Unit Unit Length

Unit 1: Baltimore and Geography 2 weeks

Unit 2: Geography of the World 2 weeks

Unit 3: Southwest Asia and North Africa-Early humans 2 weeks

Unit 4: Southwest Asia and North Africa- Early Civilizations 2 weeks

Unit 5: Southwest Asia and North Africa- Modern Life 3 weeks

Unit 6: Sub-Saharan Africa-Ancient African Civilizations 2 weeks

Unit 7: Sub-Saharan Africa- The Slave Trade and Imperialism 2 weeks

Unit 8: Sub-Saharan Africa-Modern Africa 3 weeks

Unit 9: End of semester

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 1
OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to

the number of days/weeks you have accounted for in your Long Term Plan

Course Length

90 days or about
Total number of instructional weeks/days in school year:
22 weeks

Total number of instructional weeks/days for all units included in Long- 75 days or about

Term Plan: 17 weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-

of-year testing (if any).

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 2
UNIT 1: Baltimore and Geography

UNIT 1 LENGTH: 2 weeks, UNIT 1 Learning Goals

10 days

Learning Goals  CCSS.ELA-Literacy.RH6-8.7 Integrate visual

information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and

digital texts.

o SWBAT explain how maps and other geographic tools

allow geographers to gain information.

o SWBAT use maps to draw conclusions about a place

and its people (this task is connected to leadership in

that students are taught to make class and arguments in

class for the first time.

o SWBAT utilize the five themes of geography: location,

place, human-environment interaction, movement, and

region.

 CCSS.ELA-Literacy.WHST.6-8.2 Draw evidence

from informational texts to support analysis,

reflection, and research.

o SWBAT use a map to draw conclusions about how

geography impacts the actions of people

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 3
 UNIT 1 LENGTH: 2 weeks, UNIT 1 Learning Goals

10 days

o SWBAT use maps to propose solutions to societal

problems.

 CCSS.ELA-Literacy.WHST.6-8.9 Write

informative/explanatory texts, including the

narration of historical events, scientific procedures/

experiments, or technical processes.

o SWBAT explain how people in Baltimore are affected

by environmental, social, and cultural concerns (this

task is centered around building student literacy because

students are being introduced to writing using

evidence).

o SWBAT write an evidence backed response explaining

how geography influences the development of culture in

Baltimore (this task is centered around student

wholeness in that students are being taught to

understand the world around them).

Spiraling  Using the five themes of geography

 Following classroom routines in completing

classwork.

 Drawing valuable information from maps and texts.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 4
 UNIT 1 LENGTH: 2 weeks, UNIT 1 Learning Goals

10 days

 Autonomously identifying when they need teacher

assistance while in class.

Remedial (R) 1. (R) SWBAT complete a map of their neighborhood

Enrichment (E) using the five themes of geography.

(to be completed after receiving 2. (E) SWBAT complete a map of their neighborhood

diagnostic assessment results) using the five themes of geography and write a

paragraph explaining each theme and how it is

present in the map.

UNIT 2: Geography of the World

 UNIT 2 LENGTH: 2 weeks 10 days

UNIT 2 Learning Goals

Learning Goals  CCSS.ELA-Literacy.RH6-8.7 Integrate visual

information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print

and digital texts. Students will identify three

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 5
 UNIT 2 Learning Goals

types of maps, each of which serves different

purposes: physical, political, and thematic

o SWBAT form a response as to how maps

and other geographic tools allow

geographers to gain information.

o SWBAT use geography to understand where

things are and why they are there

o SWBAT define the three types of maps used

most frequently in social studies class:

physical, political and thematic.

 CCSS.ELA-Literacy.RH6-8.7 Integrate visual

information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print

and digital texts. Students will understand be

able to define key landforms and bodies of water.

o SWBAT identify the 5 main oceans of the

world

o SWBAT identify the 7 main continents of

the world

o SWBAT locate the 5 main oceans and 7

main continents on a map

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 6
 UNIT 2 Learning Goals

 CCSS.ELA-Literacy.WHST.6-8.9 Write

informative/explanatory texts, including the

narration of historical events, scientific

procedures/ experiments, or technical processes.

Students will explain how Geography influences

how people live and work on earth in order to get

what they need.

o SWBAT use the 5 themes of geography to

describe locations throughout the world.

o SWBAT using geographic tools to draw

conclusions about a place and its people.

Spiraling  Complete classwork and follow classroom routines

 Use the five themes of geography to describe places

and locations

 Use map reading skills

 Draw connections of other areas of the world to

Baltimore such as physical features, bodies of water,

and human settlement.

