Lesson Plans 2011-2012World Geography

Coach Manes

4th week

LP Date 9/23-26/2011Student Expectation(s): 9A - identify physical and/or human factors such as climate, vegetation,language, trade networks, political units, river systems, and religion that constitute a region.Goal(s): then Key features of maps (title, legend, compass rose, & scale) Bellwork: Vocab: solstice, equinox, convection, El Nino, greenhouse effect, permafrost, ecosystem, deciduous, coniferous, steppeStrategy: Review seasons, climate regions, and biomes/ Planet Earth (From Pole to Pole) w/ worksheet.HW:

LP Date 9/27-28/2011Student Expectation(s): 20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and21A - analyze and evaluate the context, bias, validity, and utility of a variety of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and mapsGoal(s): Identify useful components of maps and how to use them. Bellwork: map legends (title, legend, compass rose & scale) – GROUPS / Map Questions and brainstorming.Strategy: Notes: types of maps (physical, political, historical, thematic, population density, and resource / product maps)HW: Acting as an Amateur Geography – Make a map of your home, neighborhood, or school using detailed information such as schools, stores, hospitals, museums, factories, churches. (Be sure to include a title, legend, compass rose, and scale)

LP Date 9/28-29/2011Student Expectation(s): SE: 20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and21A - analyze and evaluate the context, bias, validity, and utility of a variety of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps Goal(s): Describe GIS technology and discover how its used in modern geography and business. Bellwork: Strategy: Discuss and take notes on GISHW: Print out Intro to Lat. & Long. / Latitude Notes / Longitude NotesPg.19 #1-5 & Pg.23 #1-5

LP Date 10/3-10/4/2011Student Expectation(s): 20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and21A - analyze and evaluate the context, bias, validity, and utility of a variety of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and mapsGoals: Describe and analyze how to use Latitude and LongitudeBellwork: Quiz – maps and GISStrategy: Latitude and Longitude NOTES/ Then, Latitude & Longitude World Maps and teacher hunt.HW: World Map

5th Week

LP Dates: 10/5 – 10/6Student Expectation(s): 21A - analyze and evaluate the context, bias, validity, and utility of a variety of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps21C - create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.Goals: 1. What charts / photographs / primary and secondary sources / different types of graphs are used for and how to interpret them2. How to answer these types of Data Based questions (use specific examples from pages 17 - 30) Vocabulary: primary sources, secondary sourcesBellwork: World Map and/or Teacher Hunt #1/#2Strategy: Discuss and look at specific examples of the types of data and questions listed above. TEST ReviewHW: Study for TESTS – Test review

LP Dates: 10/11 – 10/12Student Expectation(s): Goals: 9 Weeks TESTS/ Identify the 7 continents/4 major oceansBellwork: Strategy: 9 Weeks tests; World MapsHW: World Maps

LP Dates: 10/13 – 10/14Student Expectation(s): Goals: 9 Weeks TESTS/ Identify the 7 continents/4 major oceansBellwork: Strategy: 9 Weeks tests; World MapsHW: World Maps

Coach ManesWorld Geo LP10/18-10/21

LP Dates: 10/18 – 10/19Student Expectation(s): 8A - compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology(B) describe the interaction between humans and the physical environment andanalyze the consequences of extreme weather and other natural disasterssuch as El Niño, floods, tsunamis, and volcanoes; and(C) evaluate the economic and political relationships between settlements and theenvironment, including sustainable development and renewable/non-renewable resources.12B - evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of waterGoals: Looking at Human Environment Interaction, students will investigate how human actions modify the physical environment. Students will identify how physical systems affect human systems.Bellwork: Break into groups and distribute each groups HEI Notes. Explanation to groups on HEI. Strategy: Groups read their background notes and take down information on their HEI handouts for their group. Check for accuracy. Group Discussion Questions (after notes filled out):

1. In what ways does the environment affect people? (give examples)2. In what ways do people modify the environment?3. Besides the 5 in-class examples of HEI, list other examples of HEI.4. Do the positives effects of H.E.I. outweigh the negative effects? Why or why not?

