PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills. Curriculum Design Template

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1 Content Area: Social Studies Curriculum Design Template Course Title: Geography Grade Level: High School World Geography 9 Weeks US Geography 9 Weeks Date Created: March 2013 Board Approved on: August 26, 2013

2 Content Area: Social Studies Unit Title: World Geography Target Course/Grade Level: High School Unit Overview Unit Summary Focus on emergence of ancient and global civilizations, the global trends in geography, and the impact of geography on humanity. Primary interdisciplinary connections: Language development, diseases, music, arithmetic development. 21 st century themes: The unit will integrate the 21st Century Life and Careers strand 9.1 strands A, C, and D These strands include: A. Critical Thinking & Problem Solving C. Collaboration, Teamwork and Leadership D. Cross-Cultural Understanding and Interpersonal Communications Unit Rationale Globally, modern societies have developed the way that they have in large part in response to the geographical influences surrounding their founding civilizations. In this unit we will examine how geography shapes not only the civilizations in the sense that humans depend on geography for success (in the case of rivers for water and farming) but also that they geographic landscape of a society influences its cultures, religions, beliefs, and other aspects of life. This unit will compare and contrast ancient civilizations, look at the ever changing modern global community, and evaluate the impact geography has on our lives. Learning Targets Standards: CPI # Cumulative Progress Indicator (CPI) B.1.a Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World B.13.b Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws B.16.a Explain why natural resources (I.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources B.1.b Determine the role of natural resources, climate, and topography in European explorations, colonization, and settlement patterns B.5.c Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

3 B.1 PENNSVILLE SCHOOL DISTRICT Unit Essential Questions Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations. Unit Enduring Understandings How did geography affect the development of ancient civilizations? How does/did geography affect the development of culture? How do settlement patterns, climate, and location affect disease progression? How has geography affected the development of religion? How have humans impacted the world around us and been impacted by that world (Manmade and natural disasters)? How to evaluate the impact of geography on the current geopolitical status of the world. Unit Learning Targets Geography affects the development of civilizations Global social, political, and biological trends depend upon various themes of geography. Modern society exists in an ever-shrinking global community. Human society is inextricably linked to the environment and geography around us, for better or worse. Students will... Research and develop projects based on the geography of ancient civilizations of their choice. Evaluate current events in relationship to the global community. Practice map locations by using TapQuiz Maps ipad Application Choose and analyze a modern country and its geopolitical situation creating a comprehensive country profile. Analyze human relationships with the environment and the impact of our ever growing global society. Summative Assessment Ancient Civilization research project CIA factbook style Current Event country profile Evidence of Learning Equipment needed: Textbooks, Smartboard, Stratalogica, computer access, atlases Teacher Resources: Textbook, Stratalogica, teacher focused geography websites Formative Assessments Map quizzes Culture analyses

4 Map worksheets Disease development worksheet Religion analyses Instructional Strategies Do Now Collaborative learning Direct instruction Class discussion Research Differentiated project choices Customizing Learning/Differentiation Jigsaw group placement Student choice in project development Engaging students with different learning styles Menu choices Lesson Plans Lesson Timeframe 5 themes of geography 1 week Examining geography in Ancient Civilizations 2 weeks Geography of health and diseases 1.5 weeks Geography of language 1.5 weeks Geography of religion 1.5 weeks Man-made and natural disasters 1.5 weeks Teacher Notes: While this class generally applies to the above themes with World Geography, there is a small amount of flexibility to tie current global events in to different areas in the world. (e.g.. Hugo Chavez died yesterday, so we are looking at the history/geography of Venezuela) Curriculum Development Resources Textbook: Human Geography by Jon C. Malinowski and David H. Kaplan (McGraw Hill) Stratalogica CIA World Factbook UpFront Magazine TapQuiz Maps ipad App

5 Lesson Plan 1 Content Area: World Geography Lesson Title: The development of a health care crisis Lesson Components 21 st Century Themes Timeframe: 1 period X Global Awareness X Creativity and Innovation Financial, Economic, Business, and Entrepreneurial Literacy 21 st Century Skills X Critical Thinking and Problem Solving X Civic Literacy X Communication and Collaboration X Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Health, science, history, economics Integration of Technology: ipads Equipment needed: (per group) ipad X Health Literacy Information Literacy Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students will be able to: Analyze the development of an epidemic based on geographic contributing factors. Explain the connection that geography has with the development of pandemics. Lesson Sequence 1. Students will respond to the following Do Now question: In what ways, do you think, geography can contribute to the development of a disease or epidemic? 2. Compile a class list and have a brief discussion. 3. Students will pick an epidemic from the following list: Smallpox The Flu of 1918/Spanish Flu/The Great Influenza Black Death/Bubonic Plague Malaria Tuberculosis Cholera HIV/AIDS Yellow Fever Typhus Polio 4. They will then use the ipads and provided research websites to answer the following questions in a GoogleDoc report due by the end of the period. When did the pandemic/epidemic Do Now answers Class Discussion Pandemic/epidemic research report

