Advanced Placement Human Geography for the school year.
|
|
- Mark Dean
- 5 years ago
- Views:
Transcription
1 Advanced Placement Human Geography for the school year. Advanced Placement Human Geography is designed to replicate a college level curriculum to better prepare you for such an environment. Therefore, it has much higher expectations and rewards than a regular high school course. Benefits Successful completion of this course will Requirements Personal investment and willingness to provide exposure to a more challenging curriculum. complete outside course work, which is absolutely necessary to pass the class. increase eligibility for scholarships and makes candidates more attractive to colleges. be prepared for in-class activities, many of which require active participation and discussion. increase greater academic success in college. practice responsibility for own education. increase the weight of a student s GPA on a transcript an additional.050 per semester. provide an honors credit. allow greater success in future advanced placement classes. personal pride for completing an advanced placement class. turn in work when due or before. create effective study and work habits. be focused and on task when in class. take the AP exam at the end of the year. This is a school district requirement. Passage of this exam may allow credit at a university. keep parents/guardians informed of personal progress and class requirements.
2 2
3 Geography Spatial - Interpret Space - Focus on Present Geographers vs History Chronological - Interpret Time - Focus on Past Historians identify the location of important places and explain why human activities are located beside one another. ask where and why. organize material spatially. recognize that an action at one point on Earth can result from something happening at another point, which can consequently affect conditions elsewhere. identify the dates of important events and explain why human activities follow one another chronologically. ask when and why. organize material chronologically. recognize that an action at one point in time can result from past actions that can in turn affect future ones. History is the interpretation (often by others) of a world in the past, whereas geography is an interaction with the world we live in. What is geography? Geography is the integrated study of the earth's places, peoples, environments and societies. It seeks to understand the relationships and impacts between people and the environment by giving attention to these relationships in space and place, and over time. There are two main branches of geography: human and physical geography: Human geography is the study of spatial elements of human existence the distribution of people across the planet, the use and abuse of that space (land, water and the atmosphere), and how places and spaces are developed and sustained. Human geographers work in diverse fields such as in development agencies, urban and regional planning, transportation, estate agencies, tourism and eco-tourism, and international relations. Physical geography is the study of physical processes such as climate, hazards, soils, water and water quality, oceans, landforms and vegetation. These studies are important to understand how situations and elements of the environment are changing, how they require increasing conservation, management and planning in our world in impacts and the use of resources are rapidly increasing. It is difficult to separate these kinds of activities from those of human geographers. 3
4 How do I know if I want to become a geographer? Score yourself against the following statements (1 = strongly disagree, 3 = unsure, 5 = strongly agree). I enjoy learning about places. I like to see places and features on maps. I choose the window seat when I travel in taxis, cars, buses, trains etc so that I can observe I am interested to hear news about what happens in other countries. I like to work outside, away from an office. I am interesting in finding ways to solve problems. I enjoy asking questions about the world in which I live. I like to see how different things connect with each other. I enjoy collecting and analyzing information about the world in which I live. I like to see the "big picture" showing people and places are interconnected. I am concerned about a declining environment. I find it interesting to know how people can reduce their impact on the environment. Add the score from each of your responses and compare with the table below < 15 Hmmm, perhaps you need to think about some other career possibility 15 to 30 You show a low interest in geography and should think about another careers 30 to 40 You are not really convinced although show a great deal of interest in being a geographer. Re-look at where you have scored at 4 or 5 and examine careers that relate more directly to these statements. 40 to 50 Good you should consider a career in geography. There is lots that interests you. 50 to 60 You have a bright future as a geographer! 4
5 Careers in Geography - "What can I do with geography? Geography provides a broad training and education for students who wish to enter a range of careers as diverse as administration, business, cartography to tourism and planning. The list is almost endless although many of these work opportunities do not fall under the name "geographer". You therefore do not see too many advertisements for a geographer, but rather offers which include the skills of geography. > Biogeographer/Ecologist > Cartographer > Climatologist > Coastal Zone Manager > College/University Lecturer/Researcher > Community Development > Conservation Officer > Conservationist > Consultant in a range of geographical fields > Development Facilitator > Delivery Manager > Diplomat > Earth Scientist > Economic Development Planner > Environmental Educator > Environmental Impact Analyst > Environmental Manager > Environmental Planner > Foreign Service Officers > Geographic Information Specialist > Geologist > Geomorphologist > Hazardous Waste Planner > Health Services Planner > Hydrologist > Land Use Planner > Map Editor > Map Librarian > Map, Air Photo & Satellite Image Interpreter > Map, Air Photo & Satellite Image Interpreter > Market Researcher > Meteorologist > Military Planner > Natural Resource Manager > Regional Planner > Remote-Sensing Analyst > Social Ecologist > Social Scientist > Soil Scientist > Teacher (elementary & secondary) > Tourism Development / Tour Guide > Traffic Manager > Transportation Planner > Travel Agent > Urban/City Planner > Water Resource Manager The above information was adapted from the Society of South African Geographers. 5