HW:

LP Dates: 10/20 – 10/21Student Expectation(s): 8A - compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology(B) describe the interaction between humans and the physical environment andanalyze the consequences of extreme weather and other natural disasterssuch as El Niño, floods, tsunamis, and volcanoes; and(C) evaluate the economic and political relationships between settlements and theenvironment, including sustainable development and renewable/non-renewable resources.12B - evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of waterGoals: Examine causes and effects of various natural disasters. Analyze how humans adapt to places succeptible to these events.Bellwork: explanation of class activity for the day.Strategy: Class selects partner group member to work with. Groups go to computers in the library. All groups are given the handout “People and Nature”. Groups are to explore various environmental concerns threatening earth’s natural processes and are asked to research and define the various vocabulary associated with this unit of the course: (pollution, climate change, greenhouse effect, ozone layer, pesticides, fertilizers, acid rain, water pollution, natural resources, renewable and non-renewable resources, natural habitats, sustainable development.At the end of the objective students are to use what they have discovered to answer a prompt concerning sustainable development of earth’s resources for future generations.HW: N/A

LP Dates: 10/24 – 10/25Student Expectation(s): 8A - compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology(B) describe the interaction between humans and the physical environment andanalyze the consequences of extreme weather and other natural disasterssuch as El Niño, floods, tsunamis, and volcanoes; and(C) evaluate the economic and political relationships between settlements and theenvironment, including sustainable development and renewable/non-renewable resources.12B - evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of waterGoals: Students learn more about the physical processes that shape Earth’s surface and how humans adapt to natural disasters.Bellwork: explanation of class activity for the day and Set-up.Strategy: Class is divided into 9 groups. Desks are grouped together. Each group receives a folder with a brief description of a natural disaster that explains the disaster, its cause, the effects and the adaptations of each disaster. Groups have 7 minutes for each natural disaster. While going through the material, students take notes on The causes, effects and adaptions for each disaster using a Natural Disaster matrix. At the end of the 9 Nat. Dis. Descriptions, class takes an open-note quiz to assess what they took notes on and learned.HW: N/A

LP Dates: 10/26 – 10/27Student Expectation(s): 8A - compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology(B) describe the interaction between humans and the physical environment andanalyze the consequences of extreme weather and other natural disasterssuch as El Niño, floods, tsunamis, and volcanoes; and(C) evaluate the economic and political relationships between settlements and theenvironment, including sustainable development and renewable/non-renewable resources.12B - evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of waterGoals: Describe El Nino/La Nina and how it affects weather around the globe. Students will fill out maps of the world’s major physical features. Class will also fill out maps depicting the world’s 7 continents and *5 major oceans. Students will also play a review game to review for the upcoming test.Bellwork: El Nino/ La Nina description.Strategy: Discuss El Nino/La Nina and their effects on different parts of the globe. Watch quick SNL video – Chris Farley “El Nino” skit. Introduce world physical map activity. Test review game – if time permits.HW: Study for the test.

LP Dates: 10/28 – 11/1Student Expectation(s): 8A - compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology(B) describe the interaction between humans and the physical environment andanalyze the consequences of extreme weather and other natural disasterssuch as El Niño, floods, tsunamis, and volcanoes; and(C) evaluate the economic and political relationships between settlements and theenvironment, including sustainable development and renewable/non-renewable resources.12B - evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of waterGoals: 2 Tests. Map – World’s 7 continents and 5 major oceans. Unit (People & Nature)Bellwork: Quick test review game.Strategy: Take both tests, Students will begin labeling a map of North America when they finish the Unit test.HW:

LP Dates: 11/2 – 11/3 (Begin Demography of North America Unit)Student Expectation(s): 6A - locate and describe human and physical features that influence the size and distribution of settlements and(B) explain the processes that have caused changes in settlement patterns,including urbanization, transportation, access to and availability of resources, and economic activities.(7)(A)construct and analyze population pyramids and use other data, graphics, andmaps to describe the population characteristics of different societies and topredict future population trends; (C) describe trends in world population growth and distribution.8A - compare ways that humans depend on, adapt to, and modify the physicalenvironment, including the influences of culture and technology.12A - (A) analyze how the creation, and distribution, and management of key natural resources affects the location and patterns of movement of products, capital money, and people;Goals: Discuss the physical geography of the United States. Bellwork: Locate and label map of physical features of North America (Canada & the U.S.A.) Strategy: Begin North America Unit: major physical features of the U.S. (Mississippi Delta, Appalachian Mts., Rocky Mts., Great Plains, Great Lakes, Mississippi River, Colorado River. Canadian Shield. Demography: First human settlements & the importance of agriculture, Beginning of urban populations.HW: Quiz on North America physical features next class. &

