Download HS World Geography Essential Guide World Geography – Grades 9

HS World Geography Essential Guide
World Geography – Grades 9-12 (1 credit)
World Geography is an analysis of the economic, social, and geographical positions of countries throughout the world. There is an emphasis on current geographical related events.
The World Geography course offered at Chamberlain Academy, Springfield Academy, and McCrossan Boys Ranch is based on the South Dakota Content Standards. This course is based on
Minnesota Academic Standards at Elmore Academy. The course primarily focuses on the following:

Study the relationships between people, places, and environments by mapping them into spatial context.

Discuss how the identities and lives of individuals and people are rooted in particular places and regions.

Discover how physical processes shape Earth’s surface and interact with plant and animal life to create, sustain and modify ecosystems.

Explain how people are central to geography in that human activities help shape Earth’s surface, how human settlements and structures are part of Earth’s surface, and how humans
compete for control of Earth’s surface.

Discover how the physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’s natural resources, and
human activities are influenced by Earth’s physical features and processes.

Understand how knowledge of geography enables people to develop an understanding of the relationships between people, places, and environments over time-that is, of Earth as it
was, is and might be.
Essential
Questions
How can I use
mapping tools to
locate places?
How have physical
processes shaped
the Earth?
How can I explain
why different
areas on the Earth
have different
climates?
Content
Map Skills and
map tools
Physical
Geography
Forces that shape
the earth’s
landscape
Climate
Essential Vocabulary
South Dakota State
Content Standards
Atmospheric
chemistry -- various
processes of
atmospheric chemical
changes and cycles
such as the
greenhouse effect and
ozone fluctuations
Global climate -- the
overall patterns of
meteorological
conditions of the
earth
9-12.G.1.1.
(Application) Students
are able to use
resources, data
services, and
geographic tools that
generate and interpret
information.
9-12.G.1.1A.
(Evaluation) Students
are able to evaluate
and select resources,
data services, and
geographic tools that
South Dakota Skills:
Expectations of
learning in Student
Speak
I can use geographic
tools to represent
and interpret the
Earth’s physical and
human
characteristics.
I can use maps, gps
units, globes, and
other geographic
tools to acquire,
process, and report
information.
When given verbal or
written geographical
cues, I can use a
mental map to solve a
Minnesota Academic
Benchmarks
Minnesota Academic
Standards
G.B.1.1. Students will
demonstrate the
ability to obtain
geographic
information from a
variety of print and
electronic sources.
G.B.1.2. Students will
make inferences and
draw conclusions
about the character
of places based on a
comparison of maps,
aerial photos, and
other images.
G.B.1.3. Students will
G.B.1. Essential Skills
The student will use
maps, globes,
geographic information
systems, and other
databases to answer
geographic questions at
a variety of scales from
local to global.
Assessments
* Rubrics
* Achievement
Series formative
assessments
* Student selfassessment –
written reflection
*Teacher-made
assessments
formative and
G.D.1. Interconnections. summative
The student will
assessments
describe how humans
* Textbook
influence the
formative and
environment and in turn summative
are influenced by it.
assessments
generate and interpret
information.
9-12.G.1.2.
(Application) Students
are able to interpret
geographic
representations when
given information
about places and
events.
9-12.G.2.2.
(Comprehension)
Students are able to
explain how humans
interact with their
environment.
9-12.E.1.2.
Application Students
are able to describe
how atmospheric
chemistry may affect
global climate.
problem.
I can select and
interpret map
projections and other
representations to
analyze geographic
problems.
I can explain the
impact of physical
geography on human
interaction.
I can tell how place
characteristics have
affected locations.
I can tell in words or
numbers (describe)
how various
processes of
atmospheric chemical
changes and cycles
such as the
greenhouse effect
and ozone
fluctuations
(atmospheric
chemistry) may affect
the overall patterns
of meteorological
conditions of the
earth (global climate).
demonstrate the
ability to use
geographic
information from a
variety of sources to
determine feasible
locations for
economic activities
and examine voting
behavior.
G.D.1.1. Students will
provide a range of
examples illustrating
how types of
government systems
and technology
impact the ability to
change the
environment or adapt
to it.
G.D.1.2. Students will
analyze the
advantages and
drawbacks of several
common proposals to
change the human
use of environmental
resources.
G.D.1.3. Students will
understand and
analyze examples of
the impacts of natural
hazards on human
activities and land
ES.9.3.2.2. Global
climate is determined
by distribution of
