HPISD Pre AP TaG WORLD GEOGRAPHY CURRICULUM

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1 EST. Number of Days: Unit Name Unit Overview Generalizations/Enduring Understandings Concepts Regions of Focus Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments HPISD Pre AP TaG WORLD GEOGRAPHY CURRICULUM UNIT 1: 5 Themes The student will understand the core concept of the five themes and how it relates to all aspects of geographic inquiry. Students will utilize the summer reading Hotel on the Corner of Bitter and Sweet as a conduit to understanding the 5 themes of geography. Geographers use concepts and tools to interpret the world. The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. What happened in the past affects the present and the future. Movement Region Human Environment Interaction Location Place The 18 National Standards of Geography To what extent do geographers shape our view of the world? What concepts and tools do geographers use to interpret the world? To what extend does geography shape our lives today? To what extent did geography shape the past? Learning Target: The student will explain the patterns, processes, and organizations of the human and physical world. Prerequisite: Students will list, define, and describe the various elements of the human and physical world. TEKS

2 TEKS (Grade Level)/Specifications (1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to: (A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; (5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and (B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed. (20) Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to: (A) describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS) (1) Humanities (B) read widely to see connections (commonalities) that literature shares with fine arts and historical and/or philosophical writings.

3 Unit Name Unit Overview Generalizations/Enduring Understandings Concepts Region's of Focus Guiding/Essential Questions (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (B) generate summaries, generalizations, and thesis statements supported by evidence; (C) use geographic terminology correctly; (D) use standard grammar, spelling, sentence structure, and punctuation; and (E) create original work using proper citations and understanding and avoiding plagiarism. (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use case studies and GIS to identify contemporary challenges and to answer real-world questions; and UNIT 2: Physical Geography & Climate Changes The student will understand the spatial distribution of the physical world and the relationship between the physical and human geographical factors that impact the environment. Students will utilize the Fagles translation of The Odyssey to reinforce the relationship between humans and the physical world. Nature can have a significant impact on peoples lives. The interaction of people with a physical feature of a place determines how its people live and satisfy their basic needs. Physical patterns and processes affect the nature and distribution of the earth's features. Geographers use concepts and tools to interpret the world. The elements, influences, and patterns of the physical world. Reading different types of maps and projections. Analysis of ecosystems, climate patterns, and how they have changed over time. East Asia Caribbean North America South Asia Sub-Saharan Africa How do physical processes affect the location and distribution of physical features on the earth? Do people shape the environment more than they are shaped by it? How do earth's physical patterns and processes influence human environment interaction? To what extent has the nations of sub-saharan Africa, East Asia, Caribbean, North America, and South Asia been able to adapt to their climate and geoglogy?

4 Learning Targets Formative Assessments Summative Assessments Learning Target: The student will explain the patterns, processes, and organizations of the physical world. Prerequisite: Students will list, define, and describe the various elements of the physical world. Learning Target: The student will compare and contrast the different climate regions of East Asia, Caribbean, North America, South Asia, and Sub-Saharan Africa. Prerequisite: Students will define and describe the various climate zones of the regions of study. TEKs

5 TEKS (Grade Level)/Specifications (3) Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to: (A) explain weather conditions and climate in relation to annual changes in Earth-Sun relationships; (B) describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and (C) examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere. (4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: (A) explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions; (B) describe different landforms and the physical processes that cause their development; and (C) explain the influence of climate on the distribution of biomes in different regions. (8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: (B) describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes; and

6 (9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: (A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and (B) describe different types of regions, including formal, functional, and perceptual regions. (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; (B) locate places of contemporary geopolitical significance on a map; and (C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (C) use geographic terminology correctly; Unit Name Unit Overview Generalizations/Enduring Understandings UNIT 3: Population, Migration, Movement The student will understand the economic, social, political, and environmental factors that influence population distribution. Students will read and analyize Things Fall Apart by Chinua Achebe to explore the construct of colonialism. Progress often requires tradeoffs. Success often requires overcoming a number of obstacles. Nature can have a significant impact on people's lives. Geographic factors play a major role in human settlement, population density, and migration. Having what other people want and need can lead to conflict.

