Download High School Geography

Rangely RE‐4 Curriculum Development Geography Unit Title Thinking Like a Geographer
Focusing Lens(es) Spatial Understanding
CCSS Reading Standards for Literacy in History/ Social Studies 9‐12 Length of Unit 3‐5 weeks
Standards and Grade Level SS09‐GR.HS‐S.2‐GLE.1 Expectations Addressed in SS09‐GR.HS‐S.2‐GLE.2 this Unit Grades 11‐12
CCSS.RH.11‐12.4 CCSS.RH.11‐12.6 CCSS.RH.11‐12.9 Grades 9‐10 CCSS.RH.9‐10.4 CCSS.RH.9‐10.6 CCSS.RH.9‐10.9 CCSS Writing Standards for Literacy in History/ Social Studies 9‐12 SS09‐GR.HS‐S.3‐GLE.1
SS09‐GR.HS‐S.4‐GLE.3 Grades 9‐10
CCSS.WHST.9‐10.2 CCSS.WHST.9‐10.4 CCSS.WHST.9‐10.7 CCSS.WHST.9‐10.8 Grades 11‐12
CCSS.WHST.11‐12.2 CCSS.WHST.11‐12.4 CCSS.WHST.11‐12.7 CCSS.WHST.11‐12.8 Inquiry Questions (Engaging‐ Debatable): 
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Unit Strands Geography, Economics, Civics
Foundational Geographic Concepts Hypothesis, physical/human/natural resources, social/political/national boundaries, cultural spaces, human interactions, absolute and relative location, maps, visual/geographic representations, resource distribution, sustainability Concepts Visual/geographic representations (maps, mental maps, graphs, tables, charts, thematic maps), spatial thinking, civic participation, quality of life, geographic data, geospatial tools/technology(ies), region, place, boundary(ies), allocation, national identity, physical/human systems, culture, ethical implications, population density, public policy, community, identity, location, migration How does spatial understanding improve the quality of one’s life? (SS09‐GR.HS‐S.2‐GLE.2‐EO.a; N.1) How has the geospatial revolution changed our understanding of the world? Can visual representations be misleading? (SS09‐GR.HS‐S.2‐GLE.1‐EO.a,b) Generalizations Guiding Questions My students will Understand that… Factual Conceptual Maps, charts, and tables, can visually denote physical and human resources (globally and locally) to facilitate understanding of past and current resource distribution and planning for future usage and sustainability (SS09‐
GR.HS‐S.2‐GLE.2‐EO.a,c) How have maps illustrated the increase in population density and the interdependence of human and natural resources? How can geographic tools help shape political policy for the fair and equitable allocation of global resources? (SS09‐GR.HS‐S.3‐GLE.1‐EO.a) Geographic representations (across time) of the locations of social, political, and cultural spaces/boundaries can illustrate national and international cooperation/conflict and the results of shifting priorities, values, and beliefs (SS09‐GR.HS‐S.2‐GLE.1‐EO.b,d) How have maps documented changing political/national boundaries (e.g. the breakup of the Soviet Union)? How do maps document political, cultural and/or social priorities? How have cartographers’ views of the world changed over time? January 2015 Page 2 of 22 Rangely RE‐4 Curriculum Development Geography Geographic representations and geospatial technologies inform the investigation and analysis of geographic questions and spatial understanding of place, location, and region (SS09‐GR.HS‐S.2‐GLE.1‐EO.a) What types of maps and geographic technologies are used by geographers to analyze and interpret the places, locations, and regions of the world? (SS09‐
GR.HS‐S.2‐GLE.1‐EO.b) What type s of maps and geographic technologies are used by geographers to analyze and interpret social, political, and cultural factors How does analyzing geographic data create, develop, and change our perception/perspective of the places, locations, and regions of the world? Geographic data (demographics) and information on topics such quality of life, civic participation, and resource usage can inform policy decisions and individual actions (SS09‐GR.HS‐S.2‐GLE.1‐EO.a) and (SS09‐GR.HS‐S.4‐GLE.3‐
EO.a) What geographic data and information might a city use to plan a community? How could demographic data be used unethically?