energy from the sun at
the Earth's surface.
ES.9.3.4.1. People
consider potential
benefits, costs and risks
to make decisions on
how they interact with
natural systems.
* Performance –
pre and post test
* South Dakota
State Test of
Educational
Progress (Dakota
STEP)/Minnesota
Comprehensive
Assessments
(MCAs)
use.
ES 9.3.2.2.1 Explain
how Earth's rotation,
ocean currents,
configuration of
mountain ranges, and
composition of the
atmosphere influence
the absorption and
distribution of
energy, which
contributes to global
climatic patterns.
ES 9.3.2.2.2.Explain
how evidence from
the geologic record,
including ice core
samples, indicates
that climate changes
have occurred at
varying rates over
geologic time and
continue to occur
today.
ES.9.3.4.1.1 Analyze
the benefits, costs,
risks and tradeoffs
associated with
natural hazards,
including the
selection of land use
and engineering
mitigation.
For example:
Determining land use
in floodplains and
areas prone to
landslides.
ES.9.3.4.1.2 Explain
how human activity
and natural processes
are altering the
hydrosphere,
biosphere,
lithosphere and
atmosphere,
including pollution,
topography and
climate.
How can physical
features affect the
political and
economic climate
or development of
a place/region?
9-12.G.2.1.(Analysis)
Students are able to
identify and explain the
impact of the natural
environment on human
settlement patterns.
How does climate
affect the
vegetation and
population
patterns of a
place/region?
9-12.G.2.2.
(Comprehension)
Students are able to
explain how humans
interact with their
environment.
I can identify:
- the characteristics,
location, distribution,
and migration of
human populations.
Examples: reasons for
variation in
population
distribution, reasons
for human migration
and its effects on
places
Examples: trends and
For example: Active
volcanoes and the
burning of fossil fuels
contribute to the
greenhouse effect.
G.C.1.1. Students will
describe the pattern
of human population
density in the United
States and major
regions of the world.
G.C.1.2. Students will
provide examples
that illustrate the
impact changing birth
and death rates have
on the growth of the
human population in
the major regions of
G.C.1. Spatial
Organization. The
student will understand
the regional distribution
of the human
population at local to
global scales and its
patterns of change.
G.C.2. Spatial
Organization. The
student will describe
and provide examples
of the primary factors
* Rubrics
* Achievement
Series formative
assessments
* Student selfassessment –
written reflection
*Teacher-made
assessments
formative and
summative
assessments
* Textbook
formative and
In what ways
might migration
patterns affect a
region’s density
and distribution?
How can I
compare and
contrast the
cultures of places
or regions?
How has trade
altered a region
historically and in
modern times?
What problems
does a region face
as it moves
towards
industrialization?
9-12.G.2.3.(Analysis)
Students are able to
explain how human
migration impacts local
and global politics,
environment,
economies, societies,
and regions.
9-12.G.2.4.
(Knowledge) Students
are able to identify the
main characteristics of
cultural geography.
effects of world
population and
patterns
the world.
G.C.1.3. Students will
use population
pyramids and birth
Examples: causes and and death rates to
effects of
compare and contrast
urbanization
the characteristics of
- how human actions regional populations
at various scales.
depend upon, adapt
G.C.1.4. Students will
to, and modify the
physical environment. use the concepts of
push and pull factors
- ways in which
to explain the general
technology has
patterns of human
expanded human
movement in the
capacity to modify
modern era, including
the physical
international
environment.
migration, migration
I can explain:
within the United
- the impact of
States and major
physical geography
migrations in other
on human
parts of the world.
interaction.
- how place
characteristics have
G.C.2.1. Students will
affected locations.
use regions to analyze
Examples: land usage the locational
(New Orleans being
patterns of culture
below sea level);
groups at various
staple diets
scales.
(Japanese-fish, Irishpotatoes); man-made G.C.2.2. Students will
accommodations
use concepts and
(Great Wall of China, models of the process
Netherlands polders,
of diffusion to
canals)
interpret the spread
- identify viewpoints
behind the regional
pattern of culture
groups in the United
States and the world.
summative
assessments
* Performance –
pre and post test
* South Dakota
G.C.3. Spatial
State Test of
Organization. The
Educational
student will explain how Progress (Dakota
the regionalization of
STEP)/Minnesota
space into political units Comprehensive
affects human behavior. Assessments
(MCAs)
that influence the
management of
Earth’s resources
Example:
Greenpeace, OPEC,
Sierra Club versus
Lumber industry,
PETA
- the differing
characteristics in
developing and
developed countries
- how cooperation
and conflict among
people influence the
division and control
of the Earth’s
resources
Examples: nations of
Western Europe
joined together in the
European Union;
cartels
of culture traits.
