 2: Physical
People organize
and human
areassystems
with similar
shapefeatures
the world.
by region.
Learning Objectives
1-13:Explain
1-7: Read andtheinterpret
Six Essential
political
Elements
maps.of(SS.B.1.3.1,
Geography.SS.B.1.3.3)
(SS.B.1.3.1)
1-8: Identify
1-14: Compare theand
specific
contrast
features
political
of a maps.
climate(SS.B.1.3.1,
region or zone.
SS.B.1.3.3)
(SS.B.1.3.1, SS.B.1.3.6)
1-9: Predict
1-15: Theorizethewhy
features
political
of a location
maps change.
based(SS.B.1.3.5)
on absolute location. (SS.B.1.3.1, SS.B.1.3.2)
1-10: Identify
1-16: Justify why
andanexplain
area ofgeographical
the world has terms.
been (SS.B.1.3.1,
defined as aSS.B.1.3.6)
specific climate region or zone. (SS.B.1.3.6)
1-11: Identify
1-17: Illustratetypes
the features
of natural
of different
disasters.climate
(SS.A.2.3.4,
regions
SS.B.2.3.2)
or zones. (SS.B.1.3.6)
1-12: Predict
1-18: Justify which
how different
climate natural
zones aredisasters
the most affect
idealdaily
for traveling
life. (SS.B.1.3.2)
and living. (SS.B.1.3.6)
Introducing the Key Concept 15 min Political Maps DBQ 30 min
Learning Objective(s): 1-1, 1-13, 1-14, 1-15 Learning Objective(s): 1-1, 1-13, 1-14
Debate: Use a four corners debate to stimulate Individual Analysis: Ask students to read
a discussion about the following question: Are “Political Maps” or “Types of Maps” and
political borders real? Consider the following answer document based questions using
statements for the four corners debate warm-up: their reading and the political map of each
continent:
• The countries with the largest borders are
the most powerful countries. • Which continent has the most countries?
• Borders never change. • Use the scale to determine the largest
country on each continent.
• Countries choose their borders.
• Which countries does the equator pass
• Capital cities are the most populated and
through?
wealthy cities in each country.
• What is the absolute location of the capital
Resources city of one country from each continent?
TSR, “Four Corners,” pp. 259–261 After students complete the DBQ’s, have them
History, “Political Maps,” p. FL48 and Atlas analyze the political map of each continent and
Time, “Types of Maps,” p. GH9 and Atlas answer the following question: What can we
learn from political maps?
Additional Support: Allow students to write Resources
their responses to the four corners debate TSR, “Document Based Questions,”
statements. pp. 513–515
Advanced: Ask students to research the maps of History, “Political Maps,” p. FL48 and Atlas
a continent over the past several hundred years Time, “Types of Maps,” p. GH9 and Atlas
and to write a one-paragraph historical theory
explaining the different changes. Adaptations and Notes
Teacher Note: Model answering DBQs
following the guidelines of expository writing
(TSR, pp. 210–211).
Teacher Note: Fill in Essential Elements 3 and
4 on the class chart started in Key Concept 1.

Unit 1
KEY CONCEPT 3: 2: Physical
People organize
and human
areassystems
with similar
shapefeatures
the world.
by region.
KEY CONCEPT 3
Geography Terms Geography Terms
Picture Glossary 45 min Scrapbook 30 min

Individual Note Taking: Have students Small-Group Vocabulary Building: Have
complete a three-column chart based on the small groups create geography scrapbooks based
geography glossary in either textbook. Have on their three-column chart or the geography
them: glossary.
• list the word in the left column • Ask students to cut out pictures of
geographic terms from magazines and tape
• define the word in the middle column
them to blank chart paper. The group that
• illustrate the word in the right column finds a picture for each of the geographic
terms on the charts first wins.
Resources
• Hang student scrapbooks to use as a trivia
TSR, “Three-Column Chart,” pp. 190–192
game. Ask students to name the geographic
History, “Glossary of Geographic Terms,” features based on the pictures each group
pp. 688–689 cut.
pp. GH14–GH15 Resources
TSR, “Three-Column Chart,” pp. 190–192
History, “Glossary of Geographic Terms,”
Additional Support: Ask ELL students to
pp. 688–689
create a four-column chart (TSR, pp. 190–192),
using the fourth column for writing each term Time, “United States Political Map,”
in their home language. pp. GH14–GH15
Advanced: Ask students to create a four- Adaptations and Notes
column chart (TSR, pp. 190–192), using the Multicultural: Ask ELL students to label the
fourth column to write several real-world pictures in their home language, creating a
examples for each term. multilingual word wall (TSR, pp. 135–136).
Teacher Note: Connect this lesson to
OBJ 1-12, 1-13, and 1-14 by explaining the
influence of geographic features on political
borders.

KEY CONCEPT 3: Physical and human systems shape the world.
Learning Objectives
1-13: Read and interpret political maps. (SS.B.1.3.1, SS.B.1.3.3)
1-14: Compare and contrast political maps. (SS.B.1.3.1, SS.B.1.3.3)
1-15: Theorize why political maps change. (SS.B.1.3.5)
1-16: Identify and explain geographical terms. (SS.B.1.3.1, SS.B.1.3.6)
1-17: Identify types of natural disasters. (SS.A.2.3.4, SS.B.2.3.2)
1-18: Predict how different natural disasters affect daily life. (SS.B.1.3.2)
Natural Disasters Brainstorm 15 min Natural Disasters Internet