6 Student perspective on taking an Advanced Placement class from Mr. Lane. Student #1 This class is very challenging. At times, you will think the pace is very quick but the work can be done, even when it seems it can't be done. You will have to spend time outside of school to make sure you learn what is expected of you. Make sure you read the readings/handouts before the due date. The class will be difficult as long as you make it difficult for yourself. Student #2 The reality of this class is the expectation of work outside of class. Expect to be on task in the classroom or else you will be confused on what is happening. The expectations are high because you have been chosen to be in this class for a reason. To be successful, you'll need to plan ahead of time, stay on task, do your work as soon as possible, pay attention, and study a lot. Since parents and guardians are essential to the success of a student in an Advanced Placement class, they are to be included in this process. Therefore, please take pride in yourself and have a parent or guardian sign this notice and bring to class when the new semester starts. Parent/Guardian Name - Printed Parent/Guardian Name - Signature Date This class has a website for your use. lane@asn.am The only summer assignment for this class is to spend time with friends and family. However, the following items will not take long to complete and will make your entry into the class much more manageable. They are due on the third Monday of the semester. All reference maps completed with location and capitals. United States outline map. If you have questions, contact me at lane@asn.am. 6
7 Course Overview Advanced Placement Human Geography is a yearlong course that focuses on the distribution, processes, and effects of human populations on the planet. Units of study include population, migration, culture, language, religion, ethnicity, political geography, economic development, industry, agriculture, and urban geography. Emphasis is placed on geographic models and their applications. Case studies from around the globe are compared to the situation in both the United States and locally. Internet activities are used to explore certain topics. Course Objectives To introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface To learn about and employ the methods of geographers, especially including observation, mapmaking, data gathering and reporting, and technical writing To employ spatial concepts, geographic vocabulary, and landscape interpretation to a variety of locations and situations around the globe and in local areas To develop a geographic perspective with which to view the landscape and understand current events Texts and Study Materials Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 6th ed. New York: John Wiley, The Power of Place: Geography for the 21st Century series. Annenberg/CPB Project, DVD. Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. 11th ed. Upper Saddle River, NJ: Prentice Hall,
8 Course Planner Fall Unit 1: The Nature of Geography (Weeks 1 3) Rubenstein, Chapter 1: Basic Concepts Kuby, Harner, and Gober, Chapter 1: True Maps, False Impressions: Making, Manipulating, and Interpreting Maps Rubenstein, Appendix, pp. A1 - A7 Define geography, human geography; explain the meaning of the spatial perspective. Explain how geographers classify each of the following and provide examples of each: distributions locations regions Identify how each of the following plays a role in mapmaking: simplification categorization symbolization induction Identify types of scale and projections used in mapmaking; identify advantages and disadvantages of different projections. List different types (models) of diffusion and provide examples/illustrations of each in the real world. Distinguish between different types of maps and mapped information (e.g., dot distribution, choropleth, etc.) and provide explanations of strengths and weaknesses of each. Unit 2: Population (Weeks 4 6) Rubenstein, Chapter 2: Population and Health Kuby, Harner, and Gober, Chapter 5: One Billion and Counting: The Hidden Momentum of Population Growth in India Map major and emerging population concentrations and describe demographic characteristics of each. Consider the concepts of ecumene and non-ecumene, and consider: Why do most people live where they do? For what reasons have humans historically avoided certain areas? Where do non-examples of each exist? Why? Calculate arithmetic, agricultural, and physiological densities and describe the strengths and weaknesses of each for demographic analysis. Explain the elements of a population pyramid and distinguish between characteristic shapes. Explain the demographic transition model: What are its components? Which countries does it describe in each phase? Why might it not predict the future for developing countries today? Give examples of pro- and antinatalist policies and their effects in example countries. Define key demographic terms and identify regions in which high and low extreme examples of each can be found. 8
9 Concerning natural hazards, do the following: list various types of natural hazards and disasters map the areas most affected by them compare with the map of population distribution hypothesize the degree of danger in various regions discuss methods that are taken to adapt to these dangers Video Case Study The Power of Place, Program 18-1, Egypt: Gift of the Nile Unit 3: Movement (Weeks 7 9) Rubenstein, Chapter 3: Migration Kuby, Harner, and Gober, Chapter 4: Newton's First Law of Migration: The Gravity Model Distinguish between and give characteristics of the following types of human movement: circulation and migration forced and voluntary migration push and pull factors Discuss the contributions of Ravenstein to the study of human movement and migration. Use the gravity model to predict migration and evaluate its efficiency and usefulness. Map specific examples of historic and contemporary forced migrations, explaining push and pull factors associated with each. Characterize a refugee and refugee populations. Discuss the migration history of the United States through the following: immigration history immigration policy historic and contemporary streams of migration internal migration patterns Explain how distance decay, intervening obstacles, and migration selectivity factors affect migration and circulation patterns. Correlate migration patterns to the demographic transition model. Video Case Study The Power of Place, Program 21-1, Mexico: Motive to Migrate The Power of Place, Program 20-1, Cote d'ivoire: Cocoa and Change Unit 4: Culture (Weeks 10 11) Rubenstein, Chapter 4: Folk and Popular Culture Kuby, Harner, and Gober, Chapter 2: Layers of Tradition: Culture Regions at Different Scales Define culture and cultural geography. Compare and contrast the following aspects of folk and popular culture: origins methods of diffusion 9
