Social Studies Curriculum

Grade 7 - World Geography
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Unit: Introduction to Geography and Alaska

Time frame for unit: 1st Quarter-- 3 weeks

Content Standards

National Standards for Geography:
Standards #1-#18 (See end of this document)

Alaska State Geographic Content Standards Addressed:
Standards A-F (See end of this document)

Alaska Cultural Standards:
Standard A – Culturally knowledgeable students are well grounded in the cultural heritage and traditions of their community.

Enduring Understandings and Essential Questions

1. The five themes of geography allow us to explore patterns in location, place, human environment interaction, movement, and regions. (This EU is to be reinforced in EVERY unit.)
   • How does geography allow us to explore patterns in Alaska’s regions and Alaska’s cultures?
   • How do physical conditions, movement, population, culture, and interaction patterns influence Alaskans?
   • How can we evaluate the impact of global change on Alaskans?
   • How are ancient traditions and ways of life reflected in the lives of indigenous Alaskan populations?
2. Geography has a range of helpful tools that can assist us in understanding our earth and its patterns. (This EU is to be reinforced in EVERY unit.)
   • How can we use the tools of geography to help us understand the earth and its patterns?
   • Why do we use the tools of geography?
   • Why are there so many different types of maps, globes, scales, and other forms of geography tools?
   • What are latitude and longitude and how are they determined and used?
   • How are latitude and regional climate, vegetation, and land use interrelated?
3. Because of its geographic separation and natural resources, Alaska has a unique identity and role within the United States and the world.
   • How does geographic separation affect Alaska?
   • How is Alaska unique in the United States and the world?

Knowledge

The student will be able to define / apply the following terms in relationship to Alaska:
Subsistence, contiguous, indigenous, continents, countries, indigenous societies, maritime, taiga, tundra, permafrost, biome, rural, urban, map projection(s), scale, key or legend, compass rose, hemisphere, equator, Prime Meridian, latitude, longitude, salt water forms, fresh water forms, landform names (plateau, peninsula, ocean, river, etc.), plate tectonics, earthquakes, natural weather phenomenon, climate regions, 5 themes of geography: absolute and relative location, place, movement, human/environmental interaction, and region.

The student will be able to explain the significance of the following concepts:

• The 5 themes of Alaska’s geography- location, place, human environment interaction, movement, region.
• What the importance of geography in day-to-day life.

Skills

The student will be able to:

• Use a compass rose, scale, and map key correctly.
• Identify different landforms found in Alaska.
• Identify different map projections, and why a person would need different map projections of one area.

Assessment Evidence

Example Performance Tasks:
Students are assigned to research one of Alaska’s regions. They will create a flipbook, poster, or PowerPoint presentation of their region using the 5 themes of geography.

Example Evidence:

• Mental mapping quizzes.
• Quizzes of facts related to basic geography.
• Use key words in context.
• Compare/contrast essay comparing the physical geography of two locations.
• Written responses to the Essential Questions.

Example Learning Activities:

1. Do one or more of the sample hooks:
   • Students will act out “Alaska Brag” using the “Facts about Alaska” that make us unique. (See video Larry Beck’s Alaska for sample of how to do this.)
   • Visit the Alaska Native Heritage Center.
   • Bring in an Alaska Native speaker to share culture.
   • Design shelter and research food sources for survival in the local environment.
2. Alaska group assignment:
   • Divide students into groups to become experts on one of the regions of Alaska.
   • Using the film Discovering Alaska and maps of the Alaska’s regions, students present the landforms, climate, cities, ways of making a living, animals, and vegetation to the class.
   • Color and label a map showing Alaska’s Native language groups.
   • Students research the Native group from an area of Alaska. (South Central will have to break up and join another group.) Sources: Alaska History film, http://www.kpbsd.k12.ak.us/akhistory/aktools.htm#akhist,
     http://www.akhistorycourse.org/, Alaska Studies website.
   • Students present traditional Native information to the class: housing, tools, arts, food, social organizations, etc.
3. Historical investigation: Gold Rush - Plan a newspaper, develop a newspaper template, investigate the time period of a gold rush, write the articles, put the paper together and share with team.
4. Map Alaska’s main features on the “Big Map of Alaska.”
5. Possible Alaska cross-curricular tie-ins:
   • Biomes.
   • Alaska novels, short stories, poems.
   • Measuring mountain height.
   • Conduct research to find example of art made by the indigenous peoples.
6. Provide students with opportunities for self-evaluation such as reflective writing, rubrics, and peer discussions.
7. Review unit data through games such as bingo, jeopardy, and group competitions.

* These are suggested activities. Other assessments, performance tasks, and learning activities may be implemented.

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