Download World Geography - Litchfield School District

Curriculum Outline
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Course & Level: World Geography (Semester)
Department: Social Studies
Campbell High School
Teacher: Dennis Perreault
Character – Courage – Respect – Responsibility
Grade level: 11-12
Description of Course:
This course is designed to offer students greater understanding of physical, political, and social geography. Emphasis is placed on gaining a working knowledge of the
location of countries, major cities, rivers, bodies of water, landforms and other landmarks. Students will be challenged to use geography to classify regions of the world
and draw conclusions about politics, culture and economics. Topics of study include: Latin America, South America, Europe, North Africa, the Middle East, Sub-Sahara
Africa, and Asia. Students are expected to label maps of these regions including their landforms, states, cities, and resources. Students will analyze different types of
maps, such as population distribution, ethnicity and resources. Students will work both independently and with groups, depending on the assignment. This course
meets the State requirement for the study of geography.
School – Wide Expectations:
Academic:
1.
Read, write, and speak effectively
2.
Exhibit critical thinking and problem solving skills
3.
Use resources to obtain information and facilitate learning
Civic/Social:
1.
Exhibit personal responsibility
2.
Contribute to the stewardship of the community
The school-wide expectations are incorporated into all courses at
Campbell High School. Underlined words in the following text
illustrate this alignment between the school-wide expectations and
the course curriculum.
Core Competencies (as aligned with State Standards):
Comprehension: Students will recall and explain facts learned in class and from out of class assignments as well as recollect the sequence factual events.
A.
SS:GE:2: Places and Regions: Students will demonstrate an understanding of the physical and human geographic features that define places and
regions as well as how culture and experience influence people's perceptions of places and regions.
a.
SS:GE:12:2.1: Discuss the changing meaning and significance of place, e.g., London as a Roman outpost in Britain or as the center of a
global empire in the 1800s.
b.
SS:GE:12:2.2: Investigate how relationships between humans and the physical environment lead to the formation of ‘place,” e.g., terracing of
hillsides or oasis agriculture.
c.
SS:GE:12:2.3: Describe the structure of regional systems, e.g., how small cities are linked to larger cities.
d.
SS:GE:12:2.5: Recognize that places and regions serve as symbols for individuals and societies, e.g., Mecca or Salt Lake City.
B.
SS:GE:3: Physical Systems: Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the
characteristics and spatial distribution of ecosystems.
a.
SS:GE:12:3.1: Explain the interaction of Earth's physical systems, e.g., tectonic forces that shape continents and ocean basins.
b.
SS:GE:12:3.2: Demonstrate the spatial variation in physical processes across Earth's surface, e.g., monsoon patterns or desertification.
c.
SS:GE:12:3.3: Illustrate the characteristics of different ecosystems, e.g., the location of temperate rain forests or the factors and processes
involved in the formation of soils.
C.
SS:GE:4: Human Systems: Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic
interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
a.
SS:GE:12:4.1: Identify world population trends in both numbers and patterns, e.g., urban development or the availability of water.
b.
SS:GE:12:4.2: Distinguish how culture traits shape the character of a region, e.g., Buddhism in Southeast Asia or the French language in
Quebec.
c.
SS:GE:12:4.3: Recognize the increasing economic interdependence of the world's countries, e.g., the geographic consequences of an
international debt crisis or the location of oil reserves.
d.
SS:GE:12:4.4: Classify the functions, sizes, and spatial arrangements of urban areas, e.g., how cities differ from towns and villages.
e.
SS:GE:12:4.6: Identify economic activities in more developed or less developed countries and their evolution, e.g., primary, secondary,
tertiary, and quaternary economic activities. (
Analysis: Students will use skills learned to analyze the relationship between cause and effect, how factual circumstances influenced
behavior or decision-making, differing points of view, and competing theories.
A.
SS:GE:1: The World in Spatial Terms: Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies
to acquire, process, report, and analyze geographic information
a.
SS:GE:12:1.3: Analyze spatial interactions and models of spatial organization, e.g., trade flows between countries or location of industry in
areas of low production costs.
B.
SS:GE:2: Places and Regions: Students will demonstrate an understanding of the physical and human geographic features that define places and
regions as well as how culture and experience influence people's perceptions of places and regions.
a.
SS:GE:12:2.4: Utilize regions to analyze geographic issues, e.g., the cotton South v. the industrial North prior to the Civil War or tensions
within the European Union.
C.
SS:GE:4: Human Systems: Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic
interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
a.
SS:GE:12:4.5: Demonstrate how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on
Earth at different scales, e.g., the reunification of Germany or the Hutus and Tutsis in Rwanda.
D.
SS:GE:5: Environment and Society: Students will demonstrate an understanding of the connections and consequences of the interactions between
Earth's physical and human systems.
a.
