|SS.6.E.1.1:||Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.|
|SS.6.E.1.3:||Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship).|
|SS.6.E.2.1:||Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-state or nation development.|
|SS.6.E.3.1:||Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions.|
|SS.6.E.3.2:||Categorize products that were traded among civilizations, and give examples of barriers to trade of those products.|
|SS.6.E.3.3:||Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners.|
|SS.6.E.3.4:||Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade.|
|SS.6.G.1.1:||Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.|
|SS.6.G.1.2:||Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps.|
|SS.6.G.1.3:||Identify natural wonders of the ancient world.|
|SS.6.G.1.4:||Utilize tools geographers use to study the world.|
|SS.6.G.1.5:||Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.|
|SS.6.G.1.6:||Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations.|
|SS.6.G.1.7:||Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today.|
|SS.6.G.2.1:||Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.|
|SS.6.G.2.2:||Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.|
|SS.6.G.2.3:||Analyze the relationship of physical geography to the development of ancient river valley civilizations.|
|SS.6.G.2.4:||Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies.|
|SS.6.G.2.5:||Interpret how geographic boundaries invite or limit interaction with other regions and cultures.|
|SS.6.G.2.6:||Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.|
|SS.6.G.2.7:||Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.|
|SS.6.G.3.1:||Explain how the physical landscape has affected the development of agriculture and industry in the ancient world.|
|SS.6.G.3.2:||Analyze the impact of human populations on the ancient world's ecosystems.|
|SS.6.G.4.1:||Explain how family and ethnic relationships influenced ancient cultures.|
|SS.6.G.4.2:||Use maps to trace significant migrations, and analyze their results.|
|SS.6.G.4.3:||Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world.|
|SS.6.G.5.1:||Identify the methods used to compensate for the scarcity of resources in the ancient world.|
|SS.6.G.5.2:||Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.|
|SS.6.G.5.3:||Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations.|
|SS.6.G.6.1:||Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding the world and its people.|
|SS.6.G.6.2:||Compare maps of the world in ancient times with current political maps.|
|SS.6.W.1.1:||Use timelines to identify chronological order of historical events.|
|SS.6.W.1.3:||Interpret primary and secondary sources.|
|SS.6.W.1.4:||Describe the methods of historical inquiry and how history relates to the other social sciences.|
|SS.6.W.1.6:||Describe how history transmits culture and heritage and provides models of human character.|
|SS.68.HE.1.1:|| Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
|ELD.K12.ELL.SS.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.|
|HE.6.C.2.4:||Investigate school and public health policies that influence health promotion and disease prevention.|
General Course Information and Notes
M/J World Geography - The social studies curriculum for this course consists of the following content area strands: World History, Geography, and Economics. The primary content for this course pertains to the usage of geographic concepts, tools, and skills to draw conclusions about physical and human patterns. Content should include, but not be limited to understanding world political regions in terms of location, physical characteristics, population and culture, historical change, economic activity, and land use. Students will be exposed to the multiple dynamics of geography including economics and world history. Students will study methods of historical inquiry and primary and secondary historical documents.
Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms. For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.
Career and Education Planning Course Standards – Students will:
1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
Additional content that may be contained in the NAEP Grade 8 Geography assessment includes:
- regional patterns of function
- geographic factors contributing to conflict and cooperation in a variety of settings
The NAEP frameworks for Geography may be accessed at http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/gframework2010.pdf
Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf
|Course Number: 2103016||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Social Studies > SubSubject: Geography >
|Abbreviated Title: M/J WORLD GEOG & C/P|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 6,7,8|
| Middle Grades Integrated Curriculum (Middle Grades 5-9)|
| Social Science (Grades 5-9)|
| Geography (Grades 6-12)|
| Social Science (Grades 6-12)|
| Elementary Education (Grades K-6)|
| Elementary Education (Elementary Grades 1-6)|