8.G.1.1

8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s):**=== 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.(Descriptions of Place & People) 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. (Descriptions of Place & People) || 6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). 6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.). 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information. 6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of Thinking:**=== Understanding, Applying, Analyzing, Evaluating || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== The student will understand that: The student will know:
 * ===Clarifying Objective===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard:**===
 * The physical landscape of a place may limit the mobility of people.
 * The ability to move goods and ideas may be limited by the physical landscape of a place.
 * Access to transportation and communication networks allows for the movement of people, goods, and ideas.
 * The physical and human characteristics of a place may determine whether individuals and groups can or have the desire to migration within or immigrate to another location.
 * How to describe the various regions of North Carolina and the United States in terms of physical environment (both natural and man-made).
 * How to describe North Carolina and the United States in terms of its location relative to other states and nations.
 * The geographic challenges/barriers to the movement of people, goods, and ideas that are specific to North Carolina (e.g., lack of navigable ports, lack of infrastructure).
 * The geographic challenges/barriers to the movement of people, goods, and ideas that were specific to the United States (e.g., mountain ranges, weather, waterways).
 * Policies, practices and laws that may prevent or deter individuals and/or groups from immigrating to North Carolina and/or the United States or migrating within North Carolina and/or the United States.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
A) I can identify the relative and absolute location of North Carolina and the United States . B) I can describe the major attributes of each region of North Carolina and the United States by its attributes. C) I can explain how geographic barriers challenge the movement of people, goods, and ideas. D) I can determine how governmental policies, practices and laws that slow down or speed up the immigration of individuals and families into North Carolina and the United States.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
Location, Place, Challenge, Movement, Region, Physical Characteristics, Human Characteristics, Human-Environment Interaction, Quality of Life, Settlement Patterns

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation:**
A) Using the relative/ absolute map activity, groups of students will find the absolute and relative locations of (1) United States then (2) North Carolina. B) Read short narratives of each of the regions of the United States and identify the region from the narrative description.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
A) Practice relative and absolute location with the NC geography game.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
A) Students will use their knowledge to take a trip using relative and absolute location to travel across the state/country.

B) Students make a travel log of their journey from Murphy to Manteo.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== A) Provide each student with 2 – 3 locations (relative/ absolute) to identify on a map. Practice relative and absolute location with the NC geography game. B) Play US/NC region Jeopardy.


 * Dictionary -** []

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===

Note: The geography objectives will be an embedded part of almost every lesson (i.e. water barriers - Roanoke Island; Outer Banks - graveyard of ships/wolfpack hunting groups