10 culture regions Examine specific examples of folk culture and regions. Examine examples of specific popular cultural traits and discuss their diffusion. Discuss ways in which cultural traits are affected by and affect the natural environment. Discuss the role of racism and ethnocentrism in the understanding of the cultural landscape. Video Case Study The Power of Place, Program 14-1, Indonesia: Tourist Invasion Unit 5: Geography of Language (Weeks 12-13) Rubenstein, Chapter 5: Languages Discuss the importance and role of language as an element of culture. Explain how languages are classified and related. Map the distribution of major language families worldwide. Show the division of Europe into the following language groups and give specific examples from major groups: Germanic Slavic Romance Describe the following characteristics of English: origin and historical development worldwide diffusion spatial variation role in cultural convergence Explain the how, why, and where of language change. Discuss the regional and local variety in language using the following terms: slang isogloss accent Explain how toponyms are derived and classified and give various examples. Video Case Study The Power of Place, Program 25-2, Montreal: An Island of French Unit 6: Geography of Religion (Weeks 14-15) Rubenstein, Chapter 6: Religions Identify the following characteristics of all major religions: point of origin method of diffusion current distribution landscape expression Map the religious regions of the United States. 10
11 Discuss the major branches, their origins, and their current distributions for the following religions: Christianity Islam Buddhism Distinguish between ethnic and universalizing religions: holy sites holy days methods of diffusion Describe ways in which the environment influences religion and ways in which religions affect the natural environment. Discuss various specific religious conflicts around the world in terms of the following: religion versus politics religion versus religion interfaith conflicts Video Case Study The Power of Place, Program 17-1, Jerusalem: Capital of Two States Spring Unit 7: Ethnicity, Gender, and Geography (Weeks 1-3) Rubenstein, Chapter 7: Ethnicities Describe the distribution of major ethnicities within the United States: identify states/regions in which they are clustered identify regions in which they are mostly absent provide reasons for the present distribution Examine case studies of ethnic conflicts from different regions. Consider ways in which gender-related issues are expressed spatially, particularly in regards to: economic roles and activity health and reproduction level of education Discuss and illustrate with examples various nation-state configurations including: nation-state part-nation state multinational state stateless nation Video Case Studies The Power of Place, Program 24-1, Boston: Ethnic Mosaic The Power of Place, Program 8-1, Dagestan: Caucasus Disconnect The Power of Place, Program 19-1, South Africa: This Land is My Land Unit 8: Political Geography (Weeks 4-6) Rubenstein, Chapter 8: Political Geography 11
12 Explain the concept of state by: identifying necessary qualifications and characteristics listing examples of states in various regions describing quasi-states Describe the problems of multinational states and stateless nations. List advantages and disadvantages of different types of boundaries and provide real-world examples of: natural/physical boundaries cultural boundaries geometric boundaries List advantages and disadvantages of different shapes of states and provide examples. Discuss the concepts of imperialism and colonialism and illustrate some of their consequences on the contemporary political map. Define irredentism and devolution and illustrate with examples. Summarize the history of the United Nations and identify issues of current importance regarding it. Video Case Studies The Power of Place, Program 13-1, Laos: Isolated Heart The Power of Place, Program 3-2, Slovakia: New Sovereignty Unit 9: Economic Development (Weeks 7-9) Rubenstein, Chapter 9: Development Kuby, Harner, and Gober, Chapter 7: From Rags to Riches: The Dimensions of Development Use examples of human welfare indicators to distinguish between relatively developed and less developed countries. Use examples of economic indicators to classify countries as less developed or relatively developed. Draw the Brandt line on a world or regional map. Compare and contrast different theories and models of economic development and the relationship between less developed and relatively developed countries. Provide examples of the different sectors of a country s economy and explain the economic relationship between them. Video Case Study The Power of Place, Program 18-2, Oman: Looking Beyond Oil Unit 10: Geography of Agriculture (Weeks 10 11) Rubenstein, Chapter 10: Food and Agriculture Explain how agriculture originated and identify its various hearths. Describe the evolution of agricultural practices from their first use until today. Neolithic Revolution Second Agricultural Revolution Green Revolution and biotechnology 12
13 Consider how each of the following correlates with specific agricultural regions: climate terrain culture situation with regard to world markets Describe and apply the von Thünen model to both small-scale and large-scale situations. Identify the predominant agricultural practices associated with various regions of the world. Use agricultural practice to differentiate between less developed and relatively developed countries. Compare and contrast different types of rural landscapes and settlements: linear villages cluster villages dispersed settlements Video Case Studies The Power of Place, Program 12-1, Northern Japan: Protecting the Harvest The Power of Place, Program 13-2, Vietnam: Fertile Dreams The Power of Place, Program 16-2, Dikhatpura: Help through Irrigation The Power of Place, Program 22-2, Chile: Pacific Rim Player Unit 11: Geography of Industry (Weeks 12-13) Rubenstein, Chapter 11 : Industry and Manufacturing Kuby, Harner, and Gober, Chapter 6: Help Wanted: The Changing Geography of Jobs Explain the Industrial Revolution by: describing its origin describing its diffusion and current pattern of industrial regions Map regional manufacturing zones in each continent and identify the following for each: origin and resources current strengths and/or problems Compare and contrast preindustrial, industrial, and postindustrial life and landscape. Describe how site and situation factors influence the location of manufacturing and give examples. Discuss the problems created by or associated with industrialization in: developed countries developing countries Make graphic models that describe the inputs and connections of various industries. Video Case Studies The Power of Place, Program 8-2, Bratsk: The Legacy of Central Planning The Power of Place, Program 26-2, U.S. Midwest: Spatial Innovations The Power of Place, Program 9-1, Shanghai: Head of the Dragon Unit 12: Urban Geography (Weeks 14-16) Rubenstein, Chapter 12: Services and Settlements Rubenstein, Chapter 13: Urban Patterns 13
