Social Studies Curriculum

Grade 7 - World Geography
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Unit: Oceania And Antarctica

Time frame for unit: 3rd Quarter—2 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)

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.
2. Geography has a range of helpful tools that can assist us in understanding our earth and its patterns.
3. Although Australia, Oceania, and the Antarctic exist within the same world region, they are strikingly unique and distinct in their physical and cultural geography.
   • Why are Australia, Oceania, and the Antarctic unique in their physical and cultural geography?
   • How do changes in physical geography impact Australia, Oceania, and the Antarctic?
4. The processes and patterns of human settlement had a powerful and enduring impact upon the development of Australia, Oceania, and the Antarctic.
   • How do the processes and patterns of human settlement have a powerful and enduring impact upon Australia, Oceania, and the Antarctic?
   • To what extent can geographically isolated regions remain intact? To what extent do patterns of human settlement make geographic isolation a relative impossibility?

Knowledge

The student will be able to define / apply the following terms:
Great Barrier Reef, outback, Aborigine, Maori, trust territory, typhoon, atoll, archipelago, Multinational Cooperation, crevasse, ice shelf, pack ice, convergence zone, ozone, marsupial, geothermal, global warming, subsistence farming, artesian water, penal colony, Polynesia, Micronesia

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

• Why Antarctica does not have a government or is not used for resource development.
• The coral reefs importance to the world’s environment.

The student will be able to describe the following:

• The major political areas of the regions.
• The unique animals and plants of the regions.
• The unique cultures of the regions.

Skills

The student will be able to:

• Map the distinct landforms of the region.
• Diagram the creation of an ‘atoll.’
• Graph the difference of distance between various Polynesian islands.
• Create a timeline of exploration and colonization of Australia.
• Map possible routes of settlement of Polynesian nations.

Assessment Evidence

Example Performance Task:
Assume the role of a Polynesian explorer. Design a mode of transportation that would allow you to travel long distances over the ocean to and from islands. Prepare a survival kit that would help sustain 10 passengers on your vehicle, and ensure your survival during your travels. Also, include how you would meet your basic needs while over-nighting on each of the islands. Your travels should be encouraged to encounter at least 4 different cultural groups.

Example Evidence:

• Mental mapping quizzes.
• Quizzes of facts related to Oceania and the Antarctic.
• Use key words in context.
• Compare/contrast essay comparing the physical geography of Australia, Oceania, and the Antarctic.
• Written responses to the Essential Questions.

Example Learning Activities:

1. Read and discuss Ch. 30-31 in the Holt text.
2. Create, label, and analyze maps of Oceania and the Antarctic.
3. Design a model of the continents of Australia and/or Antarctic using clay or paper-mâché.
4. Create a timeline of events comparing Australian and U.S. history.
5. Read and summarize either a book or short stories such “Yhi Brings the Earth to Life,” (McDougall Littell Mythic Voices), Whale Rider, Polar Dreams.
6. Compare historical maps of Oceania.
7. Have a food festival and students bring in traditional Oceania foods. Optional: dress in traditional clothing.
8. View and discuss a video, for example, “Whale Rider,” “Rabbit Proof Fence,” “March of the Penguins.”
9. Research an Antarctic explorer and provide an illustrated map of their explorations and/or a ship log or journal.
10. Conduct research on music and dances of the South Pacific. Give a performance.
11. Provide students with opportunities for self-evaluation such as reflective writing, rubrics, and peer discussions.
12. 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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