Scavenger Hunt 30 min
Learning Objective(s): 1-16, 1-17, 1-18
Individual Brainstorming: Ask students Learning Objective(s): 1-17, 1-18
to quickwrite a response to the following Paired Inquiry: Have students complete a
questions: customized graphic organizer using the “Disaster
• What natural disasters have you heard about Area” section of the FEMA Kids Web site.
on television or in the news? • Ask students to highlight on a political map
• Which cities were damaged by these natural the areas where different natural disasters
disasters? regularly occur in the United States.
• How do natural disasters impact your life? • Ask students to list which geographic features
are connected to specific natural disasters. For
• How does the location of a natural disaster example, mountains are related to avalanches,
determine its impact on society? and oceans or gulfs are related to hurricanes.
Have some students share their responses with • Ask: Which has more of a profound influence
the class. on a country: natural disasters or its political
borders? Explain.
Advanced: Ask students to create and answer Resources
their own DBQs for each political map. TSR, “Customizing Graphic Organizers,”
Teacher Note: Model answering DBQs pp. 216–217
following the guidelines of expository writing History, “United States Political Map,”
(TSR, pp. 210–211). pp. 670–671
Time, “United States Political Map,” pp. R8–R9
FEMA Kids
www.fema.gov/kids

EdVantage
Global Outreach: Ask students to use the
resources on the FEMA Kids Web site to create
a Natural Disasters Safety Guide for first-grade
students.

Unit 1
KEY CONCEPT 3
Connections
EdVantage
Global Outreach: Have students create a
fund-raiser for the survivors of a recent natural
disaster.
Across Disciplines
Performing Arts: Have students create a dance
or performance piece to represent each type of
natural disaster, enabling them to experience
the physical and emotional intensity caused by
these storms.
State Assessment
Help students prepare for the state assessment
by teaching them vocabulary strategies when
completing their geography glossary.

Learning Objectives
1-13: Read and interpret political maps. (SS.B.1.3.1, SS.B.1.3.3)
1-14: Compare and contrast political maps. (SS.B.1.3.1, SS.B.1.3.3)
1-15: Theorize why political maps change. (SS.B.1.3.5)
1-16: Identify and explain geographical terms. (SS.B.1.3.1, SS.B.1.3.6)
1-17: Identify types of natural disasters. (SS.A.2.3.4, SS.B.2.3.2)
1-18: Predict how different natural disasters affect daily life. (SS.B.1.3.2)

Advanced students should be encouraged to Learning new vocabulary can be difficult for
approach the study of physical and human systems ESE and ELL learners, and it can distract them
through individual research. Have students use from understanding new concepts. Scaffold the
evidence they have gathered to formulate their introduction of new vocabulary and concepts with
opinion about global warming and classify it graphic organizers and visual representations:
as either a physical or a human system. Then, • Use video clips of natural disasters to create visual
have students explain their decision by writing a representations for ESE and ELL students.
newspaper op-ed piece about the effects of global
warming on natural disasters. • Use a graphic organizer throughout Key
Concept 3 to scaffold student learning. The
• Direct students to the suggested resources, graphic organizer could include columns for new
beginning with the core text, as a starting point vocabulary words, their definitions, illustrations,
for their research. Have students clearly state their and their locations on a political map (when
opinion about global warming in their op-ed and applicable).
support their opinion with facts gathered from
their research. • Use a blank map to scaffold student understanding
of political maps. Have students label relevant
• Have students reflect on their sources and ask information on political maps, such as capital
probing questions such as: Which sources did you cities, major cities, major geographic features, and
find to be most reliable? Why? Which sources
borders.
were you most skeptical about? Why? Which
sources influenced your opinion? Why? Resources
• Have students highlight on a political map of the TSR, “Writing Graphic Organizers,” pp. 215–233;
world the areas most impacted by global warming. “Map of the World,” p. 502; “Blank Map,”
pp. 215–233
Resources National Geographic: Video Selections
TSR, “Newspaper Op-ed,” p. 376 www.nationalgeographic.com (choose video)
History, “Environmental Issues,” p. 658
What Is Global Warming?
www.ecohealth101.org (click on Taking our
Temperature"What Is Global Warming?)
National Geographic: Melting Away:
www.nationalgeographic.com (search “melting
away”"choose article)

Unit 1
KEY CONCEPT 3
Textbook
Scholastic Bulletin Board Geography
Web
National Geographic
www.nationalgeographic.com
National Geographic Kids
http://kids.nationalgeographic.com
National Geographic: Nature’s Fury
www.nationalgeographic.com/eye/natures.html
FEMA Kids
www.fema.gov/kids
Information about Expository Writing
www.stanford.edu/~arnetha/expowrite.index.
html (click on Information about oral and
written expository)
EcoHealth: What Is Global Warming?
www.ecohealth101.org (click on Taking our
Temperature"What Is Global Warming?)
National Geographic: Melting Away
www.nationalgeographic.com (search “melting
away”"choose article)
National Geographic: Video Selections
www.video.nationalgeographic.com (choose
video)
Barnard, Bryn. Dangerous Planet: Natural Disasters
That Changed History. New York: Crown Books,
2003.
Watts, Charlie and Trevor Day. Natural Disasters.
New York: DK Children, 2006.

Teacher’s Notes


Unit 1
KEY CONCEPT 3

Unit 1
world?
Key Concept 4
People collect information about the world to adapt the environment to meet their needs.
Learning Objectives
1-19 Identify ways in which natural surroundings affect humans. (SS.B.1.3.6)
1-20 Describe and assess ways in which humans have adapted to their natural surroundings.
(SS.B.1.3.3, SS.B.1.3.5, SS.B.2.3.2, SS.B.2.3.3, SS.B.2.3.6, SS.B.2.3.7)
1-21 Analyze and interpret various types of maps and charts. (SS.B.1.3.1)
1-22 Find locations through satellite imaging programs. (SS.B.1.3.1)
1-23 Utilize basic functions in satellite imaging programs. (SS.B.1.3.1)
Resources
Absolute Location Finder activity sheet
Various Web sites
Vocabulary
building.
adaptation environment physical maps
analyze global positioning system population
demography migration satellite

Unit 1
Unit 1
KEY CONCEPT 4
world?