14 Contrast European and North American cities: central business districts suburbs and suburban growth Compare and contrast elements of the following urban models: concentric zone sector multiple-nuclei galactic city/edge cities Describe the move of retail and industry to the suburbs. Explain the growth of suburbs in terms of social, transportation, and economic changes. Differentiate between three models of North American cities. Compare and contrast spatial characteristics of cities in the following regions: Latin America Africa Southeast Asia List and evaluate the problems of the inner city. Explain and illustrate important models dealing with the urban hierarchy for: central-place theory rank-size rule and primate cities Video Case Studies The Power of Place, Program 23-1, Sao Paulo: The Outer Ring The Power of Place, Program 24-2, Chicago: Farming on the Edge The Power of Place, Program 12-2, Tokyo: Anatomy of a Mega-City Teaching Strategies Each class period will open with a Map Openers Activity. This is a year-long process of learning over 300 states and territories in the world. The remainder of class time will focus on the following: discussion of key and concepts examination of illustrative case studies - video, teacher presentation, or readings from online information practice of key geographical skills - students examine a map(s) or graphed or textual information and respond to it using such concepts as scale, region, location and place, or association and interconnection. practice of written expression via free-response questions Student Evaluation Student grades follow the school site mandated percentage categories. 35% Practicing Standards - This includes homework and classwork. 45% Mastering Standards - This includes all forms of assessment. 20% Final - This is the cumulative final given at the end of each semester. 14
Human Geography - Syllabus
Human Geography - Syllabus Course Overview Advanced Placement Human Geography is a yearlong course that focuses on the distribution, processes, and effects of human populations on the planet. Units of
More informationKuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 6 th Edition. New York: John Wiley, 2012
2016-2017 Syllabus AP Human Geography Course Description: AP Human Geography is a yearlong course which focuses on the distribution, processes and effects of human populations on the planet. Units of study
More informationAP HUMAN GEOGRAPHY Piedra Vista High School Mr. McMinn
AP HUMAN GEOGRAPHY Piedra Vista High School Mr. McMinn Course Overview The goal of this year long course is to familiarize students with the distribution, processes, and effects of human populations on
More informationAP Human Geography
AP Human Geography 2015-2016 Course Overview AP Human Geography is a yearlong course that focuses on the distribution, processes, and effects of human populations on the planet. Units of study include
More informationNecessary Materials Three to four 2 binders Loose leaf paper (college ruled) Pens Colored Pencils Sheet Protectors (no more than 25)
AP Human Geography Course Syllabus Mr. Medders E-mail: medders.brantly.s@muscogee.k12.ga.us Website: www.schoology.com Access Code: KCVWC-SJWHC Remind: @CHS-APHG Quizlet: https://quizlet.com/join/vfa2dcfmd
More informationCurriculum Unit. Instructional Unit #1
Curriculum Unit Name of Course: AP Human Geography Grade Level(s): 9-12 Brief Description (Course Catalog): The purpose of the AP Human Geography course is to introduce students to the systematic study
More informationAdvanced Placement Human Geography
Advanced Placement Human Geography Introduction to AP Human Geography The Advanced Placement course in Human Geography is designed to introduce students to the systematic study of the processes that have
More informationAP Human Geography. Nogales High School Class Website: bogoaphuman.weebly.com. Course Description. Unit IV: Political Geography
1 2 Mrs. Bogosian AP Human Geography Nogales High School 2017-2018 Class Website: bogoaphuman.weebly.com Course Description AP Human Geography is a yearlong course that focuses on the distribution, processes,
More informationAP Human Geography Syllabus
AP Human Geography Syllabus Textbook The Cultural Landscape: An Introduction to Human Geography. Rubenstein, James M. 10 th Edition. Upper Saddle River, N.J.: Prentice Hall 2010 Course Objectives This
More informationAP Human Geography Course Syllabus Website: Access Code: Remind: Quizlet: Course Overview Course Objectives Texts and Study Materials
AP Human Geography Course Syllabus Mr. Medders E-mail: medders.brantly.s@muscogee.k12.ga.us Website: www.schoology.com Access Code: T3W2M-KSNV7 Remind: @CHS-APHG Quizlet: https://quizlet.com/join/vfa2dcfmd
More informationo Population Reference Bureau o Study Material to accompany the Power of Place videos o
Advanced Placement Human Geography Syllabus This course is designed to provide students with a college level experience and to prepare them for the AP Exam in May 2008. Students will develop, through the
More informationAP Human Geography. Course Outline Geography: Its Nature and Perspectives: Weeks 1-4
AP Human Geography The Course The AP Human Geography course is designed to provide secondary students with the equivalent of one semester of a college introductory human geography class. The purpose of
More informationI. Course Description:
Advanced Placement Human Geography St. Paul Preparatory School Teacher: Kyle Tredinnick Meeting Time: Block 2 A Days 10:03-11:28 Room Number: 124 Telephone: 651-288-4606 ext.7124 E-mail address: KTredinnick@stpaulprep.org
More informationI. Course Description:
Advanced Placement Human Geography St. Paul Preparatory School Teacher: Kyle Tredinnick Meeting Time: B Day Block 1 B Day Block 2 Room Number: 124 Telephone: 651-288-4606 ext.7124 E-mail address: KTredinnick@stpaulprep.org
More informationAdvanced Placement Human Geography
Advanced Placement Human Geography I. Overview of the Course The purpose of the Advanced Placement (AP) Human Geography course is to introduce students to the systematic study of patterns and processes
More informationAP Human Geography. Course Materials
AP Human Geography This is a syllabus for a two semester Advanced Placement Human Geography course that has been offered for several years at this school. The material covered is based on the AP Human
More informationAP Human Geography. Additional materials, including case studies, videos, and aerial photos, will be used to supplement primary course materials.
