unit plan templatekenwoodacademy.enschool.org/ourpages/auto/2013/9/… · web view2013/09/13 ·...

Kenwood Academy: Curriculum Map 2013-2014 TeacherFirst and Last Name Rebecca Bor

Course AP Human Geography

Subject Area Social Studies

Grade Level 9 and upper level electives (11-12)

Units CalendarUnit 1 Title Geography: Its Nature and PerspectivesDates (school calendar weeks) 1-4Unit 2 Title Population and MigrationDates (school calendar weeks) 5-9Unit 3 Title Cultural Patterns and ProcessesDates (school calendar weeks) 10-14Unit 4 Title Political Organization of SpaceDates (school calendar weeks) 15-17Unit 5 Title Agriculture and Rural Land UseDates (school calendar weeks) 18-21Unit 6 Title Industrialization and Economic DevelopmentDates (school calendar weeks) 22-25Unit 7 Title Cities and Urban Land Use – AND REVIEW FOR APDates (school calendar weeks) 26-35 – AP EXAM (May 13th)Unit 8 Title POST EXAM PROJECT – Political ConflictsDates (school calendar weeks) 36-40

Unit 1 Summary + Curriculum AlignmentUnit Title Geography: Its Nature and Perspectives

Major Topics Geography as a field of inquiry – what is geography and human geography

5 Themes of geography: location, place, movement, interaction, region.

Geographic concepts and models: cultural landscape, site, situation, scale, pattern, regionalization, distribution, diffusion and globalization

Mapping skills and geographic technology

Source of geographic ideas and data

Description of Primary Performance Task

NOTE: One task per unit

FRQ: Describe and analyze the relative location and the changing scale of the Mexico/US border. Describe the border using multiple criteria for regionalization.

Mel-Con paragraph and debate about globalizationHas globalization affected humans in mainly positive and negative ways? Explain.

Common Core Standard(s) Related to Task

RH 9-10.4; RH9-10.7WHST 9-10 2.a and 2.bWHST 9-10 4 and 8

CRS Supporting Skills

College BoundPre-Accelerated

AP MW/SD/MI

Reach Back 16-19

Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

Locate simple details at the sentence and paragraph level in uncomplicated passages

Recognize a clear function of a part of an uncomplicated passage

Use context to understand basic figurative language

Stretch: 24-27

Industry or Subject Specific Standards

State Goal 17: Understand world geography and the effects of geography on society. 17.A.4a 17.A.4b 17.C.4a 17.D.4

Interdisciplinary Integrations / Thematic Connections

Reading Standards aligned with ELA department; MEL-Con Paragraph on Globalization

Connections to Writing Framework

MEL-Con Paragraph on Globalization

Assessment Diagnostic/ Pre-Assessment

Complete map labeling exercises.Timed reading with multiple choic.Writing and reading diagnostic with UN reading

Formative Create map of neighborhood using scale, situation, location; Geography Scavenger Hunt; Quizzes – map skills, vocabulary, important people and section quizzes

SummativeUnit 1 Exam – All unit exams will consist of a multiple choice portion and a short answer or essay question; MEL-Con on gobalization

Supplementary Text

Description/Title

1. Globalization: The challenge to America (UPFRONT Magazine)2. The Reversal of the Chicago River in 1900

Nonfiction, Fiction, Informational

1. Non-Fiction2. Non-Fiction

Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 1. 4.8

2. 2.9

Framing QuestionsEssential Question(s)

1. How do geographers describe where things are located?

2. How are different locations unique?

3. How are different locations interrelated?

4. Is globalization good for the world?

5. Why is each point on earth unique?

6. Why are different places similar?

Unit Content Questions

1. How do different types of maps display information in different ways?

2. How does understanding spatial perspective (scale, location, place, diffusion) lead to an increased understanding of human life on Earth?

3. How has globalization affected humans in positive and negative ways?

Unit 2 Summary + Curriculum AlignmentUnit Title Population and Migration

Major Topics LDC and MDC - Human Development Index (education, Standard of living, education)

Mean/average/median

Geographical analysis of population and the ecumene

Population growth and decline over time and space

Models associated with population growth/decline (push/pull factors; Ravenstein’s model for movement; gravity model for migration prediction; Malthus’ model for overpopulation)

Overpopulation debate- Too Many People?