6 take place? Where did the epidemic take place? Where did the disease originate? What are the symptoms of the disease? What does the disease do to your body? What geographic features had an impact on its spread? (Climate, cultural diffusion, geographic features, animals) How many people were affected? How many people died? What is the cure? i. Is/was that cure readily available? Differentiation Addressing different learning styles by allowing students to use multimedia technology for research purposes. Resources Provided ipads Research websites

7 Content Area: Social Studies Unit Title: US Geography Target Course/Grade Level: High School Unit Overview Unit Summary Apply themes discussed in World Geography to the development of the United States from habitation (the first natives) to current day. Primary interdisciplinary connections: Language development, diseases, music, arithmetic development. 21 st century themes: The unit will integrate the 21st Century Life and Careers strand 9.1 strands A, C, and D These strands include: A. Critical Thinking & Problem Solving C. Collaboration, Teamwork and Leadership D. Cross-Cultural Understanding and Interpersonal Communications Unit Rationale As a young country, the United States has made substantial developmental strides in the past 300 years. This unit will examine the original native settlers, colonists, and the modern day USA as they were affected by geography and geographical traits. Learning Targets Standards: CPI # Cumulative Progress Indicator (CPI) B.1.a Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World s economy and society D.1.a Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans. Unit Essential Questions Unit Enduring Understandings Who were the first settlers of the USA and what Ancient North Americans developed various ways

8 made them settle in the areas they chose? How did geography affect the European colonists as they developed a new society in the USA? How has the geography of the United States affected the modern society that has developed here? Unit Learning Targets of life depending upon the geographic location they chose European colonists faced many geographic challenges in establishing a new country Politics, dialects, and local customs all depend upon geographic developments of certain regions. Students will... Research and compare and contrast how culture and ways of life developed for different Native American tribes based on their geolocation. Practice map locations by using TapQuiz Maps ipad Application Choose and analyze a modern USA city and its geopolitical situation creating a comprehensive city profile. Summative Assessment Native American tribe research project Modern USA city research project and presentation Evidence of Learning Equipment needed: Textbooks, Smartboard, Stratalogica, computer access, atlases Teacher Resources: Textbook, Stratalogica, teacher focused geography websites Formative Assessments Map quizzes Landform/waterforms of USA Map worksheets Regional analyses Instructional Strategies Do Now Collaborative learning Direct instruction Class discussion Research Differentiated project choices Customizing Learning/Differentiation Jigsaw group placement Student choice in project development Engaging students with different learning styles Menu choices

9 Lesson Plans Lesson Timeframe Land/water forms of the USA 1 week Ancient Native Americans 2 weeks Colonial settlers and geographic challenges 2 weeks Current issues in the USA and geographical causes 2 weeks Urbanization of the USA 2 weeks Teacher Notes: While this class generally applies to the same themes as World Geography there is a small amount of flexibility to tie current national events in to different areas in the world. (i.e. examining national elections based on political geography) Curriculum Development Resources Textbook: Human Geography by Jon C. Malinowski and David H. Kaplan (McGraw Hill) Stratalogica CIA World Factbook American History Atlas UpFront Magazine TapQuiz Maps ipad App

10 Lesson Plan 1 Content Area: US Geography Lesson Title: Major US City research project and presentation Lesson Components 21 st Century Themes Timeframe: 3-5 days X Global Awareness X Creativity and Innovation X Financial, Economic, Business, and Entrepreneurial Literacy 21 st Century Skills X Critical Thinking and Problem Solving X Civic Literacy X Communication and Collaboration X Media Literacy ICT Literacy X Life and Career Skills Health Literacy X Information Literacy Interdisciplinary Connections: Foods, Civics, Information Technology, Economics, History, English Integration of Technology: Use of internet for research and Smartboard for presentation Equipment needed: (per group) computers for research, Smartboard for presentation Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students will be able to: Identify key aspects of their chosen city s history, economy, culture, and development. Compare and contrast the domestic and international influences on the development of their chosen city. Explain the importance of their chosen city to the legacy of the United States. Lesson Sequence 1. Students will previously have discussed the development of the United States from New World to colony and to independent nation. They will also have done a similar assignment where they had to pick a state and research it, proceeding to give a presentation on their research. 2. Students will choose a major US city based on their interests and will do an in-depth research assignment about the city s history, culture, geography, economy, etc. 3. Students will be required to put together a minute classroom presentation surrounding their city. 4. As an additional aspect of the project students will look up a dish that originated in their city. On the day of their presentation they will bring in a sample of that dish to share with the class while explaining its origins. Daily updates on project progress Research and development of authentic recipe Formal presentation to class Differentiation Students will be given creative leadership over their project and may choose how they wish to present the information and some of the information provided (choose based on their learning

11 style). PENNSVILLE SCHOOL DISTRICT Resources Provided Database websites to use for research Example projects to demonstrate Additional help upon request