LP Dates: 11/4 – 11/7 (North America Unit/Demography)Student Expectation(s): 6A - locate and describe human and physical features that influence the size and distribution of settlements and(B) explain the processes that have caused changes in settlement patterns,including urbanization, transportation, access to and availability of resources, and economic activities.(7)(A)construct and analyze population pyramids and use other data, graphics, andmaps to describe the population characteristics of different societies and topredict future population trends; (C) describe trends in world population growth and distribution.8A - compare ways that humans depend on, adapt to, and modify the physicalenvironment, including the influences of culture and technology.12A - (A) analyze how the creation, and distribution, and management of key natural resources affects the location and patterns of movement of products, capital money, and people;Goals: Bellwork: Quiz on U.S.A. and Canada physical featuresStrategy: Grade quizzes in class. Post-quiz – (U.S.A. political map) Students are given instructions on how to complete the map. Label all 50 states. Pinpoint and label all given regions, landforms, and major cities on the map. Using pgs A6-A9 in the textbook.HW: USA political map if not completed during class.

LP Dates: 11/8 – 11/9 (North America Unit/Demography)Student Expectation(s): 6A - locate and describe human and physical features that influence the size and distribution of settlements and(B) explain the processes that have caused changes in settlement patterns,including urbanization, transportation, access to and availability of resources, and economic activities.(7)(A)construct and analyze population pyramids and use other data, graphics, andmaps to describe the population characteristics of different societies and topredict future population trends; (C) describe trends in world population growth and distribution.8A - compare ways that humans depend on, adapt to, and modify the physicalenvironment, including the influences of culture and technology.12A - (A) analyze how the creation, and distribution, and management of key natural resources affects the location and patterns of movement of products, capital money, and people;Goals: Identify North America’s main geographic features. Examine varied landforms in relation to American and Canadian lifestyles. Identify important North American natural resources.Bellwork: Turn in and review U.S.A. mapsStrategy: In Textbook, read pgs. 117-130. Complete the chapter 5 assessment on pg. 132 including the following questions: Reviewing places and terms (#1-20) & Main Ideas (#1-10) HW: USA political map if not completed during class.

LP Dates: 11/10 – 11/11 (North America Unit/Demography)Student Expectation(s): 6A - locate and describe human and physical features that influence the size and distribution of settlements and(B) explain the processes that have caused changes in settlement patterns,including urbanization, transportation, access to and availability of resources, and economic activities.(7)(A)construct and analyze population pyramids and use other data, graphics, andmaps to describe the population characteristics of different societies and topredict future population trends; (C) describe trends in world population growth and distribution.8A - compare ways that humans depend on, adapt to, and modify the physicalenvironment, including the influences of culture and technology.12A - (A) analyze how the creation, and distribution, and management of key natural resources affects the location and patterns of movement of products, capital money, and people;Goals: Define urbanization. Discuss where cities tend to be established and why; impact of the Industrial Revolution on urbanization, urban growth/sprawl. Discuss and define factors influencing where people settle (physical, climate, human, bodies of water); Changes in settlement patterns and how transportation/technology led to changes (E to S & W; Mississippi River, railroads, interstate highways)Goals:Bellwork: Review U.S.A political maps. Strategy: Notes on goals listed above. Graphic Organizer to keep in order. HW: USA political map if not completed during class.

LP Dates: 11/14 – 11/15 (North America Unit/Demography)Student Expectation(s): 6A - locate and describe human and physical features that influence the size and distribution of settlements and(B) explain the processes that have caused changes in settlement patterns,including urbanization, transportation, access to and availability of resources, and economic activities.(7)(A)construct and analyze population pyramids and use other data, graphics, andmaps to describe the population characteristics of different societies and topredict future population trends; (C) describe trends in world population growth and distribution.8A - compare ways that humans depend on, adapt to, and modify the physicalenvironment, including the influences of culture and technology.12A - (A) analyze how the creation, and distribution, and management of key natural resources affects the location and patterns of movement of products, capital money, and people;Goals: Examine population density & pop. Density maps; population pyramids. Construct a population pyramid. Discuss world population growthBellwork: handouts – (2)Trends in population growth (2) World Population Growth Student worksheet Strategy: Discussion and notes on population density and looking at different types of maps that illustrate them – dot maps, graphic/color maps etc. Watch World Population video and discuss the questions on the student worksheet. Students answer the questions on the worksheet the 2nd time the video is played.. HW: Complete the population growth handout/population pyramid. Study for USA political map quiz

