Download Advanced World Geography Scope and Sequence

Advanced World Geography Scope and Sequence 2013-2014
World Geography National Standards
NSS-G.K-12.1: The World in Spatial Terms
As a result of activities in grades K-12, all students should



Understand how to use maps and other geographic representations, tools, and
technologies to acquire, process, and report information from a spatial perspective.
Understand how to use mental maps to organize information about people, places, and
environments in a spatial context.
Understand how to analyze the spatial organization of people, places, and environments
on Earth's surface.
NSS-G.k-12.2 Places and Regions
As a result of their activities in grades K-12, all students should



Understand the physical and human characteristics of places.
Understand that people create regions to interpret Earth's complexity.
Understand how culture and experience influence people's perceptions of places and
regions.
NSS-G.K-12.3 Physical Systems
As a result of their activities in grades K-12, all students should


Understand the physical processes that shape the patterns of Earth's surface.
Understand the characteristics and spatial distribution of ecosystems on Earth's surface.
NSS-G.K-12.4 Human Systems
As a result of their activities in grades K-12, all students should





Understand the characteristics, distribution, and migration of human populations on
Earth's surface.
Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
Understand the patterns and networks of economic interdependence on Earth's surface.
Understand the processes, patterns, and functions of human settlement.
Understand how the forces of cooperation and conflict among people influence the division
and control of Earth's surface.
NSS-G.K-12.5 Environment and Society
As a result of activities in grades K-12, all students should



Understand how human actions modify the physical environment.
Understand how physical systems affect human systems.
Understand the changes that occur in the meaning, use, distribution, and importance of
resources.
NSS-G.K-12.6 The Uses of Geography
As a result of activities in grades K-12, all students should


