Unit 2 Abstract

6th Grade Social Studies
Unit 2: The World in Spatial Terms
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Sixth Grade Social Studies: Global Studies

Big Picture Graphic
Overarching Question:
How can a global perspective help me understand my world?

Previous Unit:
Foundations of World
Geography
This Unit:
The World in Spatial Terms
Questions To Focus Assessment and Instruction:
1. What factors should we consider when using maps and why?

2. How and why do people organize (categorize or regionalize)
the world to study global issues or problems?
3. How do the physical (natural) features and physical processes
of Earth present challenges and opportunities for human
societies?
4. How and why does a natural hazard become a global natural
disaster?
Michigan Citizenship Collaborative Curriculum
Copyright 2010-2014 by Oakland Schools
Next Unit:
The World in Human Terms
Types of Thinking
Description
Cause and Effect
Compare and Contrast
Classifying/Grouping
Generalizing
Evidentiary Argument
Identifying Perspectives
Problem Solving
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Graphic Organizer

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High School Foundations (see High School World History and Geography)
F1: World Historical and Geographical Habits of Mind and Central Concepts: Explain and use key
conceptual devices world historians/geographers use to organize the past including periodization schemes (e.g.,
major turning points, different cultural and religious calendars), and different spatial frames (e.g., global, interregional,
and regional).
Unit Abstract
Geography uses a spatial perspective to study the arrangement and
interaction of people and places over Earths space. By understanding
and using a spatial perspective, students seek answers to the questions:
What is where and why is it there?
-- Geography Framework for the 2010 National Assessment of Educational Progress. 1
This unit is designed to extend students spatial perspective of Earth. Framing the unit with a problem,
students explore how a basketball from Japan appeared on a beach in Alaska. They investigate a
series of maps that helps them solve the mystery as well as explore elements, purposes, scales, and
types of maps. In developing a more sophisticated geographic perspective, students examine various
ways geographers and cartographers represent the Earth. They explore how the global grid can be
used to identify the absolute location of places on Earth. Students then consider the cartographic
challenge of representing the round Earth on a flat map as they analyze different map projections to
determine the advantages and disadvantages of each. In doing so, students grapple with perspective,
centering, and distance distortion on map projections. Next, students examine significant physical
features on Earth and explore global spatial patterns of those features. They work in collaborative
teams to locate and organize information about significant physical features of Earth and consider
what other natural features are likely or not likely to be nearby. Students then analyze the ways in
which people organize their world through regions. They learn that hemispheres or continents are
human constructs and further explore how physical and human characteristics can be used to create
additional ways to regionalize the planet.
Next, the connection between physical and human geography is explored. Students work from a
conceptual level by exploring how different physical characteristics can present both challenges and
opportunities for humans.2 Students apply this conceptual lens to physical features on Earth and
apply it to natural hazards as they consider how natural physical processes can pose challenges or
opportunities for humans. They explore several ways to categorize natural hazards, and learn how
people in earlier times thought about their environment by separating processes into four elements of
air, earth fire, and water and compare those categories to the ones present day scientists use
(lithosphere, atmosphere, biosphere, and hydrosphere). Students then explore the connection
between natural hazards and natural disasters. They investigate the question: what is a natural
disaster? as they read about the 2010 earthquake and tsunami in Japan and examine the effects of
natural disasters using specific reading strategies. The unit culminates with an examination of why
1
Geography Framework for the 2010 National Assessment of Educational Progress. 15 January 2012
<http://www.nagb.org/publications/frameworks/gframework2010.pdf>. pp. 5-6.
2
Students will be able to apply this conceptual lens to particular places at particular times throughout their study of world
and U.S. history in future courses.
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the effects of natural disasters vary from place to place. Through case studies, students compare the
effects of earthquakes in Japan and Haiti in terms of their risk factors of exposure, susceptibility,
coping and adaptive capacities, and vulnerability. They then consider the question: when does a
natural disaster become a global problem?
Adolescent literacy practices are integrated throughout the unit. Students engage in a variety of
scaffolded note-taking activities, starting with cloze text and gradually begin to summarize what they
learn in their notes. Research opportunities, reading strategies, and writing exercises are deliberately
placed to support students growing independence.
Focus Questions
1. What factors should we consider when using maps and why?
2. How and why do people organize (categorize or regionalize) the world to study global issues or
problems?
3. How do the physical (natural) features and physical processes of Earth present challenges and
opportunities for human societies?
4. How and why does a natural hazard become a global natural disaster?
Content Expectations
7 H1.2.3: Identify the point of view (perspective of the author) and context when reading and
discussing primary and secondary sources.
6 G1.1.1
Describe how geographers use mapping to represent places and natural and human
phenomena in the world.
7 G1.1.1
Explain and use a variety of maps, globes, and web based geography technology to
study the world, including global, interregional, regional, and local scales.
6 and 7
G1.2.1
Locate the major landforms, rivers3, and climate regions of the Earth 4.
6 G1.2.2: Explain why maps of the same place may vary, including cultural perspectives of the
earth and new knowledge based on science and modern technology.
7 G1.2.2: Explain why maps of the same place may vary as a result of the cultural or historical
background of the cartographer.
6 G1.2.4
Use observations from air photos, photographsor films as the basis for answering
Interesting to note that particular rivers are identified in the expectation for the Western Hemisphere (grade 6) (Amazon,
Mississippi, Missouri, Colorado), but no particular rivers are mentioned for the Eastern Hemisphere (grade 7).
Accordingly, we have removed the bias embedded in the expectations and placed the specifics in this footnote.
4
The sixth grade expectation listed the Western Hemisphere, while the text of the seventh grade expectation listed the
Eastern Hemisphere. To promote a global perspective, we have substituted Earth in the text of the expectation.
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7 G.1.2.3
6 and 7
G1.2.5
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geographic questions about the human and physical characteristics of places and
regions.5
Use information from modern technology such as Geographic Positioning System
(GPS), Geographic Information System (GIS), and satellite remote sensing to locate
information, and interpret maps and data6 to analyze spatial patterns of Earth7 to answer
geographic questions.
6 and 7
G1.2.6
Apply the skills of geographic inquiry (asking geographic questions, acquiring

geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region of the world. 8
6 and 7
G1.3.1
Use the fundamental themes of geography (location, place, human environment

interaction, movement, region) to describe regions or places on earth.
6 and 7
G1.3.2
Explain the locations and distributions of physical and human characteristics of Earth by
using knowledge of spatial patterns.
6 and 7
G2.1.1
Describe the landform features and the climate of a region under study. 9
6 G2.1.2
Explain the extent to which topographic features related to tectonic plates such as
volcanoes and earthquakes influence spatial patterns of human settlement by using
information from GIS, remote sensing, and the Internet. 10
6 and 7
G2.2.2
Explain that communities are affected positively and negatively by changes in

technology.11
The parentheticals (print and CD) and (VCR and DVD) have been removed because they have no bearing on the
substance of the expectation and only serve to date the expectation as a relic of the past. Besides, we dont want to insult
your intelligence.
6
The original expectation read to locate information and process maps and data to analyze spatial patterns. We
have revised this expectation using proper English so that it would make sense when read.
7
The sixth grade expectation listed the Western Hemisphere, while the text of the seventh grade expectation listed the
Eastern Hemisphere. To promote a global perspective, we have substituted Earth in the text of the expectation.
8
The word world has been used instead of Eastern and Western Hemisphere.
The portion of the expectation (within the Western or Eastern Hemispheres) has been removed because it is assumed
we are looking at the Earth.
10
The original language of the expectation was as follows: Account for topographic and human spatial patterns (where
people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic
and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from
GIS, remote sensing, and the World Wide Web. It has been modified in this document for clarity. The revised expectation
clarifies the word account and requires students to engage in higher ordered thinking.
11
The sixth grade expectations examples include Canada with regard to mining, forestry, hydroelectric power generation,
agriculture, snowmobiles, cell phones, air travel. The seventh grade expectation examples include increased
manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at
Three Gorges, pollution resulting from increased manufacturing and automobiles). They have been removed for the sake
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6 and 7
G3.2.2:
Identify ecosystems of a continent and explain why some provide greater opportunities
(fertile soil, precipitation) for humans to use than do other ecosystems and how that
changes with technology (e.g., Chinas humid east and arid west and the effects of
irrigation technology).12
6 and 7
G5.2.1:
Describe the effects that a change in the physical environment 13 could have on human
activities and the choices people would have to make in adjusting to the change. 14
7 - C4.3.1:
Explain how governments address national issues and form policies, and how the
policies may not be consistent with those of other countries (e.g., population pressures
in China compared to Sweden; international immigration quotas, international aid,
energy needs for natural gas and oil and military aid). 15
6 C4.3.3:
Give examples of how countries work together for mutual benefits through international
organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of
American States (OAS), United Nations (UN)).16
of clarity.
12
The text cited comes from the seventh grade, but is essentially the same as the sixth grade version, which reads:
Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude
forests in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in costal zones).
13
Although the expectation describes these as changes to the physical environment, the list includes both human and
natural causes. It is important to distinguish natural disasters from man-made changes for students.
14
The emphasis in this expectation is on how humans respond to the changes in their immediate environment. Other