LP Dates: 11/28 – 11/29 (North America Unit) BEGIN Migration UnitStudent Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.7B - explain how political, economic, social, and environmental push and pullfactors and physical geography affect the routes, and flows of human migration.Goals: Define migrate. Differentiate between push and pull factors. Discuss factors leading to migration(- social factors – political factors – economic factors – environmental factors). Define the Columbian Exchange and discuss details as to what all was exchanged.Bellwork: Welcome Back…discuss what needs to get done before going on Christmas break.Strategy: Notes: migration, push & pull factors, Columbian Exchange. After notes, students get into groups and are given packets that explain various details related to the Columbian Exchange (diseases, products, silver, people). Each student is given four maps of the world. On their maps the students follow the directions from their packets and label each map in accordance to the items exchanged. HW:

LP Dates: 11/30 – 12/1 (North America Unit/Migration)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.7B - explain how political, economic, social, and environmental push and pullfactors and physical geography affect the routes, and flows of human migration.Goals: Examine and discuss case studies of groups affected by various factors for migration from a historical context. Identify barriers to migration and how those barriers affected the settlement of North America. Bellwork: Vocabulary: ethnicity, ethnic persecution/cleansing, religious persecution, genocideStrategy: Students in groups of 2 or 3 will find specific examples of migration involving religious persecution, ethnic persecution, economic motives, environmental factors, political factors, and a forced migration.(Jewish migrations in Europe 1290 – 1492 / Cubans fleeing Communism 1959 / Afghan refugees 1979 & 2001 / Burundi & Rwanda ethnic persecution 1994 / Guest workers in Germany post WWII / Irish Potato Famine 1840’s / Atlantic Slave Trade 1500 – 1800 / Class will discuss their finds. Afterwards, short notes on Barriers to migration and how physical geography affects the flow of migration (mountains, deserts, dense forests) Using specific examples for North America = (Bering land bridge, Appalachian mountains, Rocky Mountains, SW deserts, travel to California E. coast to Panama, or around S. America – until Transcontinental Railroad 1869)HW: Read pgs. 140-144 & complete pg. 144 – Ch.6 sec. 2 assessment #1-3

LP Dates: 12/2 – 12/ (North America Unit/Migration)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.7B - explain how political, economic, social, and environmental push and pullfactors and physical geography affect the routes, and flows of human migration.Goals: Bellwork: Canada Political maps Strategy: HW:

LP Dates: 1/5 – 1/6 (Latin America – Culture Unit)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processeson the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.5A - analyze how the character of a place is related to its political, economic,social, and cultural elements;9A - identify physical and/or human factors such as climate, vegetation,language, trade networks, political units, river systems, and religion thatconstitute a region;16B - describe elements of culture, including entertainment, food, language, religion, recreation, and fashion beliefs and customs, institutions, and technologies ;(C) explain ways various groups of people perceive thecharacteristics of their own and other cultures, places, and regionsdifferently; and(D) compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. 17A - describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; Goals: Idenify the countries, capitals and major landforms of Latin America on a map. Discuss the importance of the Amazon Rainforest and Amazon River/How people have adapted to life in the Andes Mountains and Amazon Rainforest. Discuss and Identify the important peoples involved in Spanish conquests in Latin America and their effects on Latin America.Bellwork: Latin America Political maps. Also, students may draw the relative location of physical landforms on the political map. (15 minutes)Strategy: Students may keep maps out while discussing the importance of the amazon Rainforest and the Amazon River/ slash-and-burn farming by discussing the geography of Latin America using the “Latin American Geography intro”. During the intro, hand out the Rain Forest – An Ecosystem in Trouble lesson. And have students read as a class then, view the “Pre-Colombian Latin America” slideshow describing the major early contributing groups to Latin American culture. Go on to discuss the Spanish conquests in the Americas and pass out the Spanish Conquest timelines. Briefly take notes on the Spanish conquistadores and the groups they conquered as well as the effects of those conquests.HW: Complete - The Rain Forest – An Ecosystem In Trouble - worksheet. Read pgs. 217-227 and complete section reviews quiz over these Ch.10 sections 1&2 next class.