7 Concepts Regions of Focus Guiding/Essential Questions Learning Targets Population distribution Cartograms Population density Population pyramids Overpopulation One Child Policy Push/pull factors Immigration/Emigration Global migration patterns Policies Forced migration Colonialism Atlantic Slave Trade Quotas East Asia Caribbean North America South Asia Sub-Saharan Africa What and how do social, economic, political, and environmental factors that influence where people live? What are push/pull factors? How has history affected population distribution? What are the tools that geographers use to analyze populations? How do government policies affect populations? Why is overpopulation a concern in the world today? Learning Target: Students will analyze how past and present social, economic, political, and environmental factors affected settlement patterns in various regions. Prerequisite: Students identify social, economic, political, and environmental factors specific to region of study. Learning Target: Students will investigate the population trends in East Asia, Caribbean, North America, South Asia, and Sub-Saharan Africa. Prerequisite: Students will identify the various population trends in the regions of study.

8 Formative Assessments Summative Assessments TEKS (Grade Level)/Specifications TEKs (5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and (B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed. (6) Geography. The student understands the types, patterns, and processes of settlement. The student is expected to: (A) locate and describe human and physical features that influence the size and distribution of settlements; and (B) explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities. (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (A) construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends; (B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration; (C) describe trends in world population growth and distribution; and (D) examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture.

9 (18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: (A) analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion; (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (B) generate summaries, generalizations, and thesis statements supported by evidence; (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results; (C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. Humanities (4) The student understands and interprets creativity. The student is expected to participate in discussions that lead to understanding, appreciation, and enjoyment of creative achievements such as: (D) discuss the major historical and cultural movements as reflected in various art forms. Unit Name Unit Overview Generalizations/Enduring Understandings UNIT 4: Economics, Development, Globalization, Diffusion The student will understand the principles and locations of free-market, socialist, and communist economic systems. The student will analyze the characteristics of developed and developing countries. The student will evaluate the costs and benefits of globalization. The student will read an anayize various selections of nonfiction to reinforce the ideas of economics, role of the individal and groups withing the various economic models. The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. What happened in the past affects the present and the future. It's difficult to recover from long periods of abuse. Success often requires overcoming a number of obstacles. Having what other people want or need can increase power and influence. Global competition often includes tradeoffs.

10 Concepts Regions of Focus Guiding/Essential Questions Learning Targets LDCs, MDCs Industries Characteristics of population Economic Indicators Economic levels of activity HDI Maquiladoras Homogenization of culture Social media NAFTA, OPEC, EU, The G s Outsourcing Europe North America Latin America Asia Africa Hawai'i Polynesia What role do natural resources place in economics? What are the hidden costs of competition? How do governmental and economic policies affect population and conflict? What are the difference of more developed and less developed countries? How do countries manage capital? Which countries fall on the economic activity spectrum? How does social media influence economics? In what ways is the success of the American nation and its economy a reflection of its geography and its political system? Learning Target: Students will compare and contrast the various forms of economics and their impact on government and society. Prerequiste: Students will summarize the various forms of economics, government, and social constructs in the regions studied. Learning Target: Students will classify the past and present economic systems in Europe, North America, Latin America, Asia, and Africa with the goal of prediciting future models. Prerequiste: Students will list the various forms of economic systems.

11 Formative Assessments Summative Assessments TEKS (Grade Level)/Specifications TEKs (1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to: (A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; and (B) trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact. (5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and (B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed. (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration; (C) describe trends in world population growth and distribution; and (D) examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture.