expectations address the changes to the earth as a whole or the impact on other locations.
Additionally, the Michigan Content Expectations document lists specific examples such as drought in northern Mexico or
Africa, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in
Indonesia, Central America, and the Caribbean, earthquakes in Mexico City, Colombia or Turkey, and flooding in
Bangladesh. These examples have been removed from the expectation above because while all were current events
when the expectations document was written, most are now historic in nature. Droughts, floods, earthquakes, volcanic
eruptions continue to occur, and it is important for students to investigate these physical changes to the earths surface
and to consider how humans make choices in response to these changes. However, it is recommended that teachers use
current examples in their classrooms so that students can use a decision making model in evaluating potential choices
and teachers can take advantage of the multiple texts available for students through a variety of media outlets.
15
The last phrase of this expectation will not be addressed in this curriculum because it does not make sense and
constitutes a mental exercise not worth pursuing. There is no reason why one countys policies would be consistent with
another countrys; rather, nations adopt policies that pursue their own interests. One would expect countries to have
consistent policies with respect to the treaties they enter together; however, that is not the subject of this expectation. The
examples provided merely demonstrate that the last phrase of the expectation is meaningless.
16
The examples in this expectation are unnecessarily limiting as they do not include non-governmental organizations such
as the Red Cross. Moreover, NAFTA is a treaty, not an organization.
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Common Core State Standards for Literacy in History and Social Studies
RH.6-8.1:
Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2:
Determine the main ideas or information of a primary or a secondary source; provide

an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.4:
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.7:
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
RH.6-8.10:
By the end of grade 8, read and comprehend history/social studies texts in the grades
6-8 text complexity band independently and proficiently.
WHST.6-8.1: Write arguments focused on discipline-specific content,

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms
effectively, assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following
a standard format for citation.
WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

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Key Concepts
climate
distortion
geographic representations
global
global grid
human/environment interaction
human vs. physical geography/features
map projection
natural disasters
natural hazards
natural or physical processes
perspective
region
spatial patterns
spatial scales
Duration
6 weeks
Lesson Sequence
Lesson 1: How Can Maps Help Us Better Understand the Earth?
Lesson 2: How Can the Global Grid Help Us Better Understand the Earth?
Lesson 3: How Do Perspective and Purpose Influence the Creation of Maps?
Lesson 4: What Are the Significant Physical Features of Earth?
Lesson 5: What Are Some Ways to Organize or Regionalize the Earth?
Lesson 6: What Opportunities and Challenges Do the Physical Features of Earth Present to
Humans?
Lesson 7: Investigating Global Events: Natural Hazards
Lesson 8: Investigating Global Events: Natural Disasters
Lesson 9: Why Do the Effects of Natural Disasters Vary?
Resources
Equipment/Manipulative
A Basketball
Blank paper
Chart paper
Computer and Projector, Overhead Projector or Document Camera/Projector or Smart Board
Computers and Internet Access for Student Research for Lesson 9
Global Investigators Notebook
Globe
Highlighters
Markers, colored pencils or crayons (3 different colors per student)
One world map per student from a textbook, atlas or printed copy
Overhead transparencies and transparency markers
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Sample Travel Brochures