LP Dates: 1/9 – 1/10 (Latin America – Culture Unit)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processeson the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.5A - analyze how the character of a place is related to its political, economic,social, and cultural elements;9A - identify physical and/or human factors such as climate, vegetation,language, trade networks, political units, river systems, and religion thatconstitute a region;16B - describe elements of culture, including entertainment, food, language, religion, recreation, and fashion beliefs and customs, institutions, and technologies ;(C) explain ways various groups of people perceive thecharacteristics of their own and other cultures, places, and regionsdifferently; and(D) compare life in a variety of urban and rural areas in the world to evaluate political, economic,

social, and environmental changes. 17A - describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; Goals: Define customs, roles and institutions as defined by culture. Outline religions as being central to most culture groups and list the similarities and differences of the major religions. Also, discuss cultural perceptions and how each of us is a product of our culture. Bellwork: QUIZ – Ch.10 sections 1&2Strategy: Take quiz, grade in class (15-20 minutes). Ask students what they think culture is? Write out responses on the overhead. Lay out a graphic organizer of Culture and list the important ideas of culture. Discuss customs, roles, and institutions as relating to culture. Discuss cultural perceptions. Begin viewing “Guns, Germs and Steel” w/ worksheet to follow along with.HW: Read pgs. 71-77; add #1 – places and terms to your vocabulary in your notes. Answer questions #2 and #3 in your notebooks. Have ready for a quick check at the beginning of class next time.

LP Dates: 1/11 – 1/12 (Latin America – Culture Unit)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processeson the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.5A - analyze how the character of a place is related to its political, economic,social, and cultural elements;9A - identify physical and/or human factors such as climate, vegetation,language, trade networks, political units, river systems, and religion thatconstitute a region;16B - describe elements of culture, including entertainment, food, language, religion, recreation, and fashion beliefs and customs, institutions, and technologies ;(C) explain ways various groups of people perceive thecharacteristics of their own and other cultures, places, and regionsdifferently; and(D) compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. 17A - describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; Goals: Identify language, religion, and ethnicity as being central to cultural identity. Describe various aspects of culture such as family structure, social structure, multi-cultural (heterogeneous) societies, and gender roles. Outline religions as being central to most culture groups and list the similarities and differences of the major religions. Divide classes into groups and give them their religions to research using the Ipads. Groups will be expected to follow the guidelines given to them in researching each religion and put together a poster that illustrates their religion.Bellwork: HW check; vocab quizStrategy: Notes on aspects of culture. Ipad activities/library texts - Groups are organized into small groups and given a specific religion and 2 ipads per group.(Animism, Hinduism, Buddhism, Judaism, Christianity, Islam, Sikhism) Each group has 20 minutes to look up specific info on each religion. Make a poster that outlines and answers the prompts for each religion. Each group is responsible for turning in copies notes . Groups will discuss findings at the beginning of next class. Whatever time is left, the class will continue to watch and answer questions on the video “Guns, Germs, and Steel”. HW: Read Ch.10 sec. 2&3…Reading quiz next time.

LP Dates: 1/13 – 1/17 (Latin America – Culture Unit)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processeson the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.5A - analyze how the character of a place is related to its political, economic,social, and cultural elements;9A - identify physical and/or human factors such as climate, vegetation,language, trade networks, political units, river systems, and religion thatconstitute a region;16B - describe elements of culture, including entertainment, food, language, religion, recreation, and fashion beliefs and customs, institutions, and technologies ;(C) explain ways various groups of people perceive thecharacteristics of their own and other cultures, places, and regionsdifferently; and(D) compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. 17A - describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; Goals: Identify language, religion, and ethnicity as being central to cultural identity. Define customs, roles and institutions as defined by culture. Outline religions as being central to most culture groups and list the similarities and differences of the major religions. Analyze Dr. Diamond’s question of why some cultures have been successful and others have not.Bellwork: HW check; vocab quizStrategy: Take Reading quiz. Groups present findings to class about religions. Whatever time is left, the class will continue to watch and answer questions on the video “Guns, Germs, and Steel”. HW: Read Ch.10 sec. 2&3…Reading quiz next time.