Population movement and trends – local, national, international

Migration to the United States over time

Immigration debate



Population MEL-Con and debate: Explain and justify your response to the following prompt using evidence. Is the world overpopulated?

Immigration MEL-Con and debate: Explain and justify your response to the following prompt using evidence. Should the United States restrict immigration?


WHST 2: write explanatory texts, including narration of historical events.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience



AP Reach Back if needed

MI/MW/SD

Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives

Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages

Locate important details in uncomplicated passages

Make simple inferences about how details are used in passages

Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages

Stretch: 24-27


17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).17.C.5b Describe the impact of human migrations and increased urbanization on ecosystems.

Interdisciplinary Integrations / Reading Standards aligned with ELA department

Thematic Connections


Migration Essay – students will interview a family member and write a brief narrative of their migration story.MEL-Con Overpopulation; MEL-Con Immigration

Assessment

Diagnostic/ Pre-Assessment

Four corners,

Formative

FRQ

Quizzes – vocabulary; map and spatial data quizzes (population pyramid, cartograpms, migration trends, etc.)

Migration Essay – students will interview a family member and write a brief narrative of their migration story

Debate: Should the US restrict immigration? With a MEL Con paragraph supporting their view. (Using local, national and international perspective)

Summative Unit II Exam

Supplementary Text

Description/Title

1. Warmth of Other Suns2. Overpopulation DBQ


1. Nonfiction2. Nonfiction

Lexile 1. 1106L Flesch Reading Ease Flesch-Kincaid Reading Level 2.10.2

Framing QuestionsEssential Question(s) 1. Where is the world’s population distributed?

2. Are there too many people in the world?

3. Why do people move (migrate or immigrate)? 4. Should there be laws that limit or regulate where, when and how people move?


1. Where has the world’s population increased/decreased? Why do different countries have different rates?

2. What are the factors that lead to population growth and decline?

3. What are the types, causes, and effects of migration and immigration?

4. Do the effects of human migration upon the cultural landscape represent positive or negative changes? Are these effects inevitable?

5. What are the primary differences in population and movement between MDC’s and LDC’s?

Unit 3 Summary + Curriculum AlignmentUnit Title Cultural Patterns and Processes

Major Topics Cultural landscapes and cultural identity

Concepts of culture:Cultural differences - folk culture and popular cultureCultural uniformity - diffusion of popular culture

Language and the effects of globalization on language

Religion - 5 major religions and the geographical traits of each religion

Race and Ethnicity - origins and differences



Students will explore their cultural (or ancestors) identity. They will use the unit topics to explore their culture.

MEL-Con Paragraph answering one of these questions using evidence from unit:Who am I, and what are the various factors that shape my identity? To what extent do family, social, and economic influences impact my personal identity? What does it mean to be “from” a place, and how does where I am from influence my identity?


WHST 2.a,b,d,f WHST 4 WHST 9



APReach Back20-23Focus24-27Stretch27-30

MI/MW/SD







17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth

18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental).


Interdisciplinary Identity Unit

Reading standards aligned with ELA Department


Compare and Contrast Essay: Compare and contrast two of the major world religions in terms of geographic characteristics.


timed reading passages, prior knowledge questionnaire (religion, language, culture)

Formative Bellringers, CRS skill based templates, oral and written responses, homework, Socratic seminar,

Summative Multiple choice unit exam, performance task

Supplementary Text

Description/Title

1. Ebonics and Spanglish today Joanna Ruba2. Changing Faces (Upfront Magazine)



Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 1. 3.9

2. 4.6


1. What is culture?

2. Does globalization threaten local cultures? If so, how? Is it a threat? Is it inevitable?

2. What are the components of an individual’s identity? (What makes up a person’s identity?)


1. How are cultural patterns represented spatially?

2. What are the differences between folk and popular culture?

3. How does language change over time?

4. How is culture diffused?

5. How is race and ethnicity different? Why do some ethnicities become nationalities?

6. Why do territorial conflicts arise?

Unit 4 Summary + Curriculum AlignmentUnit Title Political Organization of Space

Major Topics Territorial dimensions of politics (creation of nation-states/borders/boundaries)

Changes in political-territorial arrangements



How did Colonialism affect Africa? – DBQ with MEL-Con (Upper-classmen: ACTS and STAC)

FRQ: Nationalism and Nation-State building


C.C.2 Write explanatory texts, including narration of historical eventsC.C.3 Analyze in detail series of events described in a text; determine whether earlier events caused later ones or simply preceded them



APReach Back20-23Focus24-27Stretch27-30

Identify relationships between main characters in uncomplicated literary narratives

Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives


17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.16.C.4d (W) Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism.17.C.4b Analyze growth trends in selected urban areas as they relate to geographic factors.