Course Introduction AP Human Geography is a yearlong college-level course designed to prepare students for the Advanced Placement (AP) Human Geography Exam. The course focuses on the study of human populations
More informationA.P. Human Geography
A.P. Human Geography 2012-2013 Instructor: Chris Vitt Brief Description of Course AP Human Geography is designed to provide students with a learning experience equivalent to that obtained in most college
More informationAP * human Geography. Syllabus. Course Description. Course Description Materials. Course Goals
AP * human Geography Syllabus Course Description AP Human Geography is a college-level, yearlong course designed to prepare students for the Advanced Placement (AP) Human Geography Exam. The goal of this
More informationCurriculum Catalog
2017-2018 Curriculum Catalog - for use with AP courses 2017 Glynlyon, Inc. - for use with AP courses Table of Contents HUMAN GEOGRAPHY COURSE OVERVIEW... 1 UNIT 1: GEOGRAPHY NATIVE AND PERSPECTIVE... 1
More informationLOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN
LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN Standard 2 Historical Thinking Skills Students distinguish between events, people, and
More informationINDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES, WORLD GEOGRAPHY. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall: The Cultural Landscape, An Introduction to Human Geography 2002 Indiana Academic Standards for Social Studies, World Geography (Grades 9-12) STANDARD 1: THE WORLD IN SPATIAL TERMS Students
More informationAP HUG REVIEW WELCOME TO 2 ND SEMESTER! Annette Parkhurst, M.Ed. January, 2015
AP HUG REVIEW WELCOME TO 2 ND SEMESTER! Annette Parkhurst, M.Ed. January, 2015 Movement Globalization Latitude & Elevation Levels of Economic Activities CONNECTIONS Human Geography Human is the geography
More informationAP Human Geography AP EXAM Free Response Questions and Possible Future Questions
AP Human Geography AP EXAM Free Response Questions and Possible Future Questions FRQ Exam Questions: Population & Migration 2003- European Migration and Demographic Transition Model 2004- Population Pyramids
More informationAAG CENTER FOR GLOBAL GEOGRAPHY EDUCATION Internationalizing the Teaching and Learning of Geography
Using the CGGE Materials in Advanced Placement Human Geography Classes About the CGGE: The AAG Center for Global Geography Education (CGGE) is a collection of online modules for undergraduate courses in
More informationHistory and Social Science: Advanced Placement Human Geography
History and Social Science: Advanced Placement Human Geography A.P. Human Geography Curriculum for Loudoun County Public Schools Ashburn, Virginia 2016 This curriculum document for Advanced Placement Human
More informationAP Human Geography Class Outline and Assignments First Semester: Basics and Cultural Geography
AP Human Geography Class Outline and Assignments 2013-2014 First Semester: Basics and Cultural Geography Unit I. Geography: Its Nature and Perspectives A. Thinking about Space, Place, Region, Scale, Connections
More informationA Correlation of. Eastern Hemisphere. Ohio s Learning Standards Social Studies: K-12 Grade 6
A Correlation of Eastern Hemisphere To Grade 6 to,, Grade 6 Introduction This document demonstrates how, Eastern Hemisphere, Ohio Edition, meets : K-12 Social Studies for Grade 6. Correlation page references
More informationSOCIAL STUDIES Grade 6 Standard: History
Standard: History Chronology A. Interpret relationships between events shown on multipletier 1. Construct a multiple-tier time line from a list of events time lines. and interpret the relationships between
More informationAP Human Geography Free-response Questions
AP Human Geography Free-response Questions 2000-2010 2000-preliminary test 1. A student concludes from maps of world languages and religions that Western Europe has greater cultural diversity than the
More informationGeography for Life. Course Overview
Geography for Life Description In Geography for Life students will explore the world around them. Using the six essential elements established by the National Geographic Society students will be able to
More informationOffice hours 7:30-3:30
AP Human Geography Syllabus heather.wiles@crookcounty.k12.or.us Office hours 7:30-3:30 Instructor: Ms. Wiles INTRODUCTION: The Advanced Placement course in geography gives students the opportunity to earn
More informationSOCIAL STUDIES GRADE 6. I Can Checklist REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE. Office of Teaching and Learning Curriculum Division
SOCIAL STUDIES REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE GRADE 6 I Can Checklist 2018-2019 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division
More informationa. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 6) Grade Six History Students use materials drawn from the diversity of human experience to analyze and interpret significant
More informationGroveport Madison Local School District Sixth Grade Social Studies Content Standards Planning Sheets
Standard: Citizenship Rights and Responsibilities A. Show the relationship between civic participation and attainment of civic and public goals. 1. Explain how opportunities for citizens to participate
More informationGEOGRAPHY (GEOGRPHY) Geography (GEOGRPHY) 1
Geography (GEOGRPHY) 1 GEOGRAPHY (GEOGRPHY) GEOGRPHY 1040 Planet Earth 4 Credits The features of the natural environment (lithosphere, atmosphere and hydrosphere); their character, distribution, origin
More informationGeography (GEOG) Courses
Geography (GEOG) 1 Geography (GEOG) Courses GEOG 100. Introduction to Human Geography. 4 (GE=D4) Introduction to the global patterns and dynamics of such human activities as population growth and movements,