LP Dates: 1/18 – 1/19 (Latin America – Culture Unit)Student Expectation(s): 1A - analyze the effects of physical and human geographic patterns and processeson the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped thedistribution of culture groups today.5A - analyze how the character of a place is related to its political, economic,social, and cultural elements;9A - identify physical and/or human factors such as climate, vegetation,language, trade networks, political units, river systems, and religion thatconstitute a region;16B - describe elements of culture, including entertainment, food, language, religion, recreation, and fashion beliefs and customs, institutions, and technologies ;(C) explain ways various groups of people perceive thecharacteristics of their own and other cultures, places, and regionsdifferently; and(D) compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. 17A - describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; Goals: Describe various aspects of culture such as family structure & social structure. Briefly discuss the Hindu caste system in India. Define culture, gender and gender roles as being defined by media advertisements. Watch some more Guns, Germs, & Steel.

Bellwork: Ch.10(sec.3&4) Quiz – grade in class.Strategy: After quiz, we will work through worksheet packet (fill in the blank) covering aspects of culture (family structure, social structure, gender roles) (multi-cultural societies = next time). This should take about 15-20 minutes to explain and go through the concepts. Students are then asked to fill out on a separate sheet of paper what their favorite commercial or advertisement is, and to write it down on their paper. Briefly let some students tell what their favorites are. Once completed, classes are divided into small groups and given a popular magazine. Groups go through the magazines and are asked to answer questions regarding gender roles in American media/culture. Class will discuss answers after completed. Groups will then split into individual groups and each student will complete the day with a short writing assignment concerning their favorite commercial and how it plays in to gender roles in American culture. HW: Bring 10 things from home that you feel represent your culture. – Bring in a brown bag or a bag that is not clear. *Examples of different types of items: food, apparel, music, religious items, decorative objects. ***Nothing really expensive

LP Dates: 1/20 – 1/23 (Latin America – Cultural Change Unit)Student Expectation(s): 1B - trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.7B – examine benefits and challenges of globalization, including connectivity,standard of living, pandemics, and loss of local culture.18A - analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;(D) evaluate the spread of cultural traits to find examples ofcultural convergence and divergence such as the spread of democratic ideas,U.S.-based fast-food franchises, the English language, technology, or global sports.Goals: Define cultural diffusion. Take notes on how cultural diffusion takes place and give examples from the past. Identify NAFTA as the modern-day Columbian Exchange. Identify items in your culture and how they are linked to a different culture. Watch some more Guns, Germs, & Steel.Bellwork: Check to see who brought 10 things that represent their culture. After checking for those students that did what they were supposed to do, give those students that completed the assignment a grade for completion. Strategy: Discuss the importance of bringing 10 things that represents their culture. HW: Bring 10 things that represent your culture; STUDY for Latin America map test next time.

LP Dates: 1/24 – 1/25 (Latin America – Cultural Change Unit)Student Expectation(s): 1B - trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.7B – examine benefits and challenges of globalization, including connectivity,standard of living, pandemics, and loss of local culture.18A - analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;(D) evaluate the spread of cultural traits to find examples ofcultural convergence and divergence such as the spread of democratic ideas,U.S.-based fast-food franchises, the English language, technology, or global sports.Goals: Define cultural diffusion. Take notes on how cultural diffusion takes place and give examples from the past. Identify NAFTA as the modern-day Columbian Exchange. Identify items in your culture and how they are linked to a different culture. Watch some more Guns, Germs, & Steel.Bellwork: Latin America map testStrategy: After students have labeled the items in their bags, introduce the notes for Multicultural societies and have pass out the note handouts. After beginning with multicultural societies (ethnic group, minority, underrepresented populations, homogenous/heterogeneous societies) divide the class into groups of 4 or 5. While in groups, introduce the idea of Cultural Diffusion Exchange bags

among the groups so that every student has another student’s bag. Have the groups open the bags one at a time and examine the items they contain. Students should note their best educated guess at the place of cultural origin (which may not be the same as the site of manufacture!) for each of the items in the bag. The groups should map the location of origin for each item by sketching the items on blank outline maps of the world with colored pencils. HW: Complete the student analysis on the back of the cultural diffusion maps.