Scissors
Some wrapping paper and tape
Student Resource
2010 Haiti Earthquake. Wikipedia. 14 August 2013
<http://en.wikipedia.org/wiki/2010_Haiti_earthquake#Tsunami>.
A student geography textbook such as Wiggins, Grant, et al. My World Geography: Boston, MA:
Pearson, 2011, pp. 2-43, 770,775-781, 835, 884-85.
Borgna, Brunna. The Geography Guide. 14 August 2013
<http://www.infoplease.com/spot/99geography1.html>.
The Degree Confluence Project. 2008. 14 August 2013 <www.confluence.org>.
Fast Facts: Haiti Earthquake. Fox News. 14 August 2013
<http://www.foxnews.com/world/2010/01/13/fast-facts-haiti-earthquake/>.
Forces of Nature. National Geographic. 14 August 2013
<http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature/>.
Foreign Policy: The Shaky Inequality Of Earthquakes. National Public Radio. 14 August 2013
<http://www.npr.org/2011/03/15/134564050/foreign-policy-the-shaky-inequality-ofearthquakes>.
Geography Hall of Fame. Pearson Education, Inc. 14 August 2013
<http://www.factmonster.com/ipka/A0770092.html>.
Google Maps. 14 August 2013 <www.maps.google.com>.
Haiti: Americas Response to the Tragedy. 14 August 2013
<http://slncj2011.blogspot.com/2011/04/differences-between-haitian-and.html>.
Haiti Earthquake 2010. Oxfam International. 14 August 2013 <http://www.oxfam.org/haitiquake>.
Haiti Earthquake Facts and Figures. Disasters Emergency Committee. 14 August 2013
<http://www.dec.org.uk/haiti-earthquake-facts-and-figures>.
Honsu, Japan Tsunami Global Propagation. YouTube. 14 August 2013
<http://www.youtube.com/watch?v=YOgJof0u_bs&lr=1&uid=RvjyjVFLdCHZ6EVeOk1a4w>.
How Far is it? InfoPlease.com. 14 August 2013 <http://www.infoplease.com/atlas/calculatedistance.html>.
Interactive Tsunami Map. National Oceanic and Atmospheric Administration. 14 August 2013
<http://nctr.pmel.noaa.gov/database_devel.html>.

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Japan Earthquake Facts and Figures. Disaster Recovery Journal. 14 August 2013
<http://www.drj.com/japan-earthquake-and-tsunami-facts-and-figures.html>.
Japan Earthquake Key Facts and Figures. Washington Post. 14 August 2013
<http://voices.washingtonpost.com/blog-post/2011/03/crisis_in_japan_key_facts_and.html>.
Japan Earthquake and Tsunami Factbox. Telegraph. World News. 14 August 2013
<http://www.telegraph.co.uk/news/worldnews/asia/japan/9116636/Japan-earthquake-andtsunami-factbox.html>.
Landforms. 14 August 2013 <http://www.edu.pe.ca/southernkings/landforms.htm>.
Latitude and Longitude Finder. Info Please.com. 14 August 2013
<http://www.infoplease.com/atlas/latitude-longitude.html>. (optional)
Maps Relating to the March 2011 Japan Earthquake. United States Geological Survey. 14 August
2013 <http://earthquake.usgs.gov/earthquakes/eqinthenews/2011/usc0001xgp/#maps>.
McArthurs Universal Corrective Map of the World. YouTube. 14 August 2013
<http://www.youtube.com/watch?v=QYuV4eOVz38>.
National Geographic: Environment. 14 August 2013
<http://environment.nationalgeographic.com/environment/?source=NavEnvHome>.
Shrivastava, Salabh. Highest, Longest, Biggest, Largest, Deepest, Smallest of the World. Geography
for School. 14 August 2013 <http://geographyforschool.blogspot.com/2011/12/highest-longestbiggest-largest-deepest.html>.
Top 10 Lists: Geography. Top Ten 10. 14 August 2013 <http://www.top-ten10.com/science/geography/geography.htm>.
Voices: From Haiti to Japan. A Tale of Two Disaster Recoveries. Earth Magazine. 14 August 2013
<http://www.earthmagazine.org/article/voices-haiti-japan-tale-two-disaster-recoveries>.
What a Difference a Government Makes: Japans Earthquake. Relief Web. 14 August 2013
<http://reliefweb.int/report/japan/what-difference-government-makes-japans-earthquake>.
World Geography Facts-Water. 14 August 2013 <http://www.kidzworld.com/article/1751-worldgeography-facts-water>.
Teacher Resource
2004 Tsunami. World Atlas. 14 August 2013
<http://www.worldatlas.com/aatlas/infopage/tsunami.htm>.
2011 Japan Earthquake and Tsunami. Teaching Geoscience with Visualizations. Science Education
Resource Center at Carleton College. 14 August 2013
<http://serc.carleton.edu/NAGTWorkshops/hazards/events/japan2011.html>.