SS:GE:12:5.1: Appraise the significance of the global impact of human modification of the physical environment, e.g., the dispersal of animal
and plant species worldwide or soil degradation.
b.
SS:GE:12:5.2: Explain how changes in the physical environment can diminish its capacity to support human activity, e.g., the rainforests in
central Africa or the Great Plains Dust Bowl.
c.
SS:GE:12:5.3: Consider how humans perceive and react to natural hazards, e.g., flood plains in New Hampshire or earthquake zones.
d.
SS:GE:12:5.5: Explore how the use and development of natural resources use change over time, e.g., energy sources in Siberia or the
changes in the use of petroleum
Core Competencies (as aligned with State Standards):
Evaluation: Students will demonstrate the ability to identify problems, to articulate credible solutions, to evaluate the
strengths and weaknesses of the solutions, and to make reasoned judgments about the actual historical solution.
A.
SS:GE:3: Physical Systems: Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the
characteristics and spatial distribution of ecosystems.
a.
SS:GE:12:3.5: Recognize the importance of ecosystems in people's understanding of environmental issues, e.g., the long-term effects of acid rain
on water bodies or forest fires and management.
B.
SS:GE:4: Human Systems: Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic
interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
b.
SS:GE:12:4.5: Demonstrate how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces
on Earth at different scales, e.g., the reunification of Germany or the Hutus and Tutsis in Rwanda.
B.
SS:GE:5: Environment and Society : Students will demonstrate an understanding of the connections and consequences of the interactions between
Earth's physical and human systems.
a.
SS:GE:12:5.6: Evaluate the management and use of renewable, non-renewable, flow and potential resources, e.g., over fishing or recycling.
C.
SS:GE:12:5.5: Explore how the use and development of natural resources use change over time, e.g., energy sources in Siberia or the changes in the
use of petroleum.
Mapping: The student will be able to use a map or atlas to locate cities, countries or important world landmarks.
A. SS:GE:1: The World in Spatial Terms: Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies
to acquire, process, report, and analyze geographic information
1. SS:GE:12:1.1: Use graphic tools to depict geographic issues, e.g., ice production in the Philippines or voting patterns in the United States.
2. SS:GE:12:1.2: Demonstrate how mental maps reflect the human perception of places, e.g., people's decisions to migrate or attitudes towards
other cultures.
Suggested Texts and Media (Software, A/V, etc.):
1.
2.
3.
4.
5.
Textbook: World Geography. Richard Boehm. Glencoe, McGraw-Hill, 2000.
American Map Quick and Easy World Atlas.
Teacher created PowerPoint presentations
Various articles from online sources discussing culture, the economy or political issues a particular society faces.
Various documentaries or films which illustrate the peoples of a particular region.
We utilize a variety of instructional resources beyond the identified textbooks and materials throughout the school year to enhance your student’s
educational experience. Parents/Guardians are welcome to review the available resources throughout the school year by contacting their
student’s teacher. Alternative assignments may be available upon request. Please contact the classroom teacher for further details.
Suggested Instructional Strategies:
1.
Lecture: Through the use of PowerPoint presentations, the teacher will guide student learning on the key facts and concepts of the
course.
2.
Mapping: Students are often asked to use the maps in their textbook or in the atlases to fill in maps of a particular region with
emphasis on landforms, cities, states, or resources. Students often work in pairs or small groups for mapping exercises.
3.
Reading/Analysis: Students read at least one magazine or newspaper article for each major region of study. They are responsible for
answering questions or constructing short answer responses to each of the articles.
4.
Group Work: Students may work together, usually in groups of 3-4 on some major projects and assignments. For example, students
may be asked to work together to complete the “Road Trip” project, with each group member being assigned a particular task.
5.
Film: Students may watch various documentaries and other films on various regions of study.
Suggested Assessment Strategies:
1.
Homework: Students may be asked to read sections of the book and may be asked to answer written questions provided on a particular
section. Articles and questions may also be given as homework assignments.
2.
Quizzes/Tests: Teacher created quizzes and tests often include: multiple choice, matching, short answer, and/or an essay. Essay
questions may also be given as take home assignments. Tests are intended to measure and assess student comprehension of
fundamental concepts, the analysis of those concepts and the evaluation of the reasons underlying those concepts.
3.
Group Work: Students are asked to turn in written answers to questions analyzing a graph, chart of map they have worked on as a
group.
4.
Projects: Teacher designed projects require students to apply key concepts, while encouraging individual creativity or group dynamics.
5.
Maps: Students are required to turn in copies of completed physical, political or other maps they have labeled.
6.
Final Examination: This comprehensive exam covers course material. Final exams count for 15% of the semester grade.