Unit 1 - Population and Migration

Transcription

1 Standards (The Big Idea) Targets (Things You Must Understand) Unit 1 - Population and Migration Chapter 2, Key Issue #1: S1 - Understand where and how global population is distributed S2 - Learn the terms density, distribution, concentration, dispersed, and pattern. Be able to use those terms while discussing global population trends. T1 - Know the major global population clusters by geographic region. T1 - Be able to apply arithmetic, physiological, and agricultural density to varying regions of the planet and discuss their impact on regional development. T2 - Pages contain those terms. Observe a few population trends from the maps in the text you ve read and apply those mentioned terms to your observations. Chapter 2, Key Issue #2: S1 - Understand where and how global population is distributed S2 - Know the structure of a population pyramid and the implications the shifting structure has on demographic patterns T1 - Using demographic terms (CBR, CDR, NIR for example) explain how those terms are applied to the different regions of the world. T2 - Understand what the different shapes of the population pyramid mean and how those varying shapes impact different regions around the globe socially and economically.

2 Chapter 2, Key Issue #3: S1 - Know the structure of the Demographic Transition Model S2 - Learn Malthus theory on overpopulation S3 - Realize the governmental role on population development T1 - Be able to explain what happens to the CBR and CDR in each stage of the DTM (Demographic Transition Model). If you can draw it, you know it! T1 - Understand what the different shapes of the population pyramid mean and how those varying shapes impact different regions around the globe. T2 - Understand the basic ideas behind his theory and what occurred that proved his concerns false. T3 - Be able to provide multiple real world examples as to how governments have regulated population growth and reduction. Chapter 2, Key Issue #4: S1 - Know the purpose and the stages of the epidemiologic transition S2 - Be able to discuss population patterns as it pertains to global health terms (IMR, life expectancy) T1 - Understand what occurs in any given country to advance through the stages of the epidemiologic transition. T2 - Using global maps, be able to locate regions of poor health. Further, made educated guesses as to why the said regions are struggling with health. Chapter 3, Key Issue #1: S1 - Understand the various patterns of migration T1 - Be able to explain the meaning of the international and internal migration with both of their sub categories. T1 - Be able to explain the reasons for international and internal migration with case studies. T1 - Recognize patterns of movement in developed vs. underdeveloped countries.

3 Chapter 3, Key Issue #2: S1 - Learn specific case studies regarding internal migration T1 - Using examples in the United States, Soviet Union, China, and Brazil, discuss reasons for internal/interregional population movement. T1 - Using regional examples, provide internal/intraregional examples using the terms urbanization and counterurbanization. Chapter 3, Key Issue #3: S1 - Understand why people migrate internationally as well as internally T1 - Soak in the meaning of push and pull factors and be able to provide specific real-world examples of each. T1 - What is the difference between an asylum seeker and a refugee? Why do you think the media often goof these terms up? T2 - Using pages Become familiar with the term diffusion and its sub-components hierarchical, relocation, and stimulus. Be able to discuss these terms in relationship to migration. Chapter 3, Key Issue #4: S1 - Comprehend the various types of obstacles to migration and the terms associated T1 - Be able to discuss political, environmental, and cultural barriers of migration with specific case studies to support your answer.

4 Unit 2 - Folk/Pop Culture and Language Chapter 4, Key Issue #1: S1 - Perceive how folk and pop culture originate and diffuse S2 - Understand the term, Globalization and how it applies to culture T1 - Explain the patterns of cultural origination and diffusion in regards to music. T1 - Explain the patterns of cultural origination and diffusion in regards to sports. T1 - Learn the term, cultural landscape and be able to discuss how this is shaped in context of this chapter. S2 - Accurately provide examples as to how culture fits into the idea of globalization with concrete examples. Chapter 4, Key Issue #2: S1 - Perceive how folk and pop clothing and music originate and diffuse T1 - Explain the patterns of cultural origination and diffusion in regards to clothing. T1 - Explain the patterns of cultural origination and diffusion in regards to music. Chapter 4, Key Issue #3: S1 - Understand the multiple reasons as to why access to folk and pop culture is unequal T1 - Comprehend the influence of the internet and social media in diffusing culture. As always, provide examples. T1 - Discuss why some governments are attempting to regulate the movement of TV, internet, and social media into their countries.