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2011 Japan Earthquake Epicenter. Free World Maps. 14 August 2013

<http://www.freeworldmaps.net/asia/japan/earthquake-2011-03.html>.
Afro-Eurasia Centered Map. 14 August 2013
<http://commons.wikimedia.org/wiki/File:Israel_on_the_globe_(Afro-Eurasia_centered).svg>.
Airports Closed. The Guardian. 15 April 2010. 14 August 2013
<http://www.guardian.co.uk/world/2010/apr/15/airports-closed-volcanic-ash-iceland>.
Alaska Resident Finds Basketball. Kyodo News. May, 2012.
Alaska Returns Basketball Washed Away By Tsunami to Middle School in Japan. Huffington Post. 13
June 2012. 14 August 2013
<http://www.huffingtonpost.com/2012/06/13/basketball_tsunami_n_1594284.html>.
Antarctica With and Without Ice. 14 August 2013 <http://climatetasmania.com.au/wpcontent/uploads/2012/01/226antarcticice.jpg>.
Cat Species World Regions. 14 August 2013 <http://www.bigcats.com/cat-species-by-world-regions>.
Countries in Two Hemisphere. World Atlas. 14 August 2013
<http://www.worldatlas.com/aatlas/infopage/eastwestco.htm>.
Countries the Equator Passes Through. World Atlas. 14 August 2013
<http://www.worldatlas.com/aatlas/newart/locator/equator.htm>.
Deserts Map. National Geographic. 14 August 2013
<http://environment.nationalgeographic.com/environment/habitats/desert-map/>.
Earthquakes Fact Sheet. 14 August 2013 http://ict.sopac.org/VirLib/EI0010.pdf
Effects of Tornadoes. Miami University. 14 August 2013
<http://jrscience.wcp.muohio.edu/studentresearch/climatechange02/tornado/images/damage.j
pg>.
Egbo, Carol. Supplemental Materials (Unit 2, Lessons 1-9). Teacher-made materials. Oakland
Schools, 2012.
- - - . PowerPoint (Unit 2, Lessons 1-5, 7-9). Teacher-made materials. Oakland Schools, 2012.
Elevation Map of Iceland. Global Warming Science. 14 August 2013
<http://www.appinsys.com/globalwarming/RS_Iceland.htm>.
Former Principal Gives Presentation. Daily Astorian. 10 May 2012. 14 August 2013
<http://www.dailyastorian.com/free/quake-survivors-tell-compellingtales/article_3a283770-9acd-11e1-be28-0019bb2963f4.html?mode=image&photo=1>.