What geographic data should be used to support quality of life decisions? Changing perceptions reshape mental maps of people, places, regions, and environment (SS09‐GR.HS‐S.2‐GLE.1‐
EO.a,b) How has the war in Afghanistan changed our perception of the people and culture of the Middle East (Southwest Asia)? How do regions form and change? What events shape our mental maps of people, places, and regions? What are the ethical implications of people mapping and mapping people? Spatial thinkers realize that community identity is formed and changed through the interaction of physical and human systems (SS09‐GR.HS‐S.2‐GLE.2‐EO.e) How did the formation of the European Union change national identity in Europe? How might we better observe, analyze, and visualize a changing world? January 2015 Page 3 of 22 Rangely RE‐4 Curriculum Development Geography Critical Content: Key Skills: My students will Know… My students will be able to (Do)… 
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Geographic tools are used to place world events and study human activities over time (SS09‐GR.HS‐S.2‐GLE.1‐RA.1) Ṟ Geographic tools, such as satellite imagery, GIS, GPS, are used to place world events and study human activities over time and provide deeper understanding of the world. For example, satellite imagery is used to track the disappearance of the Aral Sea, find the location of lost cities and measure the melting of ice caps. Geospatial technologies (e.g. GIS, GPS, etc.) are used to gather, graph, analyze, and communicate geographic data and information to inform decisions (SS09‐GR.HS‐S.2‐GLE.1‐RA.3,4) Ṟ Technology is used to gather and graph geographic information to inform decisions. For example, weather and climate patterns affect the farming industry, and population and migration patterns affect city planners and Realtors. Ṟ Technology is used to collect and communicate geographic data such as the distribution of resources and its influence on population density. Spatial thinking supports the study of geographic questions (SS09‐GR.HS‐S.2‐GLE.1‐N.1,2) N Spatial thinkers gather, display, and analyze geographic information using geographic tools. N Spatial thinkers use absolute and relative location, mental maps, and spatial orientation in studying geographic questions. 
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Gather data make inferences and draw conclusions (SS09‐GR.HS‐S.2‐GLE.1‐RA.4) Ṟ Technology is used to collect and communicate geographic data such as the distribution of resources and its influence on population density. Create and interpret graphs, tables, charts, and thematic maps (SS09‐GR.HS‐S.2‐GLE.1‐EO.b) (DOK 1‐
3) CMAS Locate physical and human features and evaluate their implications for society (SS09‐GR.HS‐S.2‐
GLE.1‐EO.d) (DOK 1‐3) CMAS Use technology to solve geographic problems (SS09‐GR.HS‐S.2‐GLE.1‐N.2) N Spatial thinkers use absolute and relative location, mental maps, and spatial orientation in studying geographic questions. Use multiple geographic representations to create and answer geographic questions (SS09‐GR.HS‐
S.2‐GLE.1‐EO.d; N.1,2) o Locate physical and human features and evaluate their implications for society (DOK 1‐3) CMAS N Spatial thinkers gather, display, and analyze geographic information using geographic tools. N Spatial thinkers use absolute and relative location, mental maps, and spatial orientation in studying geographic questions. Research and interpret multiple viewpoints on issues that shaped the current policies and programs for resources use (SS09‐GR.HS‐S.2‐GLE.2‐EO.d) (DOK 1‐4) CMAS Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. (CCSS RH 9‐10 4) Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS RH 11 4) Provide a comparison of the points of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. (CCSS RH 9‐10 6) PARCC January 2015 Page 4 of 22 
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Rangely RE‐4 Curriculum Development Geography The advantages of using multiple geographic representations to  Provide an evaluation of the authors' differing points of view on the same historical event or issue answer geographic questions (e.g. maps, globes, graphs, by assessing the authors' claims, reasoning, or evidence. (CCSS RH 11 6) PARCC diagrams, etc.) (SS09‐GR.HS‐S.2‐GLE.1‐EO.c)  Provide a comparison and contrast of treatments of several primary and secondary sources on the o Analyze and present information using a variety of same topic. (CCSS RH 9‐10 9) PARCC geographic tools and geographic findings in graphs, tables,  Provide an integration of information from diverse sources, both primary and secondary, into a charts, and thematic maps (DOK 1‐3) CMAS coherent understanding of an idea or event, noting discrepancies among sources. (CCSS RH 11 9) The appropriate and ethical uses of geospatial data (e.g. the use PARCC of a tracking device on cell phones)  Write informative/explanatory texts to examine and convey complex ideas, concepts and Human and physical characteristics of place, location, and region information clearly and accurately through the effective selection, organization and analysis of content. (CCSS W 9‐10 2 a‐f) PARCC Changes to places, locations, and regions are a result of political  Introduce a topic; organize complex ideas, concepts and information to make important conflict, human migration, climate changes, and/or new connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) knowledge and ideas and multimedia when useful to aiding comprehension.  Develop the topic with well‐chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.  Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.  Use precise language and domain‐specific vocabulary to manage the complexity of the topic.  Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.  Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS W 11 2 a‐f) PARCC  Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.  Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.  Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.  Use precise language, domain‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. January 2015 Page 5 of 22 Rangely RE‐4 Curriculum Development Geography  Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.  Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).  Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. (CCSS RH 9‐10 4)  Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS RH 11 4)  Conduct short as well as more sustained research projects to answer a question (including a self‐
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS W 9‐11 7) PARCC  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CCSS W 9‐11 8) PARCC Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Geographic technologies are used to gather data which is then interpreted and used to solve problems in physical and human systems. Culture, region, place, sustainability, allocation, physical/human systems, resources, community, location, migration
Technical Vocabulary: Visual/geographic representations (maps, mental maps, graphs, tables, charts, thematic maps), spatial thinking/understanding, civic participation, quality of life, geographic data, geospatial tools/technology(ies), national identity, ethical implications, social/political/cultural boundaries, population density, public policy, human/physical characteristics January 2015 Page 6 of 22