5 Chapter 4, Key Issue #4: S1 - Elaborate on the various reasons folk and pop culture are facing challenges diffusing. S2 - Learn the three types of geographic regions and apply them to the globe T1 - Using the case studies of the Amish and the dowry in India, discuss the clash of folk and pop cultural values. T1 - Understand the connection between the diffusion of culture and the various forms of pollution. T2 - Learn the terms formal/uniform, functional/nodal, and vernacular/perceptual regions. T2 - Apply the above regional terms to real world locations. Chapter 5, Key Issue #1: S1 - Be aware of the classification and location of language families T1 - Understand and be able to tell the differences between language families, branches, and groups. T1 - Know particularly the structure of the Indo-European language family. T1 - Be able to match language families with regions on the world map. Chapter 5, Key Issue #2: S1 - Know the geographic distribution of the Indo-European branch S2 - Understand how English was formed S3 - Understand the two theories behind the diffusion of language in Europe T1 - Build your understanding of regional locations of the branches found in the Indo-European language family. T2 - Comprehend the role of invasions as to how the language of English was created. T3 - Using Colin Renfrew and Marija Gimbutas, explain how language spread across Eurasia.

6 Chapter 5, Key Issue #3: S1 - Realize how language shifts and changes within countries and regions T1 - Understand the word, dialect and the components that make it up. T1 - Be able to provide real-world examples of dialect in the U.S. and the U.K. Chapter 5, Key Issue #4: S1 - Know the reasoning behind the how languages are preserved S2 - Learn why some languages are in danger T1 - Using specific examples in Belgium, Switzerland, and Nigeria, discuss how the different languages and dialects compete in those locations? T2 - What are some examples of isolated, extinct, and revived languages? T2 - Be able to diagnose why language become isolated and endangered.

7 Unit 3 - Religion and Ethnicity Chapter 6, Key Issue #1: S1 - Be comfortable with the geographic distribution of global religions S2 - Know the terminology associated with how religions are organized T1 - Know the difference between universalizing and ethnic religions. T1 - Be able to generally locate where global religions are on the map. T2 - Understand the terms atheism, agnosticism, branch, denomination, sect, monotheism, polytheism and be able to fit them into religions around the globe. Chapter 6, Key Issue #2: S1 - Become aware of how major universalizing and ethnic religions originated as well as diffused regionally/globally T1 - Place major importance on learning the standard as it relates to Christianity and Islam. Secondary importance on learning the remaining religions. Chapter 6, Key Issue #3: S1 - Understand the sacred space of T1 - Beginning with the major religions

8 each major faith and how it s utilized Christianity, Islam, Hinduism, understand how space is used for religious purposes. Chapter 6, Key Issue #4: S1 - Gain and understanding of the various cultural clashes centering on religion T1 - Understand how religion has conflicted with communism and Western values. T1 - Understand intrafaith (same religion) conflicts and their origins. T1 - Be able to assess and evaluate the conflict between Israel and Palestine. Chapter 7, Key Issue #1: S1 - Be able to differentiate between race and ethnicity S2 - Recognize the phenomenon of ethnic clustering T1 - Know the components that make up race as well as ethnicity. Be able to apply your understanding to specific real-world examples. T2 - Be able to explain how regional clustering works based on race/ethnicity paying close attention to clustering in the urban landscape. Chapter 7, Key Issue #2: S1 - Perceive how and why ethnicities have diffused throughout history T1 - Know the term slave triangle and how this shaped the diffusion of ethnicity. T1 - Know the major governmental policies in U.S. history and how those policies shaped the diffusion of race/ethnicity. White flight and blockbusting are a major part of this understanding. T1 - Know the story of the Apartheid in South Africa and how governmental

9 policy can create a forced movement of ethnic groups. Chapter 7, Key Issue #3: S1 - Be able to explain how race/ethnicity can be a major source of regional/global conflict T1 - Learn the terms nationality, nationalism centripetal forces, centrifugal forces and how they fit into race/ethnic conflict around the globe. T1 - Understand the root of the ethnic conflicts that have arisen in SW Asia and India. T1 - Be able to explain how colonization from powerful countries have contributed to ethnic conflict using specific case studies. Chapter 7, Key Issue #4: S1 - Dig into the reasons why large-scale ethnic conflict erupts from time to time T1 - Understand the terms genocide and ethnic cleansing. T1 - Grasp the term balkanization and be able to explain why the former Yugoslavia blew up into ethnic conflict.

10 T1 - Understand the reasons why Africa has been plagued with genocide and ethnic cleansing. Be able to provide at least two case studies illustrating ethnic conflict. Unit 4 - Political Geography Chapter 8, Key Issue #1: S1 - Learn the terminology associated with preliminary political geography S2 - Observe and understand why there are disputed states or territories across the globe T1 - Understand the terms state, sovereignty, microstate, city-state, nation-state, self-determination and with case studies (examples). T2 - Understand the argument between China/Taiwan, The Koreas, and the polar regions paying attention to the arguments on each side. Chapter 8, Key Issue #2: S1 - Understand the conflictual history with nation-states S2 - Understand the term colonialism and forecast human geography struggles that may arise from colonialism T1 - Be able to explain the general problems caused between forming nation states as well as breaking them apart in both Europe as well as the Caucasus region. T2 - In regards to the British empire, create a few questions that may lead you to greater understand about how the British have influenced the world over the course of history.