More informationInternational Court of Justice World Trade Organization Migration and its affects How & why people change the environment
Social Issues Unit 2 Population Grade 9 Time for Completion: 12 class period State Standard: The student uses a working knowledge and understanding of the spatial organization of Earth s surface and relationships
More informationGRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure
Grade 8 Social Studies Assessment Structure 1 In 2013-2014, the grade 8 LEAP test continues to assess Louisiana s social studies benchmarks. The design of the multiple-choice sessions of the test remains
More informationDESCRIPTION ACADEMIC STANDARDS INSTRUCTIONAL GOALS VOCABULARY. Subject Area: Geography
DESCRIPTION Middle America is a cultural crossroads. African, Native American, and European influences are seen in its religions, foods, architecture, languages, and arts. Includes discussion of terrains
More information6 th Grade: Regions and People of the World ESC Suggested Pacing Guide
Norton City Schools Standards-Based Social Studies Course of Study 2005 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2005-06 The sixth grade year focuses on the study of world
More informationThe distribution of human beings in relation to population dynamics, economic development, and cultural diversity.
Geography104: Introduction to Human Geography SOFI 2011: July 2- August 10 Instructor: Dr. James C. Saku Office Phone: 301-687-4724 Home: 301-687-0519 Administrative Assistant: 301-687-4369 Office Location:
More informationAmarillo ISD Social Studies Curriculum
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board
More informationMinnesota K-12 Academic Standards in Social Studies. Grade 4: Geography of North America
Minnesota K-12 Academic s in Social Studies Grade 4: Geography of North America 4 Describe how people take 1. Democratic government action to influence a depends on informed and decision on a specific
More informationMARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4
MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4 Course Title: Social Studies Brief Description Overview: Students will explore the history, geography, government, and economy of the United States with
More informationILLINOIS CERTIFICATION TESTING SYSTEM
ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 113 SOCIAL SCIENCE: GEOGRAPHY November 2003 Illinois Certification Testing System FIELD 113 SOCIAL SCIENCE: GEOGRAPHY November 2003 Subarea Range of Objectives
More informationGRADE 5 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 5
GRADE 5 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.
More informationEastern Hemisphere Geography 7th Grade *Chapters 1-10 covered in 6 th Grade
Quarter 1 Geography Tools and Concepts Chapters 1-5 Intro to Geography = 2 day review Goal Objective Task Analysis Vocabulary Text Location Goal 2.1: Analyze the 6-9.GEH.2.1.1 Explain and use the Identify
More informationCampus: VALLEY VIEW HIGH SCHOOL Content Area: Social Studies
Campus: VALLEY VEW HGH SCHOOL : Map Name: Grading Period: 1 1A 21A 21B 21D 21E 22A 22B 22C 22D 3A 3B Description, TEKS Concept and Description analyze the effects of physical and human ggraphic patterns
More informationJefferson City Public Schools High School Curriculum
SUBJECT: Grade 10-12 COURSE: AP Human Geography STRAND: Jefferson City Public Schools High School Curriculum (A ) Unit 1: Identify and Explain the Basic Foundation Concepts of Human Geography Define geography
More informationNorthwestern Consolidated Schools of Shelby County. Curriculum. World Studies (Eastern Hemisphere) Prepared by. Rich Ballard
Northwestern Consolidated Schools of Shelby County Curriculum World Studies (Eastern Hemisphere) 7th Grade Prepared by Rich Ballard 2012-2013 1 Triton Central Middle School Vision Statement We are committed
More informationWorld Geography. WG.1.1 Explain Earth s grid system and be able to locate places using degrees of latitude and longitude.
Standard 1: The World in Spatial Terms Students will use maps, globes, atlases, and grid-referenced technologies, such as remote sensing, Geographic Information Systems (GIS), and Global Positioning Systems
More informationPrentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)
Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. (1) Principles expressed in documents shaping constitutional
More informationDublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision
K-12 Social Studies Vision The Dublin City Schools K-12 Social Studies Education will provide many learning opportunities that will help students to: develop thinking as educated citizens who seek to understand
More informationHPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY)
HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY) EST. NUMBER OF DAYS: 14 UNIT NAME Unit Overview UNIT 7 SOUTH WEST ASIA/NORTH AFRICA SWANA s geography has led to economic and cultural differences. Students
More information1 st Six Weeks # of Days. Unit # and Title Unit 1 Geography Overview
1 st Six Weeks # of Days Unit # and Title Unit 1 Geography Overview Orange Grove ISD Instructional Planning Information and Process Standards The Process Standards Must Be Included in Each Unit # of Class
More informationGeography and World Cultures
Core Geography and World Cultures Geography and World Cultures offers a tightly focused and scaffolded curriculum that enables students to explore how geographic features, human relationships, political
More informationNature s Art Village
Nature s Art Village Educational Field Trip Programs Guide To: College, Career & Civic Life C3 Framework For Social Studies State Standards Grades 3 through 5 All That Glitters Children journey back in
More informationGRADE 6 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 6
GRADE 6 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.