1 1-19 Introducing the Key Concept TSR, “Think-Aloud,” pp. 94–97;

1-20 “Think-Pair-Share,” pp. 272–273
Human/Environment Observations
History, “Five Themes of
Geography,” p. FL39
Time, “How Do I Study Geography,”
p. GH3
Web site(s)
2 1-21 Special Purpose Maps and Charts TSR, “Document Based Questions,”
pp. 513–515
History, “How to Use a Map,”
pp. FL46–FL47
Time, “Using Graphs, Charts and
Diagrams,” pp. GH11–GH13
3 1-20 Population Patterns Time, “Special Purpose Maps,”

p. GH10
Web site(s)
4 1-21 Satellite Locations TSR, “Open Mind,”

1-22 pp. 180–181
Satellite Observations
1-23
History, “Atlas,” pp. 664–680;
“Gazetteer,” pp. 690–697
Time, “Atlas,” pp. R1–R26;
“Gazetteer,” pp. 763–771
Web site(s)

Assess

KEY CONCEPT 4: People collect information about the world to adapt the environment to meet their needs.
Learning Objectives
1-19: Identify ways in which natural surroundings affect humans. (SS.B.1.3.6)
1-20: Describe and assess ways in which humans have adapted to their natural surroundings.
1-21: Analyze and interpret various types of maps and charts. (SS.B.1.3.1)
1-22: Find locations through satellite imaging programs. (SS.B.1.3.1)
1-23: Utilize basic functions in satellite imaging programs. (SS.B.1.3.1)
Introducing the Key Concept 15 min Human/Environment

Observations 30 min
Think-Pair-Share: Ask students to think-aloud
and discuss the following questions with a Learning Objective(s): 1-19, 1-20
partner:
Individual Analysis: Have students compare
• What are the natural surroundings of and contrast the human/environment
Manatee County? interaction of several locations.
• How do the natural surroundings of • Play the “Habitat” video clips that clearly
Manatee County impact the lives of its display and reflect human/environment
residents? interaction.
• How have humans changed the natural • Using the think-pair-share prompts, ask
surroundings of Manatee County? students to make observations about each
clip.
Resources
TSR, “Think-Aloud,” pp. 94–97; “Think-Pair- Resources
Share,” pp. 272–273 TSR, “Think-Pair-Share,” pp. 272–273.
History, “Five Themes of Geography,” p. FL39
Time, “How Do I Study Geography,” p. GH3
National Geographic–Habitat Video Clips:
http://video.nationalgeographic.com/video/
(select Environment Videos, then Habitats
for appropriate selections)

Multicultural: Use video clips featuring
human/environment interactions from different
cultures, such as “Cleaning Lake Tahoe,” which
explains the Washoe’s relationship to the lake.
Teacher Note: Fill in Essential Elements 5 and
6 on the class chart started in Key Concept 1.

Unit 1
KEY CONCEPT 4
Special Purpose Maps Population Patterns 30 min
and Charts 45 min
Learning Objective(s): 1-20
Learning Objective(s): 1-21 Whole-Group Inquiry: Tell students they
Individual Analysis: Ask students to complete have landed on an unsettled continent and are
the “How to Use a Map” reading and answer going to generate hypotheses about where they
document based questions related to the special wish to establish their civilization. Question:
purpose maps and charts in each core textbook. What is the most important natural resource
for survival? Why? How would you use it to
Resources survive? Once they have identified water, ask
TSR, “Document Based Questions,” them: Where would you build your new home?
pp. 513–515 Why?
History, “How to Use a Map,” pp. FL46–FL47 • Have students test their hypotheses about
Time, “Using Graphs, Charts and Diagrams,” the importance of water by analyzing a map
pp. GH11–GH13 of U.S. population density. Which two cities
are the most populated? What do they have
Adaptations and Notes in common? Which natural resource has the
Additional Support: Consider adding an most number of blue circles located nearby?
explanation to the title of each special purpose
map. For example, it would be difficult to Resources
interpret and analyze a map titled “Human Time, “Special Purpose Maps,” p. GH10
Migration” if you could not define migration. U.S. Population Maps
Advanced: Ask students to think of a personal www.mapsofworld.com (scroll down to
interest and location related to the Six Essential USA thematic maps located on the left of
Elements and to create a special purpose map or the screen"USA thematic maps"USA
chart representing their interest. population map)

EdVantage
Global Outreach: Discuss the importance of
preserving water and its quality because of its
value to human beings and other species.

Learning Objectives
Satellite Locations 15 min Satellite Observations 30 min
Learning Objective(s): 1-21, 1-22, 1-23 Learning Objective(s): 1-21, 1-22, 1-23
Direct Instruction: Model how to use absolute Paired Brainstorming: Ask students to
location as a Google Maps search method. complete an open mind graphic organizer, listing
Also, demonstrate how to use the satellite places around the world that they would like to
and street view functions while looking at a visit.
location. • Have students use a map or globe to find the
• Give students a predetermined list of latitude and longitude of the places that they
absolute locations to practice searching on are curious about.
Google Maps and using the satellite- and • Ask students to make observations about
street-view functions modeled during Direct the geography of the location utilizing
Instruction. terminology from the unit, especially their
• Ask students to reflect on their experience, geography glossaries. (See Model Lesson and
recording which features of Google Maps Sample Student Work.)
they need more practice using. (See Model
Lesson and Sample Student Work.) Resources
TSR, “Open Mind,” pp. 180–181
Resources History, “Atlas” pp. 664–680; “Gazetteer,”
History, “Atlas,” pp. 664–680 pp. 690–697
Time, “Atlas,” pp. R1–R26 Time, “Atlas” pp. R1–R26; “Gazetteer,”
pp. 763–771
Google Maps
http://maps.google.com Absolute Loaction Finder activity sheet, p. 61
Google Maps
Adaptations and Notes http://maps.google.com
Classroom Management: Planning specific Absolute Location Finder:
locations for students to practice finding www.fourmilab.ch/earthview/cities.html
absolute location with Google Maps makes this
activity more manageable. Adaptations and Notes
Advanced: Ask students to write a journal
Teacher Note: Use the video tutorials on
entry about the daily life of a child their age in
Google Maps to teach yourself about the
one of the locations they observed.
features of the Web site.
Teacher Note: Throughout the course, use the
absolute locations given in the gazetteer to find
satellite images of locations being studied.