Understand how to apply geography to interpret the past.
Understand how to apply geography to interpret the present and plan for the future.
World Geography State Standards
Geography
Geography includes the study of the five fundamental themes of location, place, regions,
movement and human/environmental interaction. Students need geographic knowledge to
analyze issues and problems to better understand how humans have interacted with their
environment over time, how geography has impacted settlement and population, and how
geographic factors influence climate, culture, the economy and world events. A geographic
perspective also enables students to better understand the past and present and to prepare for
the future.
High School
The Use of Geographic Tools
SS-HS-4.1.1
Students will use a variety of geographic tools (e.g., maps, globes, photographs, models,
satellite images, charts, graphs, databases) to explain and analyze the reasons for the
distribution of physical and human features on Earth's surface.
DOK 3
SS-HS-4.1.2
Students will explain how mental maps, the mental image a person has of an area including
knowledge of features and spatial relationships, become more complex as experience, study and
the media bring new geographic information.
SS-HS-4.1.3
Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to
interpret the reasoning patterns (e.g., available transportation, location of resources and
markets, individual preference, centralization versus dispersion) on which the location and
distribution of Earth's human features is based.
Regions
SS-HS-4.2.1
Students will interpret how places and regions serve as meaningful symbols for individuals and
societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).
SS-HS-4.2.2
Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics
(e.g., interstate highways, urban centers, workforce) of regions create advantages and
disadvantages for human activities in a specific place.
DOK 2
SS-HS-4.2.3
Students will explain how people can develop stereotypes about places and regions (e.g., all
cities are dangerous and dirty; rural areas are poor).
SS-HS-4.2.4
Students will explain how people from different cultures with different perspectives view regions
(e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern
world (1500 A.D. to present) and United States (Reconstruction to present).
Patterns
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and
analyze the causes of that movement and settlement (e.g., push factors such as famines or
military conflicts; pull factors such as climate or economic opportunity) and the impacts in the
modern world (1500 A.D. to present) and United States (Reconstruction to present).
DOK 3
SS-HS-4.3.2
Students will explain how technology (e.g., computers, telecommunications) has facilitated the
movement of goods, services and populations, increased economic interdependence at all levels
and influenced development of centers of economic activity.
DOK 2
Human-Environment Interaction
SS-HS-4.4.1
Students will explain how humans develop strategies (e.g., transportation, communication,
technology) to overcome limits of their physical environment.
SS-HS-4.4.2
Students will explain how human modifications to the physical environment (e.g., deforestation,
mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural
disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global
warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present)
and United States (Reconstruction to present).
DOK 2
SS-HS-4.4.3\
Students will explain how group and individual perspectives impact the use of natural resources
(e.g., mineral extraction, land reclamation).
World Geography Scope & Sequence
(Depth of coverage will be determined by Academic Level)
Unit 1: Intro to Geography: 5 Days (Material on Unit Test)
•
Five Themes of Geography
–
•
•
•
Latitude/Longitude
•
Cardinal/Intermediate Directions
–
Place
–
Movement
–
Human-Environment Interaction
–
Region
Natural/Human Phenomena
–
Plate Tectonics/Earthquake/Tsunami/Volcanoes/Ring of Fire
–
Monsoons/Hurricanes/Typhoons
–
Rotation/Revolution
–
Pollution
Geographic Tools
–
•
Location
Population Pyramids/Population Density/Cartograms/Time Zones/Life
Expectancy/Literacy Rate/Infant Mortality/GNP Per Capita/Fertility
Reading a Map
–
Key/Compass/Scale/Latitude and Longitude/Map Projections
Unit 2: The Arab World: 10 Days (Material on Unit Test)
•
Location
–
•
•
•
•
Countries/Major Cities
Physical Geography
–
Physical Features
–
Climate/Water Shortage
–
Oil
History
–
Israel (1948-today)
–
Iraq (1991-today)
–
Iran (Islamic Revolution)
–
Pakistan/Afghanistan (Taliban/Osama bin Laden/Sept. 11th/US Invasion)
–
North Africa (Sahara Desert/Arab Mindset)
Culture
–
Islam/Judaism/Christianity
–
Women in the Arab World
Current Events
Unit 3: Sub-Saharan Africa: 7 Days (Material on Unit Test)
•
Location
–
•
•
Countries/Major Cities
Physical Geography
–
Ecosystems
–
Physical Features
Current Events/History
–
North Africa (Rwanda/Sudan)
•
–
Southern Africa (South Africa/Zimbabwe)
•
–
Genocide
Apartheid/AIDS/Women in Africa/Famine/Democracy vs. Dictatorship
East Africa (Kenya/Somalia/Ethiopia)
•
–
Malaria/Famine
West Africa (Sierra Leone)
•
Children in Africa
Unit 4: East Asia: 8 days (Material on Unit Test)
•
Location
–
•
Countries/Major Cities
China
–
–
History (1949 to Present
•
Mao Zedong/Communism/Population Control/Females/Problems for Future
•
Present Day Economy/Middle Class
Culture
•
•
Buddhism/Confucianism/Language
Current Events
Unit 5: South Asia: 7 Days (No Unit Test; material on Final Exam)
•
Location
–
•
•
Countries/Major Cities
Physical Geography
–
Physical Features
–
Weather/Climate
India
–
History
•
–
•
British/Gandhi/Independence/India/Pakistan/Bangladesh
Culture
•
Hinduism/Caste System
•
Economy/Village vs. Urban/Industry/Green Revolution/Technology/Middle
Class
Bhutan
–
History
–
Culture
•
Current Events
–
•
Location
–
•
Physical Features
Amazon Rainforest
–
•
Countries/Major Cities
Physical Geography
–
•
Emergency Sub Plan: Latin America
(No Unit Test; only on Final Exam if used.)
Plants/Animals/Indigenous People
Immigration
World Geography Outcomes according to the National Council for Geographic Education
(NCGE):
(http://www.ncge.org/publications/tutorial/standards/)
By the completion of this course, students will be able to:
•
Identify the relationships between people, places, and environments by mapping
information about them into a spatial context
•
Explain how identities and lives of individuals and peoples are rooted in particular places
and the human constructs called regions
•
Describe the physical processes that shape the Earth’s surface and explain how they
interact with plant and animal life to create, sustain, and modify ecosystems
•
Evaluate how human activities help shape the Earth’s surface and how humans compete
for control of the Earth’s surface
•
Understand how the Earth’s physical environment has been modified by human activity,
largely as a consequence of how societies have used the Earth’s natural resources.
•
Demonstrate an understanding of the relationship between people, places, and
environments over time.