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Furuti, Carlos. Map Projections Summary. 14 August 2013

<http://www.progonos.com/furuti/MapProj/Normal/ProjTbl/projTbl.html>.
Global Incident Viewer. Economic and Social Research Institute. Ireland. 14 August 2013
<http://tmappsevents.esri.com/Website/Global_Disaster_Viewer/?baseMap=lyrTopo&visLyrs=EI|EQ|
WF|VE|TC&xmin=47840424.244247936&ymin=8605685.463007476&xmax=84628037.21732803&ymax=14875769.626192585>.
Grasslands Map. National Geographic. 14 August 2013
<http://environment.nationalgeographic.com/environment/habitats/grassland-map/>.
Google Maps. 14 August 2013 <www.maps.google.com>.
The Great Globe Gallery: Mountains of the World. 14 August 2013
<http://www.staff.amu.edu.pl/~zbzw/glob/glob20aa.htm>.
The Great Globe Gallery: Volcanoes of the World. 14 August 2013
<http://www.staff.amu.edu.pl/~zbzw/glob/glob28d2.htm>.
Heatwole, Charles. Geography for Dummies. New York NY: Hunger Minds Publishing, 2002.
Iceland Volcano. Wall Street Journal. 14 August 2013 <http://topics.wsj.com/subject/I/icelandvolcano/6048>.
Japan Basketball Washes Up in Alaska. MSNBC. 14 August 2013
<http://video.msnbc.msn.com/nightly-news/47572081#47572081>.
Japan Maps. Perry-Castaneda Library Map Collection. 14 August 2013
<http://www.lib.utexas.edu/maps/japan.html>.
Japan: Physical Features. 14 August 2013 <http://geography.howstuffworks.com/asia/geography-ofjapan1.htm>.
Land Use in Japan. University of Texas Library. 14 August 2013
<http://www.lib.utexas.edu/maps/middle_east_and_asia/japan_land_1971.jpg>.
Major River Basins of the World. 14 August 2013 <http://www.siswebs.org/water/story.php?
title=Major_river_basins_of_the_world>.
Map Countries Most Threatened by Tsunamis. CNN. 14 August 2013
<http://ibnlive.in.com/news/map-countries-most-threatened-by-tsunamis/247825-2.html>.
Maps and Information on the Earthquake and Tsunami. World Press. 14 August 2013
<http://eternian.wordpress.com/2011/03/11/over-200-earthquakes-hit-japan/>.
Maps and References. University of Iowa. 14 August 2013
<http://www.cgrer.uiowa.edu/servers/servers_references.html>.

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Map of Europe. 14 August 2013 <http://go.hrw.com/atlas/norm_htm/europe.htm>.

Maps of Japan. Hoeckmann. 14 August 2013 <http://www.hoeckmann.de/karten/asien/japan/indexen.htm>.
Map of Kiribati. 14 August 2013
<http://www.worldatlas.com/webimage/countrys/oceania/ki.htm>.
Map of Tsunami Threat Zones. 14 August 2013 <http://www.tsunami-alarmsystem.com/en/index.html>.
McArthurs Universal Corrective Map of the World. 14 August 2013
<http://www.geography.hunter.cuny.edu/~tbw/ncc/Notes/chapter2.maps/McArthur's
%20Universal%20Corrective%20Map%20of%20the%20World.jpg>.
Miracle Basketball. Japan Daily Press. June 14, 2012. 14 August 2013
<http://japandailypress.com/miracle-basketball-school-in-iwate-gets-back-its-basketball-aftertsunami-washed-it-ashore-alaska-1442066>.
Mississippi River Floods and Organic Farms. 14 August 2013
<http://www.infozine.com/news/stories/op/storiesView/sid/47621/>.
Modern Distribution of World Religions. 14 August 2013
<http://www.wadsworth.com/religion_d/special_features/popups/maps/matthews_world/
content/map_01.html>.
Most Northern, Southern, Eastern and Western States. World Atlas. 14 August 2013
<http://www.worldatlas.com/aatlas/infopage/nsewusa.htm>.
National Assessment of Educational Progress: Geography. NEAP. 14 August 2013
<http://nces.ed.gov/nationsreportcard/geography/>.
National and International Politics: Projecting Maps and Making Representations. Pacific Centered
Map. University of Minnesota. 14 August 2013
<http://globalrem.umn.edu/teachingmodules/themes/national.php?entry=138713>.
National Atlas Time Zones Map. 14 August 2013 <http://en.wikipedia.org/wiki/File:National-atlastimezones-2006.gif>.
Natural Hazards: Causes and Effects. University of Wisconsin. 14 August 2013
<http://epdfiles.engr.wisc.edu/dmcweb/BB02NaturalHazardsCausesandEffects.pdf>.
North and South America. 14 August 2013
<http://www.juki.co.jp/industrial_e/network_e/america.html>.
The North Compared to the South. The Peters Projection: An Area Accurate Map. 14 August 2013
<http://www.petersmap.com/page4.html>.
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Northern Hemisphere. 14 August 2013