Unit 1
KEY CONCEPT 4
Connections
Community
Have students create a “Going Green”
campaign for their school, identifying ways to
reduce energy use and CO2 emissions while
also promoting recycling.
Technology
Have students use computer GPS programs to
learn about absolute location.

Learning Objectives

Have advanced students continue to work with Some students may need to spend more time on
satellite images, using them to make predictions concrete activities in order to grasp important
about locations and to create special purpose maps or concepts. To provide additional time, consider
charts for those locations. omitting certain activities from Key Concept 3.
• Ask students to choose three absolute locations, • When completing the Special Purpose Maps
each one belonging to a different continent. activity choose only one map and one related
chart.
• Have students use Google Maps to make
observations about these locations based on • Consider skipping the Population Patterns activity
satellite images. Then, ask students to predict and moving to a second special purpose map and
how the geographic features of these locations related chart.
influence daily life. • Use a blank world map to scaffold student
• Ask students to use their observations and understanding of political maps. Have students
predictions to write a one-page report about the label relevant information on political maps, such
impact of natural surroundings and how people as capital cities, major cities, major geographic
have adapted to them for survival. features, and borders.
Resources Resources
Google Maps TSR, “Map of the World,” p. 502
http://maps.google.com

Unit 1
KEY CONCEPT 4
Web
Cities Around the World: Images
www.fourmilab.ch/earthview/cities.html
Google Maps
http://maps.google.com
How to Use Google Maps
www.google.com/help/maps/tour
US Census Bureau Geography Map Gallery
www.census.gov/geo/www/mapGallery
Maps of the World: U.S. Population Map
http://www.mapsofworld.com (scroll down to
USA thematic maps"choose USA population
maps)
Redman, Charles L. Human Impact on Ancient
Environments. Tucson, AZ: University of
Arizona Press, 1999.
Turnbull, James and Alex Turnbull. Off the Map:
The Most Amazing Sights on Earth as Seen by
Satellite. New York: Carroll & Graf, 2006.
Multimedia
National Geographic Video Selections:
http://video.nationalgeographic.com/video/
(select Environment Videos, then Habitats for
appropriate selections)

Teacher’s Notes


Unit 1
KEY CONCEPT 4

Unit 1
Model Lesson
KEY CONCEPT 4
How can we use satellite technology to make predictions?
This model lesson allows students to use geographic technology to make inferences about absolute
locations.
Rationale
It is important for students to understand the advantages of satellite
technology, and to apply the uses of satellite technology to make
observations, inferences, and connections about different places in the
world. This model lesson applies to the EdVantage Strategic Objective
Global Outreach.
Learning Objectives
Materials
• TSR, “Open Mind,” • Google Maps

pp. 180–181; “Venn http://maps.google.com
Diagram,” pp. 193–194;
“Quickwrite,” pp.
• Absolute Location
Finder:
201–202; “Customizing www.fourmilab.ch/
Graphic Organizers,” earthview/cities.html
pp. 216–217
• History, “Atlas,”
• Computer
pp. 664–680 • LCD Projector
• Time, “Atlas,” • A predetermined list of

pp. R1–R26 absolute locations for
• Copies of Absolute
practice session
Location Finder activity • Student geography

sheet, p. 61 (one per glossar ies
student)

Before
Warm-Up
• Have students complete a paired open mind graphic organizer of
the places in the world they would like to visit or learn more about.
Then, have students record the absolute location for each place they
brainstormed. Students will then use Google Maps to visit the locations
via satellite imaging.
• Finally, have students share their open mind responses, naming the
places they would like to visit and explaining why they are interested in
visiting that location.
During
• With the aid of a computer and an LCD projector, use Direct
Teacher Note/Check-In Instruction to model how to search Google Maps using absolute
The Absolute Location Finder location. Also, demonstrate how to use the satellite and street view
Web site will help students
obtain the exact degrees and functions to get a more in-depth look at a location. You can use degrees
minutes for each location. and minutes in the toolbar to search for an exact absolute location.
These can be found on the Absolute Location Finder Web site and can
Additional Support be cut-and-pasted into the search bar on Google Maps. When viewing
Work with a small group of a location you can use the maps, satellite, or street view tabs to view a
struggling students during the location. Demonstrate how to zoom in and out of an image.
practice time to demonstrate
how to appropriately use • Give students a predetermined list of absolute locations so they can
Google Maps.
practice using Google Maps to search for locations.
• Ask students to look at each location using the map view, satellite view,
and street view. Also, have students identify the name of the city or
landmark associated with each absolute location to prove that they have
found the correct location. Once students have become comfortable
with these skills, they can begin to look for the locations listed in their
open mind graphic organizer.
• Have students use the Absolute Location Finder activity sheet to find
the EXACT latitude and longitude of the cities that they brainstormed
during the open mind warm-up.
• Finally, ask students to complete the Absolute Location Finder activity
sheet, making observations about the geography, including climate
zones and vegetation, of at least three locations using specific geography
vocabulary words from the unit. For example, a student who is looking
at 40°1’N 105°17’W (Boulder, CO) would explain that it is a vertical
climate zone because there are so many mountains around. They would
also use other geographic terms such as “valleys,” “canyons,” and “lakes”
to describe the location. (See Sample Student Work.)
• Ask students to predict how the geography of the locations they viewed
might affect daily life (e.g., if they lived at 40°1’N 105°17’W, they might
own a 4x4 truck because of all the mountains).

