World Geography Unit Curriculum Document

Transcription

1 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: 5 weeks Essential Questions: Geographic factors play a major role in human behavior The student will know: Cultural patterns throughout North America What is the impact of globalization? How does where you live affect how you live? How does studying demographic data help to better understand a place? The student will be able to: Trace spatial diffusion of American culture throughout the world and describe its effects Standard of living for residents of North America Interpret gross domestic product per capita, life expectancy, literacy, and infant mortality to determine standard of living Effects of globalization Examine connectivity, standard of living, pandemics, and loss of local culture in North America Human-environment interaction in North America Compare ways humans adapt to the environment both culturally and technologically Unit 9: Review (Including North America) Page 1 of 8

2 Geography influences economic activities Classify levels of economic activities (primary, secondary, tertiary, quaternary). Evaluate how changes in climate, infrastructure, and resources affect the location and patterns of economic activities How different points of view influence the development of public policies and decision-making processes Identify different points of view that affect public decision making at the local, state, national, and international levels How the components of culture shape cultural regions and affect the way people live Describe distinctive cultural patterns associated with different places in Texas, the United States and Canada Describe how distinctive cultural patterns influenced the processes of innovation and diffusion Explain how perception of various groups differ Distribution, patterns, and characteristics of different cultures Evaluate the contributions of diverse groups to multicultural societies Cultures change and maintain continuity Evaluate the spread of cultural traits to find examples of cultural convergence and divergence The spatial characteristics of a variety of political units Compare maps of voting patterns or political boundaries Make inferences about the distribution of political power Unit 9: Review (Including North America) Page 2 of 8

3 Student Understanding (student friendly TEKS) 1B I can trace the spatial diffusion of American culture on regions of contact around the world. 5B I can determine the level of development and standard of living in the United States and Canada by interpreting political economic, social and demographic indicators. 7D I can summarize the benefits and challenges of globalization. 8A I can compare human interactions with the physical environment. 11C I can evaluate how climate, resources, and infrastructure affect the location and patterns of economic activities. 13B I can compare maps to make inferences about the distribution of political power. 15A I can give examples of different influences on the development of public policies at different levels of government. 16A I can describe the influences that cultural patterns and landscapes have on innovation and diffusion processes 16C I can explain the ways different groups of people look at themselves and others. 17A I can describe and compare patterns of culture that make regions unique. 17D I can evaluate the experiences and contributions of diverse groups to multicultural societies. 18D I can find examples of cultural convergence and divergence by evaluating the spread of cultural traits. 21A--I can analyze and evaluate primary and secondary sources, aerial photographs, and maps. 21B I can locate places of significance on a map. 21C--I can create and interpret different types of maps. 22A I can design maps, diagrams, tables, and graphs to communicate geographic information. 22B I can create summaries, generalizations, and thesis statements supported by evidence. 22C I can use geographic terminology correctly. 22D--I can use proper English form when writing. 23B I can identify modern issues and answer real-world problems by using case studies and GIS. 23C-- I can use problem-solving and decision-making skills. TEKS Student Expectations and Knowledge and Skills Statement (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: (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: Unit 9: Review (Including North America) Page 3 of 8

4 (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: (D) examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture. (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; (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); (C) assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities. (13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to: (B) compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. (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 (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: (A) describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion; (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; (D) evaluate the experiences and contributions of diverse groups to multicultural societies. (18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: (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. (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: Unit 9: Review (Including North America) Page 4 of 8

5 (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; (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 (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 (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. Targeted College Readiness Standards: I.A,4 II.A,1 III. A,1 IV. A,1 V. A,2 Targeted ELPs: 1F 2F 3J 4G 5D Academic Vocabulary: N/A Language of Instruction: Physical Geography (Location and Influence) Physical processes (deposition, erosion, weathering) Human Geography (Application) Unit 9: Review (Including North America) Page 5 of 8 Terrorism Cultural convergence Cultural divergence

6 Instruction Instructional Resources: Geography Alive! Regions and People, Teachers Curriculum Institute - Mapping Lab Canada and the United States - Introducing the Region p Chapter 3 p Chapter 5 p Chapter 7 p Chapter 8 p Unit 9: Review (Including North America) Page 6 of 8 Urban Heat Island Irrigation Ground Water Political boundaries Human modification Metropolis Megalopolis Urban Suburban Immigration Push-pull factors Urbanization Indigenous groups Drought NAFTA Migration Culture groups Free enterprise Diffusion Economic systems Regions Perceptual Regions Cultural patterns Multicultural Sovereignty Columbian Exchange

7 - Chapter 32 p Mastering the TEKS in, Jarrett, Zimmer, Killoran - - p , 110, , 135, , , , , , , , , , Maps 101: Username and password required Primary Sources: Investigating Geography, Teacher Created Materials - Important Resources, pp Depicting Geographic Problems, pp Regional Systems, pp , McDougal Littell - Chapter 5 p , Chapter 6 p. 135, 136, 137,139, , Chapter 7 p , Chapter 8 p , Chapter 10 p Chapter 29 p US and Canada Resources and Activities (See O drive) Defining Regions of the United States National Geographic Expeditions Products Across Borders-- National Geographic Expeditions NAFTA Teaching American History Project Technology: Exemplar Lessons: Assessment Career Connections/Real Life Application: Suggested ways to make content relevant Research Based Instructional Strategies: Sketch Mapping Unit 9: Review (Including North America) Page 7 of 8 OPTIC Cornell Note-taking SOAPS Vocabulary Strategies Mapshots

8 Student self-assessment & reflection: Acceptable evidence or artifacts: Unit 9: Review (Including North America) Page 8 of 8