More informationWorld Geography Review Syllabus
Purpose Class: World Geography Review Syllabus This course is designed to help students review and remediate their understanding major themes, concepts, and facts connected to the study World Geography.
More informationSOCIAL STUDIES GRADE 5. I Can Checklist Office of Teaching and Learning Curriculum Division REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE
SOCIAL STUDIES REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE GRADE 5 I Can Checklist 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division
More informationGrade 5: Social Studies Practices
Grade 5: Social Studies Practices A. Gathering and Using Evidence 1. Develop questions to help identify evidence about topics related to the historical events occurring in the Western Hemisphere that can
More informationPrentice Hall. World Explorer: People, Places, Cultures Grade 7. Oklahoma Priority Academic Student Skills (PASS) for Grade 7 World Geography
Prentice Hall World Explorer: People, Places, Cultures 2007 Grade 7 C O R R E L A T E D T O for Grade 7 1. Locate, gather, analyze, and apply information from primary and secondary sources. WORLD GEOGRAPHY
More information6 th Grade: Regions and People of the World ESC Suggested Pacing Guide
6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2008-09 The sixth grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students
More informationGrade 7 Social Studies
Standard 1: History Students will examine the major movements, events, and figures that contributed to the development of nations in modern Africa, Asia, and the Southwest Pacific from acient civilizations
More informationWORLD GEOGRAPHY INSTRUCTIONAL PACING GUIDE
FIRST NINE WEEKS Standard USHC-1 Standard WG-1: The student will demonstrate an understanding of the physical and human characteristics of places, including the creation of regions and the ways that culture
More informationMeadowcreek High School AP Human Geography Syllabus
Meadowcreek High School AP Human Geography Syllabus Instructor: Mr. David Cruz Classroom: 2.213 Email: David_Cruz@gwinnett.k12.ga.us Office Hours: Help sessions are available before and after school Monday-Thursday,
More informationWORLD GEOGRAPHY GRADE 10
Parent / Student Course Information SOCIAL STUDIES WORLD GEOGRAPHY GRADE 10 Counselors are available to assist parents and students with course selections and career planning. Parents may arrange to meet
More informationStillwater Area Schools Curriculum Guide for Elementary Social Studies
Stillwater Area Schools Curriculum Guide for Elementary Social Studies Grade Four Draft March 21, 2006 Minnesota and the St. Croix Valley I. Historical Skills A. The student will acquire skills of chronological
More informationWorld Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe
World Geography TEKS 2nd Nine Weeks Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe 1) History. The student understands how geography and processes of spatial
More informationWorld Geography Fall 2013 Semester Review Project
Reporting Category RC 1: History, Government and Citizenship Standard WG.1 History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and
More informationTopic 4: Changing cities
Topic 4: Changing cities Overview of urban patterns and processes 4.1 Urbanisation is a global process a. Contrasting trends in urbanisation over the last 50 years in different parts of the world (developed,
More informationNevada Academic Content Standards Science Grade: 6 - Adopted: 2014
Main Criteria: Nevada Academic Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Nevada Academic Content Standards Science Grade: 6 -
More informationPathways. Pathways through the Geography Major
Pathways through the Major majors may structure their course selections around a sub-field of. Pathways are suggestions for classes in, in related disciplines, and skills training. Each pathway includes
More informationGeographical knowledge and understanding scope and sequence: Foundation to Year 10
Geographical knowledge and understanding scope and sequence: Foundation to Year 10 Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year level focus People live in places Places have distinctive features
More informationTexas World Geography
Core Texas World Geography Texas World Geography is specifically aligned to Texas Essential Knowledge and Skills (TEKS) World Geography Standards and Benchmarks. The course offers a tightly focused and
More informationWorld Geography Unit Curriculum Document
Unit Number and Title: Unit 9-Review (including a comparison to North America) Curriculum Concepts: Globalization Culture Democracy Diversity Migration Enduring Understandings (Big Ideas): Time Frame:
More informationItem Specifications Summary 7 th grade World Geography Assessment
Item Specifications Summary 7 th grade World Geography Assessment 2013-14 Structure: 65 multiple choice questions (15 field test items) Minimum of 6 questions per standard At least 75% of objectives have
More informationUNIT 1: TEXAS WORLD GEOGRAPHY PRESCRIPTIVE
Prescriptive Texas World Geography is specifically aligned to Texas Essential Knowledge and Skills (TEKS) World Geography Standards and Benchmarks. The course offers a tightly focused and scaffolded curriculum
More informationSTAAR Vocabulary Words extracted directly from the standard and/or associated with the instruction of the content within the standard.
