advanced world geography - greenville public … · 2 advanced world geography understand the...

1

Advanced World Geography


The Advanced World Geography framework requires that student learning focus on understanding the systems and processes that produce the features and patterns that

lie on Earth‘s surface and appear on maps and globes. Identification of map features and place locations carries little value unless it facilitates student learning of these

underlying systems and process. The primary purpose of the course is to build deep, systematic understanding of how Earth‘s physical and human geography came to be

and continues to evolve.

While learning about geographic systems and processes, students should engage the following themes throughout the course: the relationships and interdependencies

among countries that are produced by global, political, socio/cultural, and economic systems; the dynamic interactions between human activity and the physical

environment; human use of resources and how changes occur in the definition of resources; and the importance of culture in shaping the unique ways of life in places and

regions around the world. Students should also become acutely knowledgeable of the diversity of human experience; capable of living, prospering, and meeting individual

and societal needs in a globalizing world; more familiar with the importance of place and how places change over time; and keenly aware of geospatial technologies such

as GIS, GPS, remote sensing, and digital maps.

Understand the role of the United States in the world system.

Recognize and explain the effects of U.S. public opinion and U.S. policies on other peoples and countries around the world.

Analyze and evaluate the ways that public policy makers in the United States manage post-Cold War tensions between the U.S. as world superpower and other

countries and organizations as emerging powers.

Understand the physical environments of the world along with the processes that shape them and the problems they present to human occupation and use.

Explain and analyze the concepts and processes that create, maintain, and modify physical environments around the world and explain the patterns and

distributions of physical environmental characteristics that result from those processes.

Analyze problems associated with the complex interactions between human activity and the physical environments around the world (e.g., natural hazards, drought

and redistribution of water, agricultural production and food security, movement of air and water pollution, etc.).

Understand how population, migration, culture, economics, urbanization, and political factors produce complex networks and systems of human activity around the world.

Explain and analyze the concepts and processes that shape the patterns and distributions of human activity around the world.

Identify regions of various types around the world and explain how their characteristics give each a measure of cohesiveness and distinctiveness that set them

apart from one another.

Identify the characteristics of human settlements around the world, sort them into categories (e.g., urban, suburban, and rural, gentrified, slums, etc.), and analyze

their patterns, functions, and processes of change.

Explain and analyze how the forces of contact, cooperation, and conflict influence the division and control of earth‘s surface based on political, ethnic, and

religious groupings.

Describe patterns of global power and influence.

2


Understand the geographic patterns and processes found around the world.

Identify the characteristics and interpret the patterns of the geography of the world by using the concepts of geography (e.g., map elements, latitude and longitude,

time zones, mental maps, map projections, etc.).

Use maps and other geographic representations, tools, and technologies (e.g., population pyramids, climographs, geographic information systems, satellite

images, aerial photography, etc.) to analyze information to identify problems associated with the processes of interaction among and between the people, places,

and environments around the world.

Understand civil rights and human rights in the contemporary world.

Identify and analyze the circumstances of the world‘s indigenous peoples and assess the causes and effects of those circumstances.

Analyze how processes of structural racism (e.g. social justice, environmental racism, power relations, the gap between rich and poor, the North/South divide, and

migration streams) operate in diverse places and groups around the world.

Understand economic development, economic globalization, and global resource use.

Explain and analyze the geographic processes of economic interactions among people, places, and environments of the world by using maps and other geographic

representations, tools, and technologies.

Identify and explain measures of economic development and draw conclusions about the lives and futures of people and societies in the various world regions,

countries, and regions within countries.

Analyze evidence for global economic interdependence and evaluate the impacts and consequences of that interdependence (e.g., regional trade agreements,

outsourcing, global division of labor).

Identify and explain human livelihoods (agriculture, manufacturing, services, etc.) and distinguish between wage-earning and subsistence economies.

Identify and analyze the ways in which innovations in transportation and communication networks impact the world.

Identify world patterns of resource distribution and utilization.

Identify and analyze the changes that occur in the meaning, use, sustainability, and importance of resources.

Describe the best locations for industries, businesses, services, etc. around the world and within the various world regions, countries, and regions within countries

by analyzing information such as market areas, resources, labor supply, etc.

Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.

Identify and describe processes of divergence and convergence of cultures.

Identify and explain the characteristics, distributions, and migrations of human populations on Earth‘s surface.

Identify and analyze the ways in which places and regions contribute to the production of individual and social identity.

Identify and describe major culture regions of the world and explain how their characteristics give each a measure of cohesiveness and distinctiveness that set

them apart form one another.

3


Greenville Public School District Recommended Subject Advanced World Geography

2015-2016

Content: World Geography

Topic: STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) – (E-Economics) – (C-Culture) Grading Period

Objectives (PLD)

(What do your students need to be

able to DO?)