English – themes of power, conflict and justice


Mel Con essay: How did Colonialism Affect Africa

Assessment


Formative

Class Debate: Should the United States build (intervene/participate in) conflicts in other nations? MEL Con paragraph supporting position.

Bellringers, CRS skill based templates, oral and written responses, homework

Summative Unit IV Exam – FRQ; and multiple choice; MEL-Con: Colonialism Affect Africa?

Supplementary Text

Description/Title

1. Colonialism DBQ Project2. Who’s Terrorism? Rethinking School



Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 1.


How is power gained, used, justified and abused in political systems?How do past people, places, ideas, and events influence later generations?How are governments created, structured and maintained?Why are there borders and boundaries in the world? Should they exist?Do people deserve (should it be a right) an ethnic or religious homeland?


1. How do people make distinctions between “us and “them”? Why do they make these distinctions?

2. What makes up a community? How are decisions made about who belongs and who is excluded?

3. How were nations and states created? Who drew the boundaries?

4. Should countries be involved in other countries’ political conflicts?

5. Why are some countries allies and others are not? Why do allegiances change over time?What are the characteristics, qualifications, and different examples of a state?How has colonialism and imperialism affected the political world stage?

Unit 5 Summary + Curriculum AlignmentUnit Title Agricultural and Rural Land Use

Major Topics Development and diffusion of agriculture

Major agricultural production regions - sustenance and commercial agriculture (land use)

Rural land use and development patterns (and theories) Von Thunen

Diet, nutrition and hunger throughout the world

Modern commercial agriculture and globalization of agriculture: Green revolution

Food today - Organic and genetically modified food (gene revolution)

Impact of trade negotiations on food production and distribution



MEL-Con: Should the US sell GMOs?

FRQ: Analyze Von Thunen’s development pattern for rural land use


C.C.2 Write explanatory texts, including narration of historical eventsC.C.3 Analyze in detail series of events described in a text; determine whether earlier events caused later ones or simply preceded them



AP Cumulative

Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages

Draw simple generalizations and conclusions using details that support the main points of more challenging passages




N/A


MEL-Con writing and an introduction to argumentative writing

Assessment


Formative Bellringers, CRS skill based templates, oral and written responses, homework, mapping of agricultural land use

Summative Unit V Exam with FRQ, MEL-Con on GMOs.

Supplementary Text

Description/Title The Tuareg by Sarah Knopp Nonfiction, Fiction,

Informational

Lexile Flesch Reading Ease Flesch-Kincaid Reading Level


1. What are the issues associated with the global distribution of food and what are potential solutions to this problem?

2. How does industrial agriculture have a positive or negative effect on people?

3. Why does world hunger exist? (why do millions of people die of hunger every year?)


1. How did agriculture originate and spread and change over time?

2. What are the characteristics of the world’s agricultural regions? (subsistence and commercial farming) How do they differ between MDC and LDC?

3. What is the impact of agricultural change on the quality of life?

4. How does technology and globalization affect agriculture, people and farmers?

5. What do people eat? Where is it grown/manufactured? How is it distributed? Is it healthy?

Unit 6 Summary + Curriculum AlignmentUnit Title Industrialization and Economic Development

Major Topics Growth and diffusion of industrialization

Contemporary patterns, locations, and impacts of industrialization and development

Sectors of the economy



FRQ: Industrialization


C.2 Write explanatory texts, including narration of historical eventsC.C.3 Analyze in detail series of events described in a text; determine whether earlier events caused later ones or simply preceded them



AP

Reach Back20-23Focus24-27Stretch27-30

Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives


17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 15.D.4b Describe the relationships between the availability and price of a nation’s resources and its comparative advantage in relation to other nations.17.B.4a Explain the dynamic interactions within and among the Earth’s physical systems including variation, productivity and constructive and destructive processes.17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters).17.C.5a Compare resource management methods and policies in different regions of the world.