<http://upload.wikimedia.org/wikipedia/commons/e/e4/Northern_Hemisphere_LamAz.pn
g>.
North-South Divide. 14 August 2013 <http://en.wikipedia.org/wiki/North%E2%80%93South_divide>.
Occurrence of Tsunami Worldwide. Tsunami Alarm System. 14 August 2013 <http://www.tsunamialarm-system.com/en/phenomenon-tsunami/phenomenon-tsunami-occurrences.html>.
Ocean Currents Map. Science Education through Earth Observation for High Schools. 14 August
2013 <http://www.seos-project.eu/modules/oceancurrents/oceancurrents-c02-p03.html>.
Parts of a Map. Slide Share. 14 August 2013 <http://www.slideshare.net/TriciaMowat/geo-skills-2parts-of-a-map>.
Peters Projection Map. 14 August 2013 <http://cultivatedpages.files.wordpress.com/2008/08/gallpeters2.jpg>.
Physical Map of Japan. Free World Maps. 14 August 2013
<http://www.freeworldmaps.net/asia/japan/index.html>
Regions of the United States. 14 August 2013 <http://teach.fcps.net/trt14/US
%20Regions/usregions.htm>.
Regions of the World Most Prone to Tornadoes. Laceys Geography Blog. 14 August 2013
<http://laceysgeographyblog.blogspot.com/>.
Rosenburg, Matt. Peters Projection vs. Mercator Projection. About.com. 14 August 2013
<http://geography.about.com/library/weekly/aa030201a.htm>.
Snyder, John P. Chapter 6: Enlarging the Heart of a Map. Figure 6.5. 14 August 2013
<https://courseware.e-education.psu.edu/projection/>.
Southern Hemisphere of the Earth: Lambert Azimuthal Projection. 14 August 2013
<http://commons.wikimedia.org/wiki/File:Southern_Hemisphere_LamAz.png>.
Tectonic Plates of Iceland. Wikimedia. 14 August 2013
<http://upload.wikimedia.org/wikipedia/commons/a/ab/Iceland_Mid-Atlantic_Ridge_Fig16.gif>.
The Great Globe Gallery: World time Zones. 14 August 2013
<http://www.staff.amu.edu.pl/~zbzw/glob/glob44aa.htm>.
Tornado Damage. Wikimedia. 14 August 2013
<http://upload.wikimedia.org/wikipedia/commons/e/e0/Greensburg_kansas_tornado.jpg>.
Tornado Photo. 14 August 2013 <http://www.cmn.com/2012/03/consumer-beware-shady-contractorscrawl-from-under-storm-rubble/>.
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August 13, 2013