Essential Questions

Skills Suggested Activities

(HOW will you teach it?)

Resources

(What MATERIALS

will you need?)

Assessment

How will you know that you have achieved

the desired student

outcome?)

Content Connection

(How will you integrate OTHER

CONTENT AREAS into

LITERACY core content?)

1st

Quarter North America (United States Week 2/3

1A. Recognize the effects of U.S. public opinion and U.S. policies on other peoples and countries around the world. (DOK 1)

How are U.S. public opinion and U.S. policies on other peoples and countries around the world affect the country?

Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect

Label and color code the islands of the Caribbean. Listing their resources and exports.

Research the history of the panama canal and present

Have students explore the site and write a brief narrative on U.S. policies around the world. http://geographyworldonline.com/world.ht ml

Have students to read passages and answer questions on this topic from www.readworks.org

Create an illustrated timeline depicting effects of U.S. public opinion and U.S. policies on other peoples and countries around the world.

Have students create a Graphic Organizer to demonstrate the effects of U.S. public opinion and U.S. policies on other peoples and countries around the world.

Textbook Internet Power Point Primary Sources Secondary Sources Charts/ Graphs/ Tables http://www.arc hives.gov/educ ation/

Insight 360

Teacher Observation Student work samples Student oral and written responses Informal Assessment

CCR.ELALiteracy .RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source.

http://geographyworldonline.com/world.html


http://www.readworks.org/

http://www.archives.gov/education/



Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st

Quarter North America (United States Week 2/3

1B. Analyze the ways that public policy makers in the United States manage post- Cold War tensions between the U.S. as a world superpower and other countries and organizations as emerging powers. (DOK 3)

How public policy makers in the United States are manage post- Cold War tensions between the U.S. as a world superpower and other countries and organizations as emerging powers?


Have students examine primary and secondary resources to develop a narrative explaining post- Cold War tensions.

Create an illustrated timeline depicting Cold War tensions between the U.S. as a world superpower.

Have students create a Graphic Organizer to demonstrate the ways that public policy makers in the United States manage post- Cold War tensions between the U.S. as a world superpower and other countries and organizations as emerging power.


Vocabulary strategies Pre-reading Warm-ups


Insight 360



4 Advanced World Geography





Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st

Quarter North America (United States Week

2A. Explain and analyze the concepts and processes that create, maintain, and modify physical environments around the world and explain the patterns and distributions of physical environmental characteristics that result from those

processes.

What are the elements of the physical environment?

What geographic factors have made the United States so rich in natural resources?


Have students use a graphic organizer to compare geographic factors that have made the United States so rich in natural resource

Have students play a game of Geography Bingo http://graphics8.nytimes.com/images/blo gs/learning/pdf/2012/GeographyStandar dsBingoLN.pdf


Have students explore a Virtual Field Trip of a specific country by using tools such as Google Maps and Google Earth.

Have students create a Graphic Organizer to demonstrate the concepts and processes that effect physical environments around the world and explain the subsequent patterns and distributions of natural resources and physical environmental changes that result from those processes.



Insight 360




http://graphics8.nytimes.com/images/blogs/learning/pdf/2012/GeographyStandardsBingoLN.pdf




http://maps.google.com/

http://earth.google.com/




Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 weeks

2B. Analyze problems associated with the complex interactions between human activity and the physical environments around the world (e.g., natural hazards, drought and redistribution of water, agricultural production and food security, movement of air and water pollution, etc.).

1. What are the five themes of geography?

2. How does the Five Themes of Geography help us to understand the world?


Students will list and define each theme. Students will create a graphic organizer using the five themes of geography.

Have students explore the site and write a brief narrative on the five themes of Geography for assigned countries. http://geographyworldonline.com/world.ht ml


Have students explore a Virtual Field Trip of a specific country by using tools such as Google Maps and Google Earth


Insight 360



1st 9 weeks

(Intro to Europe

3A Explain and analyze the concepts and processes that shape the patterns and distributions of human activity around the world.

What are the concepts and processes (e.g., location, space, economy, development of a ―nation-state‖, etc.) that shape the patterns and distributions of human activity around the world?


Have students create a Graphic Organizer to demonstrate the concepts and processes (e.g., location, space, economy, development of a ―nation- state‖, etc.) that shape the patterns and distributions of human activity around the world.

Have students explore the site and write a brief narrative on the development of human activity with an assigned country. http://geographyworldonline.com/world.ht ml



Insight 360




















Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 weeks

3C. Identify the characteristics of human settlements around the world, sort them into categories (e.g., urban, suburban, and rural, gentrified, slums, etc.), and analyze their patterns, functions, and processes of change.

1. What are the key elements which involve population, culture, economics, and government? 2. How do people interact with, adapt to and modify the environment? 3. What are five positive and five negative effects of the human environment interaction? 4. How do one economic system differ from another?