G.C.2.3. Students will
describe the regional
distribution of the
major culture groups
of the United States
(as defined by the
U.S. census) and
recent patterns of
change.
G.C.2.4. Students will
cite a variety of
examples that
illustrate how
landscapes reflect the
cultural
characteristics of
their inhabitants.
G.C.3.1. Students will
understand the
concept of
nationalism and of
- how the geographic sovereign political
factors that affect
states and how
economic
sovereignty is
interdependence.
impacted by
Examples:
international
transportation routes, agreements.
movement patterns,
market areas
G.C.3.2. Students will
provide examples of
the impact of political
boundaries on human
behavior and
economic activities.
G.C.3.3. Students will
understand the
patterns of
colonialism and how
its legacy affects
emergence of
independent states in
Africa, Asia, and Latin
America as well as the
tensions that arise
when boundaries of
political units do not
correspond to
nationalities of
people living within
them.
G.C.3.4. Students will
evaluate a map of
proposed voting
districts according to
the criteria of clarity,
size, and
compactness that
districts are supposed
to meet.
How can physical
features affect the
political and
economic climate
or development of
9-12.G.2.1. (Analysis)
The characteristics,
Students are able to
location, distribution,
identify and explain the and migration of
impact of the natural
human populations
environment on human
G.C.4.1. Students will
describe the
contemporary
patterns of large
G.C.4. Spatial
Organization. The
student will analyze the
patterns of location,
functions, structure,
a place/region?
How has trade
altered a region
historically and in
modern times?
What problems
does a region face
as it moves
towards
industrialization?
settlement patterns.
Examples: reasons for
variation in
9-12.W.1.1. (Analysis) population
Students are able to
distribution, reasons
explain the causefor human migration
effect relationships and and its effects on
legacy that distinguish places
significant historical
periods from the
Examples: trends and
Renaissance to the
effects of world
present.
population and
patterns
9-12.US.1.1.(Analysis)
Students are able to
Examples: causes and
explain the causeeffects of
effect relationships and urbanization
legacy that distinguish
Describe the
significant historical
development of the
periods from
Industrial Revolution
Reconstruction to the
and its impact on
present.
economics, social
structure,
urbanization, and
politics of the global
society.
Identify and explain
the transition of the
U.S. from an agrarian
society to an
industrial nation.
Examples:
urbanization/industri
alization/immigration
cities.
and characteristics of
local to global
G.C.4.2. Students will settlement patterns and
describe the
the processes that
processes that have
affect the location of
produced this pattern cities.
of cities.
G.C.5. Spatial
G.C.4.3. Students will Organization. The
describe how changes student will use regions
in transportation and and the interaction
among them to analyze
communication
technologies affected the present patterns of
economic activity in the
the urbanization of
United States and
the United States.
around the world at
G.C.4.4. Students will various scales.
describe how changes
in transportation
technology,
government policies,
lifestyles, and cycles
in economic activity
impact the
suburbanization of
the United States.
G.C.4.5. Students will
explain the internal
spatial structure of
cities in the United
States.
G.C.4.6. Students will
provide examples of
how the internal
structure of cities
varies around the
world.
G.C.5.1. Students will
describe and provide
examples of the
primary factors
behind the regional
pattern of economic
activity in the United
States.
G.C.5.2. Students will
describe and provide
examples of the
primary factors
behind the regional
pattern of economic
activity in the primary
industrial regions of
the world.
G.C.5.3. Students will
describe how the
technological and
managerial changes
associated with the
third agricultural
revolution have
impacted the regional
patterns of crop and
livestock production.
G.C.5.4. Students will
understand how the
transportation and
communication
systems have
impacted the
development of
regions.
G.C.5.5. Students will
describe patterns of
consumption and
production of the
agricultural
commodities that are
traded among
nations.
G.C.5.6. Students will
describe patterns of
consumption and
production of fossil
fuels that are traded
among nations.
G.C.5.7. Students will
describe how
geographic models
can help to explain
the location of
commercial activities
and land use patterns
in the United States
and the world.
G.C.5.8. Students will
explain the variations
in economic activity
and land use within
the state of
Minnesota analyze
issues related to land
use and reach
conclusions about the
potential for change
in various regions.
G.C.5.9. Students will
describe changes in
common statistical
measures of
population or
economy that occur
as countries develop
economically.
G.C.5.10. Students
will cite a variety of
examples of how
economic or political
changes in other
parts of the world can
affect their lifestyle.