Remedial (R)  R: Create a Place: Use geographic tools and knowledge

Enrichment (E) to draw a map of a map of a fictional place including

bodies of water and landforms.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 7
 UNIT 2 Learning Goals

(to be completed after receiving  E: Short Essay: Using geographic tools, compare and

diagnostic assessment results) contrast Baltimore with another place

UNIT 3: Southwest Asia and North Africa-Early humans

UNIT 4 LENGTH: 2 weeks 10 days

UNIT 4 Learning Goals

Learning Goals  CCSS.ELA-Literacy.RH.6-8.1 Cite specific

textual evidence to support analysis of primary

and secondary sources.

o SWBAT define primary and secondary

sources

o SWBAT determine the difference between

primary and secondary sources and

understand bias.

 CCSS.ELA-Literacy.RH.6-8.2 Determine the

central ideas or information of a primary or

secondary source; provide an accurate summary

of the source distinct from prior knowledge or

opinions.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 8
 UNIT 4 Learning Goals

o SWBAT Interpret, organize, and evaluate

primary and secondary sources of

information

 Use knowledge of primary sources to analyze

early cave paintings to determine what they tell

us about the settlements of the first humans

o SWBAT answer who the first humans of the

Middle East were

o SWBAT write using evidence about the

settlement patterns of the first humans

Spiraling  Following classroom routines and completing

necessary classwork

 Writing using evidence

 Analyzing maps

 Analyzing primary sources

 5 themes of geography

 Landforms and bodies of water

Remedial (R)  E: Students will analyze Op-Ed pieces about different

Enrichment (E) perspectives on the significance of the first humans in

the middle east.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 9
 UNIT 4 Learning Goals

(to be completed after receiving  R: Students will complete a historical assessment of

diagnostic assessment results) thinking on cave drawings.

UNIT 4: Southwest Asia and North Africa- First Civilizations

UNIT 4 LENGTH: 10 days/2 weeks

UNIT 5 Learning Goals

Learning Goals  CC.6-8.R.1 When teaching ancient world history,

cite specific textual evidence from Hammurabi’s

Code to analyze what the primary source teaches

about ancient authority structures and government.

o SWBAT understand that ancient

Mesopotamia was the first civilization to

implement laws

o SWBAT recall the inventions of Ancient

Mesopotamia such as the wheel.

o SWBAT how the laws of Hammurabi’s code

still impact life today.

 CCSS.ELA-Literacy.RH6-8.7 Integrate visual

information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print

and digital texts. Students will identify key

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 10
 UNIT 5 Learning Goals

geographical features that led to settlement in the

first civilizations of the Middle East

o SWBAT locate the Tigris and Euphrates

river on a map and explain their importance

o SWBAT discuss the climate of the Middle

East

o SWBAT answer why the first ancient

civilizations were in the “fertile crescent,” or

alongside rivers.

Spiraling  Map reading skills

 5 themes of geography

 Analyzing primary and secondary sources

Remedial (R) R: Students will complete a Historical Assessment of

Enrichment (E) Thinking pertaining to Hammurabi’s Code using a graphic

organizer.
(to be completed after receiving

diagnostic assessment results) E: Students will complete a Historical Assessment of

Thinking pertaining to Hammurabi’s Code.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 11
UNIT 5: Southwest Asia and North Africa- Modern Life

UNIT 5 LENGTH: 3 weeks 15 days

UNIT 3 Learning Goals

Learning Goals CC.6-8.R.1 Connect prior knowledge to new

understandings of historic and contemporary conflict while

reading Understanding the Holy Land: Answering

Questions About the Israeli-Palestinian Conflict

 SWBAT identify Israel and Palestine on a map

 SWBAT discuss the climate of Israel and Palestine

as well as key physical features and human

characteristics

 D2.HIS.36 Evaluate the relevancy and utility of a

historical source based on information such as maker,

date, place of origin, intended audience, and purpose.

o SWBAT identify the biases present in western media as

opposed to different local sources,

D3.17 Select specific evidence to support an interpretation.

 .SWBAT draw facts from articles and primary sources

regarding the Israel Palestine conflict and use them to

support arguments about who is responsible for the

current conflict.

Spiraling  5 themes of geography

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 12
 UNIT 3 Learning Goals

 Analyze maps

 Analyze and draw information from primary sourcse

 Determine bias in a source

 Write using evidence

Remedial (R) E: compare and contrast Baltimore with a city in the Middle

Enrichment (E) East or North Africa, ultimately creating a useful product

geared toward an authentic audience.