Identify and analyze the key elements of the human environment. DOK 2

Develop a profile of the areas and give information in chart form related to the human environment elements. DOK 3




Insight 360



1st 9 weeks

3D. Explain and analyze how the forces of contact, cooperation, and conflict influence the division and control of earth‘s surface based on political, ethnic, and religious groupings.

1. What does the word Geography literally mean? 2. What is the purpose for the geographic make up of a globe?


Students will define geography in their own words.

Students will use the internet to discuss and compare the advantages and disadvantages of a map and globe.




Insight 360

















Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

3B. Identify regions of various types around the world and explain how their characteristics give each a measure of cohesiveness and distinctiveness that set them apart from one another.

What are the regions of various types around the world and explain how their characteristics give each a measure of cohesiveness and distinctiveness?


Identify and analyze the key elements of the human environment. DOK 2

Develop a profile of the areas and give information in chart form related to the human environment elements. DOK 3




Insight 360


CCR.ELALiteracy RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source.

2nd 9 weeks

3E. Describe patterns of global power and influence.

How are patterns of global power influenced throughout the world?


Students will use the internet to discuss and compare the advantages and disadvantages of a map and globe. Have students play a game of Geography Bingo http://graphics8.nytimes.com/images/blo gs/learning/pdf/2012/GeographyStandar dsBingoLN.pdf Have students to read passages and answer questions on this topic from www.readworks.org


Insight 360


CCR.ELALiteracy RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source.

8. Advanced World Geography














Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

5A. Identify and analyze the circumstances of the world‘s indigenous peoples and assess the causes and effects of those circumstances.

How are the social and economic circumstances of the world‘s indigenous peoples affected?


Have students use a graphic organizer to compare economic circumstances of the world‘s indigenous peoples.





Insight 360



2nd 9 weeks

5B. Analyze how processes of structural racism (e.g. social justice, environmental racism, power relations, the gap between rich and poor, the North/South divide, and migration streams) operate in diverse places and groups around the world.

What are the processes of structural racism (e.g., social justice, environmental racism, power relations, the gap between rich and poor, migration streams) operate in diverse places and with various groups of people around the world?


Have students create a Graphic Organizer to demonstrate processes of structural racism (e.g., social justice, environmental racism, power relations the gap between rich and poor, migration streams) operate in diverse places and with various groups of people around the world.


Have students explore the site and write a brief narrative on processes of structural racism with an assigned region. http://geographyworldonline.com/world.ht ml



Insight 360

















Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

(Africa)

4A. Identify the characteristics and interpret the patterns of the geography of the world by using the concepts of geography (e.g., map elements, latitude and longitude, time zones, mental maps, map projections, etc.).

How are maps and other geographic representations, tools, and technologies to explain the geographic reasons of economic interactions among people, places, and environments of the world, .used?


Watch and analyze the films: Black Hawk Down, Hotel Rwanda, Blood Diamond and fact check the films through research. Prepare a climate and vegetation map of Africa and the type of economy that thrives in each climate region Have students explore the site and write a brief narrative on geographic reasons of economic interactions with assigned countries. http://geographyworldonline.com/world.ht ml

Have students explore a Virtual Field Trip of a specific country by using tools such as Google Maps and Google Earth.


Insight 360



2nd 9 weeks

4B. Use maps and other geographic representations, tools, and technologies (e.g., population pyramids, climographs, geographic information systems, satellite images, aerial photography, etc.) to analyze information to identify problems associated with the processes of interaction among and between the people, places, and environments around the world.

How are world patterns of resource distribution and utilization evaluated on the impacts of global economic interdependence?


Have students use a graphic organizer to compare world patterns of resource distribution and utilization.





Insight 360


















Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks Europe

6D. Identify and explain human livelihoods (agriculture, manufacturing, services, etc.) and distinguish between wage-earning and subsistence economies.

How is human livelihoods (agriculture, manufacturing, services, etc.) distinguish between wage- earning and subsistence economies?


Have students create a Graphic Organizer to demonstrate human livelihoods (agriculture, manufacturing, services, etc.) and distinguish between wage-earning and subsistence economies.

Collect five different pieces of information concerning European events during the past months using the internet, newspapers, and news magazines.



Insight 360



2nd 9 weeks Europe

6E. Identify and analyze the ways in which innovations in transportation and communication networks impact the world.

What ways are innovations in transportation and communication networks impacted?


Have students create a Graphic Organizer to demonstrate the ways in which innovations in transportation and communication networks impact the world.

Complete a timeline that shows key events in Europe’s history. .



Insight 360











Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks (Africa)

7A. Identify and describe processes of divergence and convergence of cultures.

What are the processes of divergence and convergence of cultures?


Have students use a graphic organizer to compare processes of divergence and convergence of cultures.