11 Chapter 8, Key Issue #3: S1 - Identify and apply to the map the different types of political boundaries S2 - Identify the numerous state shapes and discuss the impact of each shape on the development of the state S3 - Understand the terms unitary and federal as they apply to government political systems T1 - Know and apply (real-world examples) physical boundaries as well as cultural boundaries. T1 - Predict how these above boundaries may cause difficulty between states. T2 - Identify on the map the state shapes compact, elongated, prorupted, perforated, and fragmented. T2 - Be able to explain the advantages and disadvantages of each shape on the development of a country. S3 - Discuss the positives and negative aspects of a federal or unitary system on its population. Real world examples of both of these systems is a must. Chapter 8, Key Issue #4: S1 - Gain and understanding of state-sponsored terrorism T1 - Learn why certain countries struggle with terrorism. Pay close attention to SW Asia.

12 Unit 5 - Agricultural Geography Chapter 10, Key Issue #1: S1 - T1 - Chapter 10, Key Issue #2: S1 - T1 - Chapter 10, Key Issue #3: S1 - T1 - Chapter 10, Key Issue #4: S1 - T1 - Unit 6 - Economic and Industrial Development Chapter 9, Key Issue #1: S1 - Learn the terminology associated with preliminary economic development S2 - Be able to explain the components of the Human Development Index and connect to various regions about the globe. T1 - Understand the terms associated with the acronym HDI, IHDI, GNI, GDP. Also learn the terms primary, secondary, and tertiary sectors. T2 - Understand how each part of the HDI play out on the maps in the reading. Be able to drawn conclusions about those regions based on where they fit into the HDI.

13 Chapter 9, Key Issue #2: S1 - Understand the parts of the Gender Inequality Index and recognize global trends associated with it. T1 - Using the maps in the text, recognize areas on the planet that range positive and negative regarding the GII. T1- Begin to question why different regions struggle with or experience positive GII. Chapter 9, Key Issue #3: S1 - Identify the regions rich in energy resources and how they relate to economic development S2 - Know the organization O.P.E.C. and the impact it has on global energy S3 - Understand why the movement towards alternative energy is occurring T1 - Be comfortable with knowing the top producers of coal, oil, and natural gas and how those impact the development of the country and region. S2 - Form an opinion as to why O.P.E.C. was created and how much influence it will have in the future. S3 - Form opinions on the pros and cons of the various alternative energy sources and which countries are likely going to dominate the market.

14 Chapter 9, Key Issue #4: S1 - Learn Rostow s Model and contrast it with the self-sufficiency approach S2 - Understand what developing countries are doing to foster growth in developing regions S3 - Learn Wallerstein s Core/Periphery model T1 - Know what Rostow discusses what must occur to move countries through each state of his model. T1 - Explain the historical change that all but forced countries to the international trade model. T2 - Know the challenges facing developing countries and what organizations like IMF and World Bank are doing to help create global economic growth. T2 - Be able to explain the fair trade movement and the benefits given to developing countries. Predict ways in which fair trade could be abused. T3 - Be able to correctly place countries and regions in the periphery, semi-periphery, and periphery regions as it relates to Wallerstein. Chapter 11, Key Issue #1: S1 - Be able to explain the impact the British revolution had on industry S2 - Memorize the major industrial producers T1 - Explain the shift in manufacturing towards cottage industry. What are the reasons for this change? S2 - Learn the industrial goods produced by European, North American, and Asian industrial areas. Secondly, why are these regions the leaders in industry? Chapter 11, Key Issue #2: S1 - Learn the terms site and situation as T1 - In chapter 1, Key Issue #2 site and

15 they apply to industrial location S2 - Identify bulk-gaining and bulk-reducing industries and apply site/situation to determine industrial location S3 - Observe and explain the shift in production of steel and automobiles situation are introduced. Be able to explain how proximity to markets and inputs affect industrial location. S2 - Provide your own examples of bulk-gaining/bulk-reducing industries. S3 - Where has steel and automobile production shifted to in recent times? Explain why this is occurring and predict the impact this has on economic development. Chapter 11, Key Issue #3: S1 - Understand the impacts of pollution on the cultural landscape T1 - Be able to discuss examples of global, regional, and local examples of pollution and the impacts on population. Use keywords point source and non-point source pollution as well as acid precipitation and deposition. Chapter 11, Key Issue #4: S1 - Understand the reason situation and site factors are changing globally. Use terminology to help explain this change T1 - Know the terms right-to-work-laws, international division of labor, outsourcing, maquiladora, NAFTA, BRIC,

16 fordist and post-fordist production, just in time delivery. Be able to discuss the changes in industry using each of these terms.