12 (9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: (A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and (B) describe different types of regions, including formal, functional, and perceptual regions. (10) Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to: (A) describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems; (B) classify where specific countries fall along the economic spectrum between free enterprise and communism; (C) compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and (D) compare global trade patterns over time and examine the implications of globalization, including outsourcing and free trade zones. (11) Economics. The student understands how geography influences economic activities. The student is expected to: (A) understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary); (B) identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and (C) assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities. (12) Economics. The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to: (A) analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and (B) evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water. Unit Name UNIT 5: Religion & Culture

13 Unit Overview Generalizations/Enduring Understandings Concepts Regions of Focus The student will understand the role that religion and culture play in shaping a region's identity. Students will read an analyize selections of various major religious canon in order to gain a deeper understanding of those faiths. Strong traditions are difficult to change. Students will read and analyize a variety of texts, including, but not limited to selections of major religious canon. Cultural differences can lead to conflict. It's difficult to recover from long periods of abuse. What happened in the past affects the present and the future. When creating something new, people tend to follow familiar examples. The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. Christianity Islam Buddhism Judaism Hinduism Sikhism Ethnic Religions Distribution of religion Gender roles Language Women empowerment Traditions, values Morals, ethics Aboriginal rights Art, music Middle East North America Asia India Africa Australia

14 Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments What are the major religions in the world? Why is conflict likely when two or more religious factions occupy the same region? How has the distribution of religion affected the way in which people interact with one another? How are women's rights different in various cultures? How are ethnicity and religion connected? What are the major differences in morals, ethics, art, and music in various cultures? Learning Targets: Students will infer the impact of the physical and cultural geography of Southwest Asia and North Africa on the diversity of the region. Prerequisite: Students will list and identify the different climate zones and physical features. Students will list and describe the major tenants of all religions. Learning Targets: Students will be able to analyze the relationships between various cultures, ethnicities and religions in various regions. Prerequisite: Students will recognize the similiarities and differences of the various cultures, ethnicities, and religions. Learning Targets: The students will be able to compare and contrast the approaches to cultural assimilation in Australia and North America. Prerequisite: The students will be able to define assimilation. TEKs

15 TEKS (Grade Level)/Specifications TEKS (Grade Level)/Specifications (1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to: (A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; and (16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to: (B) describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies; (C) explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently; and (17) Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to: (A) describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; (B) describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution; (C) compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations; and (D) evaluate the experiences and contributions of diverse groups to multicultural societies. (4) Humanities The student understands and interprets creativity. The student is expected to participate in discussions that lead to understanding, appreciation, and enjoyment of creative achievements such as: (A) discuss how personal creativity is expressed within the requirements of an art form; (B) discuss conditions that encourage creativity; (C) discuss the relationship between form and expression; and (D) discuss the major historical and cultural movements as reflected in various art forms. (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (C) use geographic terminology correctly;

16 Unit Name Unit Overview Generalizations/Enduring Understandings Concepts Regions of Focus UNIT 6: Conflict, Competition, Cooperation The student will understand the different social, economic, political, and environmental foundations of conflict and cooperation. The student will understand how regions succumb or triumph over conflict. The student will evaluate the role of diplomacy in the geopolitical area. The student will read and anayize a sampling of Shakespearian texts as a construct of conflict. What happened in the past affects the present and the future. Success often requires overcoming a number of obstacles. Cultural differences can lead to conflict. Strong traditions are difficult to change. Having what other people want or need can increase power and influence. Cooperation is often more profitable than competition. Nature can have a significant impact on conflict. Religious wars IRA Terrorism (Al-Qaeda vs. Taliban) Nationalism Apartheid (Nelson Mandela) Cold War (Warsaw Pact vs. NATO) Arab-Israeli conflict (UN, PLO, Arab League) Arab Spring Balkanization Rwanda Genocide Horn of Africa Pol Pot Vietnam War World Cup Russia/USSR Middle East Africa Asia United States Yugoslavia Ireland/U.K.