Vocabulary strategies Pre-reading Warm-ups Writing prompts




Insight 360



2nd 9 Weeks (Africa)

7C. Identify and analyze the ways in which places and regions contribute to the production of individual and social identity.

Who are the diverse peoples of Africa?


Have students use a graphic organizer to compare ways in which places and regions contribute to the creation of individual and social identity.

Vocabulary strategies Pre-reading Warm-ups Writing prompts


Textbook Internet Power Point Primary Sources Secondary Sources Charts/ Graphs/ Tables http://www.arc

hives.gov/educ ation/

Insight 360















Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

(Africa)

7D. Identify and describe major culture regions of the world and explain how their characteristics give each a measure of cohesiveness and distinctiveness that set them apart from one another.

How do lifestyles among peoples of the region differ? How are they similar?


Have students create a Graphic Organizer to demonstrate Identify major culture regions of the world and explain how the characteristics of each give it a distinctiveness that sets it apart from the others.

Locate and describe major physical features of Africa. DOK 1

Have students explore the site and write a brief narrative on culture regions of the world http://geographyworldonline.com/world.ht ml



Insight 360


CCR.ELALiteracy .RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source

2nd 9 weeks

7B. Identify and explain the characteristics, distributions, and migrations of human populations on Earth‘s surface.

What are the characteristics, distributions, and migrations of human populations on Earth‘s surface?


Have students create a Graphic Organizer to demonstrate characteristics, distributions, and migrations of human populations on Earth‘s surface. Have students to read passages and answer questions on this topic from www.readworks.org Vocabulary strategies Pre-reading Warm-ups Writing prompts


Insight 360














Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

6A. Explain and analyze the geographic processes of economic interactions among people, places, and environments of the world by using maps and other geographic representations, tools, and technologies.

What are the geographic processes of economic interactions among people, places, and environments of the world?


Have students create a Graphic Organizer to demonstrate the geographic processes of economic interactions among people, places, and environments. Have students to read passages and answer questions on this topic from www.readworks.org Vocabulary strategies Pre-reading Warm-ups Writing prompts


Insight 360



2nd 9 weeks

6B. Identify and explain measures of economic development and draw conclusions about the lives and futures of people and societies in the various world regions, countries, and regions within countries.

How can economic development be measured about the lives and futures of people and societies in the various world regions, countries, and regions within countries?


Have students create a Graphic Organizer to demonstrate economic development in various world regions, countries, and regions within countries. Have students to read passages and answer questions on this topic from www.readworks.org Vocabulary strategies Pre-reading Warm-ups Writing prompts Have students explore the site and write a brief narrative on economic development in various world regions http://geographyworldonline.com/world.ht ml


Insight 360














Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

6C. Analyze evidence for global economic interdependence and evaluate the impacts and consequences of that interdependence (e.g., regional trade agreements, outsourcing, global division of labor).

What evidence shows the impacts and consequences of interdependence?


Have students create a Graphic Organizer to demonstrate interdependence within countries. Have students to read passages and answer questions on this topic from www.readworks.org Have students explore the site and write a brief narrative on interdependence within countries. http://geographyworldonline.com/world.ht ml

Charts/ Graphs/ Tables http://www.arc hives.gov/educ ation/

Insight 360



2nd 9 weeks

6F. Identify world patterns of resource distribution and utilization.

How are patterns formed through Resource distribution?


Have students create a Graphic Organizer to demonstrate resource distribution. Have students to read passages and answer questions on this topic from www.readworks.org Have students explore the site and write a brief narrative on resource distribution. http://geographyworldonline.com/world.ht ml


Insight 360



2nd 9 weeks

6G. Identify and analyze the changes that occur in the meaning, use, sustainability, and importance of resources.

What is the importance of resources and how are they used?


Have students create a Graphic Organizer to demonstrate the importance of resources. Have students to read passages and answer questions on this topic from www.readworks.org Have students explore the site and write a brief narrative on the importance of resources http://geographyworldonline.com/world.ht ml


Insight 360






















Grading Period

Objectives (PLD)


able to DO?)

Essential Questions



Resources

(What MATERIALS

will you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 weeks

Describe the best locations for industries, businesses, services, etc. around the world and within the various world regions, countries, and regions within countries by analyzing information such as market areas, resources, labor supply, etc.

Where are the industries, businesses, services, etc. around the world and within the various world regions, countries, and regions located?


Have students create a Graphic Organizer to demonstrate the location of industries and businesses. Have students to read passages and answer questions on this topic from www.readworks.org Vocabulary strategies Pre-reading Warm-ups Writing prompts Have students explore the site and write a brief narrative on the location of industries and businesses .http://geographyworldonline.com/world.ht ml


Insight 360











advanced world geography - greenville public … · 2 advanced world geography understand the...

Documents