Conflict, Power and Justice



Four corners; development survey

FormativeCase Studies in development – with MEL Con short paragraphs evaluating each modelQuizzes – vocabulary, map skills, development models, important people Bellringers, CRS skill based templates, oral and written responses, homework, debate and MEL-Con on outsourcing; DBQ on industrialization

Summative Unit Exam with FRQ

Supplementary Text

Description/Title

10 Worst Countries for Women by Olivia Ward


Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 3.4


1. What have been the positive and negative impacts around the world of shifts and changes between different sectors of the economy?

2. How does globalization have a positive or negative impact upon the world economy?

3. Who benefits from development?


1. What are the geographic elements of industrialization and development?

2. How do models of economic development explain divisions in the world?

3. How does market, range, and threshold change with various types of services?

4. What are environmental impacts of development?

Unit 7 Summary + Curriculum AlignmentUnit Title Urban and City Land Use

Major Topics Origins and evolution of cities

Functional character and development of contemporary cities

Models of internal city structures – theories of urban planning

Interrelationship between city structure and culture (social space)



Build your own city – Create a layout of a city that follows one of the urban development models that we will study. Students will have to defend why they built their city the way they did.

FRQ: Urbanization and quickly growing cities





AP Cumulative






Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages

Draw simple generalizations and conclusions using details that support the main points of more challenging passages

Order simple sequences of events in uncomplicated literary narratives

Identify clear relationships between people, ideas, and so on in uncomplicated passages

Identify clear cause-effect relationships in uncomplicated passages





Assessment


Formative

Summative

Chicago Scavenger Hunt

Debate - The Pro’s and Con’s of gentrification.

Project: Create your own City

Unit VII Exam - FRQ

Chapter Quizzes – vocab, models of urban planning, important people, map skills

Supplementary Text

Description/Title Not sure yet Nonfiction, Fiction,

Informational



1. What are the positive and negative effects of a world that is becoming increasingly urban?

2. What factors do city planners base their decisions upon and how do they affect different classes of urban residents?


1. What are the spatial characteristics and distribution of cities?

2. What are the different forms and structures of cities?

3. What are the political, economic, and cultural functions of cities?

Unit 8 Summary + Curriculum AlignmentUnit Title Political Conflicts

Major Topics Political Conflict, Conflict and compromise, justice and injustice



Political Processes Conflict Performance Task; Students research and inform the class about different political conflicts. MEL-Con; ACTS and STAC





AP

Reach Back20-23Focus24-27Stretch27-30

Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narrativesUnderstand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passagesLocate important details in uncomplicated passagesMake simple inferences about how details are used in passagesUse context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passagesDraw generalizations and conclusions about people, ideas, and so on in uncomplicated passagesDraw simple generalizations and conclusions using details that support the main points of more challenging passagesOrder simple sequences of events in uncomplicated literary narrativesIdentify clear relationships between people, ideas, and so on in uncomplicated passagesIdentify clear cause-effect relationships in uncomplicated passages


17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 15.D.4b Describe the relationships between the availability and price of a nation’s resources and its comparative advantage in relation to other nations.17.B.4a Explain the dynamic interactions within and among the Earth’s physical systems including variation, productivity and constructive and destructive processes.17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters).


Reading standards aligned with ELA Department – Conflict and Power themes


MEL-Con paper about the conflict (with ACTS and STAC)

Assessment


N/A

Formative Bellringers, CRS skill based templates, oral and written responses, homework

Summative Paper and teaching a class on the conflict

Supplementary Text

Description/Title

Teacher created and internet research

Nonfiction, Fiction, Informational Non-fiction



How do people of different ethnicities, religions and cultures live together?What has caused world conflicts?How have past conflicts been resolved?


Who are the people involved in conflicts?What types of forces (states, organizations, etc.) intervene in conflicts?

unit plan templatekenwoodacademy.enschool.org/ourpages/auto/2013/9/… · web view2013/09/13 ·...

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