Unit 1
After
KEY CONCEPT 4
• Ask students to quickwrite a response to the following question: How
can we use satellite technology to make predictions about the present?
• Have several students share their response with the class.
Homework and Assessment

• Ask students to create a Venn diagram to compare and contrast two
of the locations that they observed while using Google Maps. Have
students interpret their data by creating a second Venn diagram
inferring how life might be similar and different in each location based
on their observations. Require students to list four or more bullet points
in each Venn diagram. A Venn diagram comparing New York City and
Manatee County might look like this:
• New York City: People have to use elevators and stairs a lot more
because of the tall buildings. People could use subways instead of
driving a car. People need to dress warmly in the winter. People have
less open space to play.
• Manatee County: People can wear T-shirts and shorts longer because
it is warmer. People need to prepare for hurricanes because they are
along the Atlantic and the Gulf of Mexico. People have to drive
more because places are farther apart. People can have bigger homes
because it is less crowded.
• Similarities: They are both near large bodies of water. They are
both humid since they are near water. They both have been hit by
hurricanes. They are both hot in the summertime.
Making Connections
EdVantage
Global Outreach: Help students find a pen pal from one of the locations
listed in their open mind graphic organizers. You can use Web sites such as
penpalworld.com to locate pen pals all over the world.
State Assessment: The student Venn diagrams support comparison and
cause-and-effect recognition skills. These two skills account for 15–25% of
raw-score points on the state assessment.

Name Date
Absolute Location Finder

Directions: Using your open mind brainstorming, complete each column with the required
information.
ACTIVITY SHEET
Name of Place
Absolute Location
Climate Zone
Geographic Features
Types of Vegetation
Prediction

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:
• Finally, ask students to complete the Absolute Location Finder activity

sheet, making observations about the geography, including climate
zones and vegetation, of at least three locations using specific geography
vocabulary words from the unit.
New York City—40.75cN, 74.00cW q—It is a continental climate zone because it is hot in the
summer and cold in the winter. There is not much vegetation because there are so many streets,
buildings, and people.w The parks have green grass and oak trees—It is an ISLAND, and is part of
an ARCHIPELAGO.e There are RIVERS on each side of Manhattan.
Commentary on Sample Student Work

q Addresses OBJ 1-23 as student uses Google Maps and absolute location to identify a city.
w Addresses benchmark B.1.3.1 as student uses geographic tools to report patterns of land use.
e Addresses OBJ 1-16 by using geography terms to describe the physical characteristics of a
location.

Unit 1
world?
Key Concept 5
Historians analyze artifacts, written records, and oral traditions to create historical theories
about societies.
Learning Objectives
1-24 Classify and provide examples of primary and secondary sources. (SS.A.1.3.2)
1-25 Compare and contrast primary and secondary sources, while assessing their utility and
credibility. (SS.A.1.3.2)
1-26 Apply the process of making observations and inferences to create theories based on
primary sources. (SS.A.1.3.2)
1-27 Explain the strengths and weaknesses of using oral traditions to interpret history.
(SS.A.1.3.2)
1-28 Differentiate between B.C.E. and C.E. while reading and creating timelines. (SS.A.1.3.1)
1-29 Justify the placement of events on a timeline based on their historical importance.
(SS.A.1.3.1)
Resources
Various Web sites
Various manipulatives
Vocabulary
building.
artifact era primary source
bias historian secondary source
chronology oral tradition timeline

Unit 1
Unit 1
KEY CONCEPT 5
world?

1 1-24 Introducing the Key Concept TSR, “T-Chart,” p. 190; “Identifying

1-25 Sources,” p. 382
Primary and Secondary Sources
Time, “How Does a Historian Work?”
pp. Tools4–Tools5
Envelopes containing paper strips
with primary and secondary sources
written on them
2 1-26 Analyzing Primary Sources TSR, “Interpreting Primary Source

Documents,” pp. 137–138; “Graphic
Organizers,” p. 2
Time, “Analyzing Primary Source
Documents,” p. 716
History, “Analyzing Primary Sources,”
pp. 214–215
3 1-27 Lost in Translation TSR, “Using Oral History in Social

Studies,” p. 509
History, “A Record of the Spoken
Word,” p. 8
Web site(s)
4 1-28 Measuring Time TSR, “Cluster Map,”

1-29 pp. 163–165
It’s All About Me Timeline
History, “Using Timelines,”
pp. 10–11; “Measuring Time,” p.
Tools1; “Organizing Time,” pp.
Tools2–Tools3

Assess

KEY CONCEPT 5: Historians analyze artifacts, written records, and oral traditions to create historical theories
about societies.
Learning Objectives
1-24: Classify and provide examples of primary and secondary sources. (SS.A.1.3.2)
1-25: Compare and contrast primary and secondary sources, while assessing their utility and credibility. (SS.A.1.3.2)
1-26: Apply the process of making observations and inferences to create theories based on primary sources. (SS.A.1.3.2)
1-27: Explain the strengths and weaknesses of using oral traditions to interpret history. (SS.A.1.3.2)
1-28: Differentiate between B.C.E. and C.E. while reading and creating timelines. (SS.A.1.3.1)
1-29: Justify the placement of events on a timeline based on their historical importance. (SS.A.1.3.1)
Introducing the Key Concept 15 min Primary and Secondary

