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 Students will study methods of historical inquiry and primary and secondary historical documents.
Mathematics Benchmark Guidance
- Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.
- The digital curriculum required by Section 1003.4203 (3), Florida Statutes, has been integrated into this course. Listed below are the competencies that must be met to satisfy the requirements of (Section 1003.4203 (3), Florida Statutes):
01.0 Demonstrate proficiency locating information on the Internet
01.01 Identify and describe web terminology.
01.02 Define Universal Resource Locators (URLs) and associated protocols (e.g., http, ftp, telnet, mailto).
01.03 Compare and contrast the types of Internet domains (e.g., .com, .org, .edu, .gov, .net, .mil).
01.04 Adhere to cyberethics, copyright laws, and regulatory control.
01.05 Describe the human element of Internet security, specifically social engineering techniques for obtaining private or identification information.
01.06 Demonstrate proficiency using search engines, including Boolean search strategies.
01.07 Demonstrate proficiency using various web tools (e.g., downloading of files, transfer of files, telnet, PDF, etc.).
01.08 Compare and contrast the roles of web servers and web browsers.
02.0 Demonstrate proficiency gathering and preparing textual, graphical, and image-based web content
02.01 Characterize effective writing styles and conventions for the web.
02.02 Use word processing software to create effective written content for the web.
02.03 Use graphics software to create message-driven graphical content for use on a webpage.
02.04 Access and digitize graphics through various resources (e.g., scanner, digital cameras, on-line graphics, clipart, CD-ROMs).
02.05 Create and edit images using image or graphic design software.
03.0 Perform e-mail activities.
03.01 Describe e-mail capabilities and functions.
03.02 Identify components of an e-mail message.
03.03 Identify the components of an e-mail address.
03.04 Attach a file to an e-mail message.
03.05 Forward an e-mail message to one or more addressees.
03.06 Use an address book.
03.07 Reply to an e-mail message.
03.08 Use the Internet to perform e-mail activities.
03.09 Identify the appropriate use of e-mail and demonstrate related e-mail etiquette.
04.0 Use Web 2.0 or Internet-based collaborative technology (e.g., Wikis, Wimba, Moodle, Facebook) to facilitate a web development project.
04.01 Create and use a wiki or similar collaborative environment for communicating and sharing among web development project team members.
04.02 Create and use a social media page (e.g., Facebook, Wimba, Moodle) to share and publish web components (e.g., content, images, graphics, videos) for gauging visitor reaction and obtaining feedback.
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).