SS0602
Tornado Photo. Consumer Media Network. 14 August 2013

<http://www.nssl.noaa.gov/edu/safety/tornadoguide.html>.
Tornado Risk Areas. Federal Emergency Management Relief Agency. 14 August 2013
<http://www.ready.gov/tornadoes>.
Tornado Warning System. Fox News. 14 August 2013 <http://www.fox59.com/news/wxin-marion-co-tornadosirens-050310,0,7113663.story>.
Tropical Cyclone Fact Sheet. Secretariat of the Pacific Community. 14 August 2013
<http://ict.sopac.org/VirLib/EI0009.pdf>.
Tsunami Fact Sheet. Secretariat of the Pacific Community. 14 August 2013
Tsunamis. National Oceanic and Atmospheric Administration. United States Department of
Commerce. 14 August 2013 <http://www.noaawatch.gov/themes/tsunami.php>.
Tsunami Basketball Lands in Alaska, Returned. YouTube. 14 August 2013
<http://www.youtube.com/watch?v=vCfKSlgWVBI>.
Tsunami Height. Word Press. 14 August 2013 <http://eternian.wordpress.com/2011/03/11/over-200earthquakes-hit-japan/>.
Tsunami Travel Times. Huffington Post. March 11, 2011. 14 August 2013
<http://www.huffingtonpost.com/2011/03/11/map-of-california-tsunamiwarnings_n_834538.html>.
U.S. Centered Map. 14 August 2013 <http://cdn5.droidmill.com/media/marketmedia/de.oceanApp.worldmapUS_0.png>.
U.S. Climate Regions. 14 August 2013
<http://www.energysavers.gov/your_home/landscaping/index. cfm/mytopic=11920/>.
U.S. Regions Map. 14 August 2013 <http://www.cookingschools.com/usa/>.
Units World History. 14 August 2013 <http://home.comcast.net/~DiazStudents/whistory_units1.htm>.
Volcano Fact Sheet. Secretariat of the Pacific Community. 14 August 2013
Where are the Rainforests. California Institute of Technology. 14 August 2013
<http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/where.html>.
World Climate Averages. 14 August 2013 <http://www.metoffice.gov.uk/education/teachers/worldclimate-averages>.

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World Mercator Projection Power Point Map, Europe Centered. Maps for Design. 14 August 2013
<http://www.mapsfordesign.com/World-Mercator-Projection-PowerPoint-Map-EuropeCentered-Continents.html>.
World Risk Report 2011. United Nations University. 14 August 2013
<http://www.ehs.unu.edu/file/get/9018>.
World South Pole Lambert Azimuthal Equal Area Projection Map. 14 August 2013
<http://www.emapsworld.com/world-south-pole-lambert-azimuthal-equal-area-projection-mapblack-and-white.html>.
For Further Professional Knowledge
De Blij, Harm. Why Geography Matters. New York: Oxford Press, 2007.
- - -. The Power of Place. New York: Oxford Press, 2009.
Fisher, Chris and Binns, Tony, editors. Issues in Geography Teaching. New York: Routledge, 2000.
Gersmehl, Phil. Teaching Geography. New York: Guilford Press, 2008.
Geography Framework for the 2010 National Assessment of Educational Progress. 14 August 2013
<http://www.nagb.org/publications/frameworks/gframework2010.pdf>.
Rischard, J.F. High Noon: 20 Global Problems, 20 Years to Solve Them. New York: Basic Books,
2002.

Page 17 of 17
August 13, 2013

Unit 2 Abstract

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6th Grade Social Studies

Unit 2: The World in Spatial Terms

Sixth Grade Social Studies: Global Studies

How can a global perspective help me understand my world?

The World in Spatial Terms

Questions To Focus Assessment and Instruction:

1. What factors should we consider when using maps and why?

The World in Human Terms

6th Grade Social Studies

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

6th Grade Social Studies

6th Grade Social Studies

Apply the skills of geographic inquiry (asking geographic questions, acquiring

Use the fundamental themes of geography (location, place, human environment

Explain that communities are affected positively and negatively by changes in

6th Grade Social Studies

6th Grade Social Studies

Determine the main ideas or information of a primary or a secondary source; provide

WHST.6-8.1: Write arguments focused on discipline-specific content,

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

6th Grade Social Studies

Sample Travel Brochures

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

2011 Japan Earthquake Epicenter. Free World Maps. 14 August 2013

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

Furuti, Carlos. Map Projections Summary. 14 August 2013

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

Map of Europe. 14 August 2013 <http://go.hrw.com/atlas/norm_htm/europe.htm>.

6th Grade Social Studies

Northern Hemisphere. 14 August 2013

6th Grade Social Studies

Tornado Photo. Consumer Media Network. 14 August 2013

Michigan Citizenship Collaborative Curriculum

6th Grade Social Studies

Michigan Citizenship Collaborative Curriculum

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