STAAR Vocabulary Words extracted directly from the standard and/or associated with the instruction of the content within the standard. READINESS STANDARDS - World Geography (WG.1) History. The student
More informationCourse Outcome Summary
Course Information: Description: Instruction Level: Total Credits: Prerequisites: Textbooks: Human Geography The starting point of this class will include basic building block skills, such as how to read
More informationNew York State Learning Standards and Core Curriculum Science Grade: 3 - Adopted: Interdependent Relationships in Ecosystems
Main Criteria: New York State Learning Standards and Core Curriculum Secondary Criteria: Subjects: Science, Social Studies Grade: 3 Correlation Options: Show Correlated New York State Learning Standards
More informationPeoples, Places and Cultures in Africa, Asia and the Southwest Pacific
GRADE 7 Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific Course 0470-07 Students in seventh grade explore the history, geography, government, economic systems, current issues, and
More informationMutah university faculty of Social Sciences The Study plan of the department of Geography 2006/2007
Mutah university faculty of Social Sciences The Study plan of the department of Geography 2006/2007 Requirements university compulsory 22 Credit hours Course No Credit hours Prerequisite Requirements Faculty
More informationGeography. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)
Geography Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims
More informationSOCIAL SCIENCES. WORLD GEOGRAPHY LH Grade(s): 9 Pre-Req: N/A
SOCIAL SCIENCES WORLD GEOGRAPHY 21033000 Grade(s): 9 The World Cultural Geography course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and
More informationSocial Studies Curriculum Sixth Grade
Social Studies Curriculum Sixth Grade A. History Students will examine the key historic movements, events, and figures that contributed to the development of modern Europe and American nations from early
More informationFourth Grade Social Studies Crosswalk
Fourth Grade Social Studies Crosswalk This crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS) and provides
More informationK- 5 Academic Standards in. Social Studies. June 2013
K- 5 Academic s in Social Studies June 2013 Word Tables of s ONLY This Word version of the 2.17.12 social studies standards (DRAFT for Rulemaking 2.17.12) document contains the standards ONLY; no explanatory
More information(Unit) Unit 1: Physical and Human Geography. Unit 2: United States and Canada. Unit 3: Latin America. Unit 4: Europe and Northern Eurasia
Content Area: Social Studies (SUBJECT) CURRICULUM Course Title: World Geography Grade Level: 9-12 (Unit) Unit 1: Physical and Human Geography (Timeframe) 3 Weeks Unit 2: United States and Canada Unit 3:
More informationThe study of Geography and the use of geographic tools help us view the world in new ways.
S How does Geography help us understand our world? What factors shape the Earth s different environments? 7.1.9 7.2.9 BIG IDEAS COMPETENCIES Text pages or The study of Geography and the use of geographic
More informationAurora Public Schools Social Studies Pacing Guide
Colorado Academic : GEOGRAPHY Aurora Public Schools Social Studies Pacing Guide 1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions.
More informationDEPARTMENT OF GEOGRAPHY B.A. PROGRAMME COURSE DESCRIPTION
DEPARTMENT OF GEOGRAPHY B.A. PROGRAMME COURSE DESCRIPTION (3 Cr. Hrs) (2340100) Geography of Jordan (University Requirement) This Course pursues the following objectives: - The study the physical geographical
More informationAP Human Geography Unit 7a: Services Guided Reading Mr. Stepek Introduction (Rubenstein p ) 1. What is the tertiary sector of the economy?
Public Business Consumer AP Human Geography Unit 7a: Services Guided Reading Mr. Stepek Introduction (Rubenstein p 372 374) 1. What is the tertiary sector of the economy? 2. What is a service activity?
More informationPrentice Hall World Studies 2005, Eastern Hemisphere Correlated to: Maryland Social Studies State Voluntary Curriculum (Grade 7)
Prentice Hall World Studies 2005, Eastern Hemisphere Maryland Social Studies State Voluntary Curriculum (Grade 7) Social Studies Grade 7 Voluntary Curriculum History: Students will examine significant
More informationAlleghany County Schools Curriculum Guide GRADE/COURSE: World Geography
GRADE/COURSE: World 2013-14 GRADING PERIOD: 1 st Six Weeks Time Frame Unit/SOLs SOL # Strand Resource Assessment 8 days* The student will use maps, globes, satellite images, photographs, or diagrams to
More informationMIDDLE TENNESSEE STATE UNIVERSITY Global Studies / Cultural Geography Major Matrix Page 1 of 7
Page 1 of 7 I. Social Studies Core GS 4990 (3) Senior Seminar in Global Studies SSC 1. Demonstrate critical thinking in the social sciences by GEOG 2000 (1/3) Introduction to Regional Geography posing
More informationK- 5 Academic Standards in. Social Studies. June 2013
K- 5 Academic s in Social Studies June 203 Word Tables of s ONLY This Word version of the 2.7.2 social studies standards (DRAFT for Rulemaking 2.7.2) document contains the standards ONLY; no explanatory
More informationUnit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas
6 th Grade Social Studies 1 st Nine Weeks TEKS Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas 6.1) History. The student understands that historical
More information22 cities with at least 10 million people See map for cities with red dots
22 cities with at least 10 million people See map for cities with red dots Seven of these are in LDC s, more in future Fastest growing, high natural increase rates, loss of farming jobs and resulting migration
More information