17 Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments Does conflict always lead to war? To what extent is peace in Middle East a key to peace in the world? How does control of natural resources fuel ongoing struggles? What is the difference between patriotism and nationalism and how does it play a role in conflict? How have government and social systems influenced cooperation and conflict among people? How has the model of terrorism changed over time? How do regions rebuild from conflict? Learning Target: Students will compare and contrast specific examples of conflicts and cooperation from regions of study. Prerequisite: Students will list stages of conflict and cooperation. Learning Target: Students will categorize the concepts of conflict, competition, and cooperation. Prerequisite: Students will identify and define the various elements of conflict, competition, and cooperation. Learning Target: Students will compare and contrast the regional conflicts in Russia/USSR, Middle East, Africa, Asia, United States, Yugoslavia, and Ireland/U.K. Prerequisite: Students will interpret the rationale of conflict in the regions of study. TEKs

18 TEKS (Grade Level)/Specifications (2) History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to: (A) describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and (B) explain how changes in societies have led to diverse uses of physical features. (5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and (13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to: (A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and (B) compare maps of voting patterns or political boundaries to make inferences about the distribution of political power.

19 TEKS (Grade Level)/Specifications (14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to: (A) analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions; (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and (C) analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU). (15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; and (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism. (5)Humanities The student analyzes and critiques the significance of visual representations. The student is expected to: (A) recognize and evaluate how literature and various other art forms convey messages;

20 (18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: (A) analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion; (B) assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism; (C) identify examples of cultures that maintain traditional ways, including traditional economies; and (D) evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports. (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (B) generate summaries, generalizations, and thesis statements supported by evidence; (C) use geographic terminology correctly; Unit Name Unit Overview Generalizations/Enduring Understandings UNIT 7: Government, Urbanization, Nation-State The student will understand the evolutionary stages of governmental systems. The student will understand how economics can impact government. The student will analyze the developmental stages of urban areas. The student will read and analyize a variety of texts including, but not limited to Plato's Republic, Sun Tzu'sThe Art of War with the focus being on the development of government and the idea of a nation state. What happened in the past affects the present and the future. Progress often requires tradeoffs. Having what other people want or need can increase power and influence. Strong traditions are difficult to change. Nature can have a significant impact of people's lives. When creating something new, people tend to follow familiar examples. Population centers are often the marketplace of ideas.

21 Concepts Regions of Focus Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments Government systems Definition & development of a state Stages of cities (Rio, Dubai, Detroit, Lagos, Moscow, Singapore) Poverty UN European Union NATO Brazil North America East Asia Russia Middle East Europe What and where are the various types of governmental systems? What factors are necessary for population centers? How have governmental systems influenced cooperation and conflict among people? In what ways is modern Latin America and Sub-Saharan Africa the product of either its geography of history? How do urban centers vary from region to region? Analyze the role of poverty and the middle class in urban centers. Learning Target: Students will investigate the various forms of government and their impact on economics and society. Prerequiste: Students will summarize the various forms of government, economics, and social constructs in the regions studied. Learning Target: Students will differentiate the various forms of government in Brazil, North America, East Asia, Russia, Middle East, and Europe. Prerequiste: Students will be able to recognize the various forms of government. TEKs

22 TEKS (Grade Level)/Specifications (12) Economics. The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to: (A) analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and (13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to: (A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and (B) compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. (14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to: (A) analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions; (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and (C) analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU). (1) Humanities The student reads and views varied literary and art forms. The student is expected to: (A) recognize the major historical and cultural movements as reflected in various art forms; and (B) read widely to see connections (commonalities) that literature shares with fine arts and historical and/or philosophical writings. Unit Name UNIT 8: Human Environment Interaction, Agriculture

23 Unit Overview Generalizations/Enduring Understandings Concepts Regions of Focus The student will understand the role physical geography has on the distribution of natural resources. The student will understand how technology has impacted food production. The student will evulate the importance of natural resources and energy management. The student will analyze the significance and purpose of water in various regions.the student will read an anayize various selections of nonfiction to reinforce the significance of effective resource management as well as the role and resposibiliyy of the individual. Geographic factors play a major role in human settlement, population density, and migration. The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. Nature can have a significant impact on people's lives. Success often requires overcoming a number of obstacles. Having what other people want or need can increase power and influence. People or organizations with the most assets tend to have the greatest success. Origins Types of agriculture Food production Green Revolution Food Industry GMO foods EU Salton Sea vs. Aral Sea Desalination Fertilizers Management of resources Monsoons North America Sub-Saharan Africa Asia Latin America Central Asia Europe