(to be completed after receiving

diagnostic assessment results) R Students will organize and write a coherent

informative/explanatory essay on a modern conflict in the

Middle East or North Africa

UNIT 6: Sub-Saharan Africa-Ancient African Civilizations

UNIT 6 LENGTH: 10 days/2 weeks

UNIT 6 Learning Goals

Learning Goals  CCSS.ELA-Literacy.RH6-8.7 Integrate visual

information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and

digital texts. Students will organize and write a

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 13
 UNIT 6 Learning Goals

coherent argument about how humans interact with

geography.

o Identify the various geographic regions within Sub-

Saharan Africa and describe the characteristics that

make them distinct regions.

o SWBAT describe how geography, climate and natural

resources of sub-Saharan Africa affect the way people

live and work.

 CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual

evidence to support analysis of primary and

secondary sources. Students will present information

about geography and history in Sub-Saharan Africa.

o SWBAT identify the four main regions of sub-Saharan

Africa

o SWBAT identify the main natural resources found in

sub-Saharan Africa

o SWBAT describe the West African kingdoms of Ghana,

Mali, and Songhai.

Spiraling  Use the five themes of geography

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 14
 UNIT 6 Learning Goals

 Analyze primary sources

 Use evidence in writing

 Connect the first humans of Africa to first humans

of the Middle East

Remedial (R) E: organize and write a coherent argument about how

Enrichment (E) humans interact with geography.

R: using a graphic organizer present information about

(to be completed after receiving
geography and history in Sub-Saharan Africa.
diagnostic assessment results)

UNIT 7: Sub-Saharan Africa- The Slave Trade and Imperialism

UNIT 7 LENGTH: 10 days/2 weeks

UNIT 7 Learning Goals

Learning Goals  CCSS.ELA-Literacy.WHST.6-8.2 Draw evidence

from informational texts to support analysis,

reflection, and research. Students will understand

that the European slave trade had a huge impact on

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 15
 UNIT 7 Learning Goals

the African continent and set the stage for

colonization

o SWBAT Identify major slave hubs in West Africa.

o SWBAT explain the financial motivation for African

Kingdoms to take part in the slave trade.

 CCSS.ELA-Literacy.RH6-8.7 Integrate visual

information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and

digital texts. Students will understand be able to

define key landforms and bodies of water. Students

will understand that European imperialism

developed out of a desire for economic gain, spread

of religion and global control and had major effects

on African political, cultural, and economic decline.

o SWBAT identify on a map key cities, countries, and

regions of sub-Saharan Africa

o SWBAT identify key bodies of water and landforms

o SWBAT discuss major religions of sub-Saharan Africa

 CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual

evidence to support analysis of primary and

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 16
 UNIT 7 Learning Goals

secondary sources. Students will comprehend that

African nations used various methods to gain

independence and are still emerging from the effects

of colonization.

o SWBAT recall the countries that were never colonized

in Africa

o SWBAT describe which countries colonized different

regions of Africa.

o SWBAT write a response about the tactic different

countries used to achieve independence.

Spiraling  Use 5 themes of geography

 Analyze primary sources

 Draw valuable information form maps

 Determine bias in sources

Remedial (R) R: examine bias in primary source documents using a

Enrichment (E) graphic organizer

(to be completed after receiving E: use sources to create a written argument about

diagnostic assessment results) colonialism in Africa.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 17
UNIT 8: Sub-Saharan Africa-Modern Africa

UNIT 8 LENGTH: 15 days/3 weeks

UNIT 8 Learning Goals

Learning Goals  CCSS.ELA-Literacy.WHST.6-8.2 Draw evidence

from informational texts to support analysis,

reflection, and research. Students will understand

that the European slave trade had a huge impact on

the African continent and set the stage for

colonization. Students will describe how the

influence of European imperialism affected the

political, cultural, and economic development in

Africa

o SWBAT describe key political figures in Africa

today

o SWBAT identify the most influencial countries

in Africa

o SWBAT define imperialism and provide

examples

 CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual

evidence to support analysis of primary and

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 18
 UNIT 8 Learning Goals

secondary sources. Students will comprehend that

African nations used various methods to gain

independence and are still emerging from the effects

of colonization. Students will answer why newly

independent nations struggled to form stable

governments?

 SWBAT identify key figures in the African

independence movements

 SWBAT define different forms of government used in

Africa today

 SWBAT connect current issues with their historical

roots

Spiraling  Use 5 themes of geography

 Analyze primary sources

 Draw valuable information form maps

 Determine bias in sources

 Draw parallels between modern issues and the

historical roots of them

Remedial (R)  E: use sources to create a written argument about

Enrichment (E) economic development in modern Africa.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 19
 UNIT 8 Learning Goals

(to be completed after receiving  R: using research and a graphic organizer, write a

diagnostic assessment results) narrative travel journal describing modern cultures in

contemporary Africa.

Johns Hopkins University School of Medicine

Effective Practices in Teaching I
Revised March 2, 2019 20