Sources 30 min
Journal Prompt: Have students write a story
about something that happened to them in Learning Objective(s): 1-24, 1-25
the third grade, including as many details as
Paired Reading: Have students complete the
possible.
following activity as an anticipation guide before
Think-Pair-Share: Have students share their reading “How Does a Historian Work?”
story with a partner. Then, have students ask
• Have students create a T-chart, labeling one
their partner if she can truly assess the accuracy
column “Primary Sources” and the other
of the story. What tools would she use to verify
column “Secondary Sources.”
whether the facts in the story are correct? How
much could she ever really know about the • Give pairs an envelope containing strips of
validity of the story? And, if this is the case paper that list the primary and secondary
with a three-year-old story, what might be some sources found in identifying sources.
of the problems with a story that is 200 years • Have students classify each source as either
old? 3000 years old? Discuss. primary or secondary, labeling them
appropriately in their T-chart.
• Ask students to read the first three sections
of “How does a Historian Work?” revising
their T-chart as necessary.
Resources
TSR, “T-Chart,” p. 190; “Identifying Sources,”
p. 382
Time, “How Does a Historian Work?”
pp. Tools4–Tools5
Envelopes containing paper strips with primary
and secondary sources written on them

Teacher Note: Clarify confusing concepts,
such as that a textbook from today is considered
to be a secondary source but a textbook from
1860 is both a primary and a secondary source.

Unit 1
about societies.
KEY CONCEPT 5
Analyzing Primary Sources 45 min Lost in Translation 30 min

Paired Analysis: Have students use the Whole-Group Inquiry: Begin class by playing
Interpreting Primary Source Documents “telephone.” Tell one student a historical fact
Graphic Organizer to analyze primary source such as “our school was built in…its first
documents. principal was…and, etc.” Allow students to
whisper these facts to their neighbor until they
• Model how to use the graphic organizer.
have circulated the classroom. Then discuss
• Have students analyze two Florida State how the facts were distorted as they passed
primary sources. around the room.
• Ask students to write one paragraph about • Play the oral history “It’ll Be Gone When
the life of a Seminole chief, soldier, or net- I’m Gone.”
maker. (See additional resources.)
• Ask: What is this oral history telling us?
Resources Why is it important? How might this story
TSR, “Interpreting Primary Source change if it was only passed by word of
Documents,” p. 138 mouth? What could we learn by listening to
an oral history that we couldn’t learn from a
Time, “Analyzing Primary Source Documents,”
textbook?
p. 716
History, “Analyzing Primary Sources,” Resources
pp. 214–215 TSR, “Using Oral History in Social Studies,”
Adaptations and Notes p. 509
Advanced: Ask students to find additional History, “A Record of the Spoken Word,” p. 8
Florida primary sources. It’ll Be Gone When I’m Gone
www.floridamemory.com (search “It’ll be
gone when I’m gone"choose Lucreaty
Clark transcript)

Teacher Note: Use additional time for students
to discuss their own oral tradition.

about societies.
Learning Objectives
Measuring Time 20 min It’s All About Me Timeline 25 min
Learning Objective(s): 1-28 Learning Objective(s): 1-28, 1-29

Whole-Group Reading: Begin by defining Individual Brainstorming: Have students
the word chronology. Then lead a shared reading create a cluster map beginning with the stimulus
of “Using Timelines.” Have students practice phrase “My Life.” Ask students to add the
each skill using the “From Prehistory to Today” important events from their life to their cluster
timeline. Also, use the timeline to ask students map. Have students use their cluster map to
the following questions: create a personal timeline by completing the
following steps:
• How long ago did each of these events take
place? • Create a title.
• Why do you think these events are on the • Determine the time span.
timeline? • Determine the intervals of time (a student
• What other events are important enough to who chooses one year might opt to use
be on this timeline? months, while a student who chooses his or
her life might opt to use years).
Resources • Determine which events are important
History, “Using Timelines,” pp. 10–11 enough to be noted on the timeline.
Time, “Measuring Time,” p. Tools1;
“Organizing Time” pp. Tools2–Tools3 Resources
TSR, “Cluster Map,” pp. 163–165
Multicultural: Explain to students that not all History, “Using Timelines,” pp. 10–11
cultures use the Gregorian calendar. Time, “Measuring Time,” p. Tools1;
“Organizing Time,” pp. Tools2–Tools3

Teacher Note: Students might want to add
their personal timeline to their e-Folio.
Technology: Have students create a digital
version of their timeline with photos and video
clips.

Unit 1
about societies.
KEY CONCEPT 5
Connections
EdVantage
Global Outreach: Have students interview
important members of their community, asking
questions about their personal experiences
growing up in Manatee County. These
stories could be used to create an oral history
anthology of Manatee County.
Across Disciplines
English Language Arts: Have students
complete a personal narrative for ELA using
primary source documents from their own life,
such as a birth certificate, schoolwork from a
younger age, or an old photograph.

about societies.
Learning Objectives

Once students understand the tools used by Interpreting historical sources and timelines,
historians, they can use those tools to conduct their especially primary sources, can be difficult for
own investigations. As an individual inquiry, have students with limited English proficiency. Many
students complete a historical investigation intended sources include discipline-specific vocabulary. Use
to find similarities or discrepancies regarding the the following strategies to support ELL students and
specific facts connected to a historical event. struggling readers:
• Have students choose a historical event that they • Frontload the reading “How does a Historian
are interested in researching. Ask them to gather Work?” by defining the following vocabulary
at least three primary sources and three secondary words: “analyze,” “credibility,” “point-of-view,”
sources related to the topic. “bias” and “interpret.” Also, highlight the way
that the textbook often defines an italicized word.
• Ask students to write one paragraph explaining
Encourage students to use this reading strategy.
whether their sources are consistent enough for
them to believe the facts regarding their event, or • Consider giving ELL students a transcription
if they need to complete further research to verify of Lucreaty Clark’s “It’ll Be Gone When I’m
their sources and facts. Gone,” because her colloquial language might be
difficult to follow aurally. You could also use this
• Student paragraphs should answer the following
opportunity to discuss some of the weaknesses of
questions: How do my sources support each other?
using oral traditions.
How do my sources contradict each other? How
might the author’s perspective influence his or
her reporting of the facts (for example, a Japanese Resources
“It’ll Be Gone When I’m Gone” transcription:
source versus an American source regarding the
www.floridamemory.com (search “It’ll be
atomic bombs dropped during World War II)?
gone when I’m gone"choose Lucreaty Clark
transcript)
Resources
TSR, “Collecting and Analyzing Data,” pp. 476–477