24 Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments Where does agriculture come from? What are the different types of agriculture and where can they be found in the world? What is necessary for efficient agriculture? How do agricultural methods in developed and developing regions compare? How do regions manage food production? What are the hidden costs of modern food production? What is the interdependence of agriculture and climate change? How has modern agriculture affected water scarcity? Learning Target: Students will investigate the pros and cons of modern agricultural methods in the various regions studied. Prerequiste: Students will categorize elements of agriculture. Learning Target: Students will develop a logical argument as to the reality of climate change. Prerequiste: Students will classify climate change data. TEKs

25 TEKS (Grade Level)/Specifications (8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: (A) compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology; (B) describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes; and (C) evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources. (15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; and (19) Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to: (A) evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources. (5) Humanities The student analyzes and critiques the significance of visual representations. The student is expected to: (A) recognize and evaluate how literature and various other art forms convey messages; and Unit Name Unit Overview UNIT 9: Public Health, Global Changes The student will understand the social, political, economic, and environmental factors that impact public health.the student will read an anayize various selections of nonfiction to reinforce the ideas of public health and the role of the individual as it compares to the group in regards to public health and safety.

26 Generalizations/Enduring Understandings Concepts Regions of Focus Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. Nature can have a significant impact on people's live. What happened in the past affects the present and the future. Success often requires overcoming a number of obstacles. Strong traditions are difficult to change. People or organizations with the most assets tend to have the greatest success. Universal healthcare requires tradeoffs. World health threats Obesity Disease Cancer Aging Increasing life expectancy CDC Genome Africa Asia North America What constitutes health threats to populations? How has technology affected global health? Learning Targets: Students will critique the efficacy of techonolgy in mitigating global and regional health threats. Prerequiste: Students will list and classify global and regional health threats. Learning Targets: Students will classify various health threats in Africa, Asia, and North America. Prerequiste: Students will recognize the various health threats. TEKs

27 TEKS (Grade Level)/Specifications (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (D) examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture. (20) Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to: (B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development. (1) Humanities The student reads and views varied literary and art forms. The student is expected to: (A) recognize the major historical and cultural movements as reflected in various art forms; and (B) read widely to see connections (commonalities) that literature shares with fine arts and historical and/or philosophical writings. (2) The student expresses and supports responses to various types of texts and compositions. The student is expected to: (A) respond to aesthetic elements in texts and other art forms through various outlets such as discussions, journals, oral interpretations, and enactments; (B) use elements of text and other art forms to defend his/her own responses and interpretations; Unit Name Unit Overview Generalizations/Enduring Understandings UNIT 10: Change Over Time The student will understand how the economic, social, political, and environmental systems have changed over time for specific regions. The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. Nature can have a significant impact on people's lives. What happened in the past affects the present and the future. Success often requires overcoming a number of obstacles. Having what other people want or need can increase power and influence. People or organizations with the most asset tend to have the greatest success.

28 Concepts Regions of Focus Guiding/Essential Questions Learning Targets Energy resources Global warming/climate changes Rainforest depletion Changes in atmospheres Governmental systems Legacies of colonialism Technology and its role in society North America Africa Europe South America Asia What is change over time? How has the historical movement of people, products, and resources affected the physical and cultural landscape of regions? How has the legacy of colonialism manifested itself it various regions? What are the affects of technology in our society today and in the future? Learning Target: The student will apply concepts in previous units to formulate conclusions of change over time in North America, Africa, Europe, South America, and Asia. Prerequiste: Students will list and review concepts taught in prevoius units as they relate to the concept of change over time. Formative Assessments Summative Assessments TEKs

29 TEKS (Grade Level)/Specifications (15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism. (16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to: (D) compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. (5) Humanities The student analyzes and critiques the significance of visual representations. The student is expected to: (A) recognize and evaluate how literature and various other art forms convey messages;