Unit 1
about societies.
KEY CONCEPT 5
Additional Resources Additional Information
Textbook Among some groups, the use of the terms B.C./A.D.
Nystrom, Elsa A. Primary Source Reader for World has been deemed offensive, while other groups are
History. Wadsworth Publishing, 2005. offended by the terms B.C.E./C.E. It is important to
discuss this debate with students because they will
Kagan, Neil. Concise History of the World: An
Illustrated Timeline. Washington, D.C.: see both abbreviations when they are researching
their topics. For additional information see the
National Geographic, 2006.
following sites:
Web www.religoustolerance.org/ce.htm
Controversy over the use of dating notation: www.dglenn.org/defs/ce.html
www.religioustolerance.org/ce.htm
Politically Correct Dating Notation
www.dglenn.org/defs/ce.html
The Florida Memory Project
www.floridamemory.com
Teeple, John B. Timelines of World History. London:
DK Adult, 2006.
Chisholm, Jane. Timelines of World History: Myths
and Legends. Tulsa, OK: Usborne Books, 2003.
Multimedia
Ancient Civilizations Map and Timeline Poster:
Art.com
The Florida Memory Project
www.floridamemory.com
Seminole Portraits
www.floridamemory.com/OnlineClassroom/
seminoles/photos.cfm
Spanish-American War
spanish-american/s-a_war.cfm
Net Making
netmaking/transcript.cfm

KEY CONCEPT 5: Historians analyze artifacts, written records, and oral traditions to create historical theories about societies.
Teacher’s Notes


KEY CONCEPT 5: Historians analyze artifacts, written records, and oral traditions to create historical theories about societies.
Unit 1
KEY CONCEPT 5

Unit 1
UNIT PERFORMANCE ASSESSMENT
Unit 1
world?
Unit
Performance Assessment
Learning Objectives
1-1, 1-4, 1-5, 1-6, 1-7, 1-8, 1-9, 1-10, 1-11, 1-12, 1-13, 1-14, 1-16, 1-17, 1-18,
1-19, 1-20, 1-21, 1-24, 1-26, 1-27
EdVantage
This project promotes the Strategic Objective of Self-Directed Pursuit of
Knowledge. Students must set goals and create an action plan in order to
complete their map of Manatee Country.
Teacher’s Notes
Students will work individually to develop a personalized mental map
of Manatee County and to write an organized paragraph explaining
the Six Essential Elements of Geography. Students may use traditional
construction materials or computer programs to create their mental map of
Manatee County.
The map and organized paragraph must address the following questions:
• What is the absolute location of my school and two other places that are
important to me in Manatee County (Element 1)?
• What are the physical characteristics of Manatee County (Element 2)?
• What are the physical systems that affect Manatee County (Element 3)?
• What are the human systems that affect Manatee County (Element 4)?
• What is the human/environment interaction of Manatee County
(Element 5)?
• What are the uses of my map of Manatee County (Element 6)?
The creative process for My Manatee County Map should occur through
Unit 1. Throughout the unit, students will thoroughly study the Six
Essential Elements of Geography and the historical method of inquiry.
During Key Concepts 1–4, students will specifically examine two of the
Six Essential Elements of Geography. During Key Concept 5, students will

examine how historians gather information and assess the validity of their
conclusions. After the completion of each Key Concept, students can apply
their knowledge to the creation of their map of Manatee County.
In order to complete the Unit Performance Assessment, students should
follow these steps:
Step 1: Understanding Location

While examining Key Concept 1, students will find the absolute location
of their school and other personal places within Manatee County, such as
their house or favorite restaurant.
Step 2: Understanding Place

During Key Concept 2, students will determine the hemisphere of their
absolute location and the climate region or zone of Manatee County.
Step 3: Understanding Physical Systems and Human Systems

While examining Key Concept 3, students will identify the geographic
features of Manatee County, identify the natural disasters that affect
Manatee, and determine how humans have shaped their surroundings.
Step 4: Understanding Environment/Society and Uses of Geography

During Key Concept 4, students will determine and explain the utility of
the map they have created. All draft work will be transferred into a final
copy.
Step 5: Understanding Historical Methodology

During Key Concept 5 students will gather primary sources related to
Manatee County.
Maps could be displayed around the classroom, enabling students
to see how the absolute location of a country will affect its physical
characteristics, physical systems, human systems, and human/environment
interaction.
Adaptations
Advanced: Challenge advanced students to create a topographical map of
Manatee County.
Additional Support: Consider providing struggling students with
examples so they can visualize what the final project looks like.

Unit 1
UNIT PERFORMANCE ASSESSMENT
Scoring Rubric
Discuss the following rubric with students so they know what is expected
of them:
4 Points – The map and paragraph clearly address all Six Essential
Elements of Geography and the guiding questions. Student choices for
My Manatee County Map are completely plausible based on absolute
location, and the accuracy of these choices is clearly justified in the
paragraph. Student maps contain accurate latitude and longitude grids.
The paragraph exhibits correct usage of vocabulary and grammar.
3 Points – The map and paragraph clearly address almost all Six Essential
Elements of Geography and the guiding questions. Most student choices
for My Manatee County Map are completely plausible based on absolute
location, and the accuracy of these choices is justified in the written
paragraph. Student maps contain mostly accurate latitude and longitude
grids. The paragraph exhibits fairly correct usage of vocabulary and
grammar.
2 Points – The map and paragraph clearly address some of the Six
Essential Elements of Geography and the guiding questions. Some
student choices for My Manatee County Map are completely plausible
based on absolute location, and the accuracy of these choices is
somewhat justified in the written paragraph. Student maps contain some
components of an accurate latitude and longitude grid. The paragraph
exhibits some vocabulary and grammar errors.
1 Point – The map and paragraph inaccurately address the Six Essential
Elements of Geography and the guiding questions. Student choices for
My Manatee County Map are implausible based on absolute location,
and the accuracy of these choices cannot be justified in the written
paragraph. Student maps contain an inaccurate latitude and longitude
grid. The written paragraph exhibits many vocabulary and grammar
errors.
0 Points (Unscorable) – The map and paragraph do not address the Six
Essential Elements of Geography and the guiding questions. Student
choices for My Manatee County Map are implausible. No absolute
location is chosen, so there is no basis for the features of their Map of
Manatee County. Student maps do not contain a latitude and longitude
grid. The written paragraph does not follow the rules of expository
writing.

Name Date

Objective: To create and explain a personalized mental map of Manatee County based on
the Six Essential Elements of Geography. You may use traditional construction materials or
computer programs to create your map of Manatee County, and your written paragraph will
follow the guidelines for expository writing.
ACTIVITY SHEET
Your map and organized paragraph must address the following guiding questions:
o What is the absolute location of my school and two other places that are important to
me in Manatee County (Element 1)?
1. Illustrate and plot the locations on your map.
2. Illustrate the appropriate vegetation for the climate zone of Manatee County.
3. Identify your absolute location points in your written paragraph.
4. Name and describe the climate zone of Manatee County in your paragraph.
o What are the physical characteristics of Manatee County (Element 2)?
1. Illustrate the physical characteristics on your map.
2. Correctly name and describe the physical characteristics in your paragraph.
o What are the physical systems that affect Manatee County (Element 3)?
1. Create a symbol to illustrate the physical systems on your map.
2. Correctly name and describe the physical systems in your paragraph.
o What are the human systems that affect Manatee County (Element 4)?
1. Illustrate human settlements on your map.
2. Explain why humans have settled in these areas in your paragraph.
o What is the human/environment interaction of Manatee County (Element 5)?
1. Illustrate THREE important human adaptations to the geography of Manatee
County.
2. Explain how these changes affect the lives of people and the environment in
Manatee County.
o What are the uses of my map of Manatee County (Element 6)?
1. Create a name for your map.
2. Explain how someone could use your map.
o Historical Method
1. Include three primary source documents from Manatee County with your map.
o Self Evaluation: Complete the following questions and attach them to your final project.
1. The most important thing I understand about geography is…
2. One question I still have about geography is…
3. My project is my best work because…

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Lesson Planning Material

In this section, you will find the following planning material

Sample Two examples in each unit show examples of proficient

OVERVIEW Suggested Pacing: 25 instructional days

Unit Performance Assessment

 Manatee Core Curriculum

World History: Ancient Civilizations lesson planning material  

Sunshine State Standards

 Manatee Core Curriculum

World History: Ancient Civilizations lesson planning material  

 Manatee Core Curriculum

KEY CONCEPT AT A GLANCE

Day Learning Objectives Instructional Approaches Resources

1 1-1 Introducing the Key Concept TSR, “K-W-L Chart,” pp.86–88;

2 1-3 Using Maps and Globes TSR, “Shared Reading,” p. 99

3 1-4 Cardinal Direction History, “The World,”

4 1-5 Map Grids History, “Understanding

5 Review, Remediate, Enrich, or

World History: Ancient Civilizations lesson planning material  

Introducing the Key Concept 15 min Continents and Oceans 30 min

Individual Brainstorm: Have students create Learning Objective(s): 1-1, 1-2

10 Manatee Core Curriculum

Learning Objective(s): 1-3 Learning Objective(s): 1-4

World History: Ancient Civilizations lesson planning material  11

Map Grids 20 min Absolute Location

12 Manatee Core Curriculum

During the first weeks of school, administer

World History: Ancient Civilizations lesson planning material  13

Advanced Pathway Additional Support Pathway

14 Manatee Core Curriculum

World History: Ancient Civilizations lesson planning material  15

16 Manatee Core Curriculum

Day Learning Objectives Instructional Approaches Resources

World History: Ancient Civilizations lesson planning material  17

• TSR, “Paraphrasing and • Predetermined list of

World History: Ancient Civilizations lesson planning material  19

20 Manatee Core Curriculum

Homework and Assessment State Assessment

World History: Ancient Civilizations lesson planning material  21

Absolute Location Scavenger Hunt

In order to be successful on this task, complete the following steps:

World History: Ancient Civilizations lesson planning material  23

• Have students respond to the following prompt: What is the purpose of

Commentary on Sample Student Work

World History: Ancient Civilizations lesson planning material  25

26 Manatee Core Curriculum

KEY CONCEPT AT A GLANCE

Day Learning Objectives Instructional Approaches Resources

1 1-7 Introducing the Key Concept TSR, “Quickwrite,”

2 1-8 Climate Zone Postcards Web site(s)

3 1-11 Climate Region Brochure Part I Web site(s)

4 1-11 Climate Region Brochure Part II Web site(s)

5 Review, Remediate, Enrich, or Assess

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Paired Practice: Using a world map, Learning Objective(s): 1-7

Adaptations and Notes

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Climate Region Brochure Climate Region Brochure

Learning Objective(s): 1-11, 1-12 Learning Objective(s): 1-11, 1-12

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Advanced Pathway Additional Support Pathway

Manatee Core Curriculum

World History: Ancient Civilizations lesson planning material

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World History: Ancient Civilizations lesson planning material

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