LP Dates: 1/26 – 1/27 (Latin America – Cultural Change Unit)Student Expectation(s): 1B - trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.7B – examine benefits and challenges of globalization, including connectivity,standard of living, pandemics, and loss of local culture.18A - analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;(D) evaluate the spread of cultural traits to find examples ofcultural convergence and divergence such as the spread of democratic ideas,U.S.-based fast-food franchises, the English language, technology, or global sports.Goals: Complete a Graphic Organizer outlining cultural divergence and convergence & Cultural Diffusion. – with examples.Watch Guns, Germs and Steel episode 2Bellwork: Turn in HW from last class. Pass out student graphic organizers and Guns, Germs & Steel Episode 2 worksheets.Strategy: Fill out the graphic organizers on types of diffusion using notes from the last class and adding to the organizer by revisiting the concepts of divergence and convergence/globalization.HW: Read Ch.11 sections 1&2. For Reading Quiz next class.

LP Dates: 1/30 – 1/31 (Latin America – Cultural Change Unit)Student Expectation(s): 1B - trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.7B – examine benefits and challenges of globalization, including connectivity,standard of living, pandemics, and loss of local culture.18A - analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;(D) evaluate the spread of cultural traits to find examples ofcultural convergence and divergence such as the spread of democratic ideas,U.S.-based fast-food franchises, the English language, technology, or global sports.Goals: Take Reading Quiz (Ch. 11, sec.1&2). Review for Test. Bellwork: Take Reading Quiz; Grade as a class/Turn-inStrategy: Culture and Cultural Change/ Latin America Test Review.HW: Study for TEST

LP Dates: 2/1 – 2/2 (Latin America – Cultural Change Unit TEST)Student Expectation(s): Goals: Take TEST ; Turn in Test and begin the homeworkBellwork: Strategy: Take Test / Turn-inHW: complete Europe Unit Atlas Questions; pg. 262 – 263(#1-3)/ pg. 264-265(#1-3)/ pg.266-267(#1-2)/pg.268-271(#1-5)

LP Dates: 2/3-2/6 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Identify how Europe is “The Peninsula of peninsulas”, the importance of the Alps, the North Atlantic Drift, the Northern European Plain, and polders/dikes. Discuss/Take Notes on how Geography changes over time (physical and human geography). Changes in human geography (The America’s case study). Define Traditional Societies.Bellwork: Distribute Europe maps physical and political and fill out using pgs.263 & 265 in the text.Strategy: Discuss the items from the second goal and define Europe as “The Peninsula of peninsulas”; pointing out all the many peninsulas on the continent. As well, make sure to note where the Alps are located in Europe and the Northern European Plain – what it means to the continent of Europe. (And the significance of the North Atlantic Drift). Note where Polders/Dike are located and what they are used for. Notes = Changes in Physical and Human geography – explanation/definition/examples. -(The Americas’ Case Study)HW: Read pgs. 289-301 = Reading Quiz next time.

LP Dates: 2/7-2/8 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Take Reading Quiz.

Introduce and Explain the Mission Geography: Europe project. Organize student groups. Assign Groups their European countries. Begin working on projects.Bellwork: Reading Quiz (pgs. 289-301)Strategy: Introduce and Explain the Mission Geography: Europe project. Organize student groups. Assign Groups their European countries. Begin working on projects. Allow groups to checkout Ipads to begin researching their countries and tours.HW: work and research on projects.

LP Dates: 2/9-2/10 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Continue researching and working European tours. (Mission Geography: Europe)Handout is on my website.Bellwork: Re-explain and answer any questions related to the Mission Geography: Europe projects. Strategy: Allow groups to checkout Ipads to continue researching their projects.HW: work and research on projects.

LP Dates: 2/13-2/14 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.

Goals: Continue researching and working European tours. (Mission Geography: Europe)Handout is on my website.Bellwork: Check group projects. Make sure groups are on-task and getting close to beginning work on their posters and brochures for the project deadline. Re-explain and answer any questions related to the Mission Geography: Europe projects. Strategy: Allow groups to checkout Ipads to continue researching their projects.HW: Read pgs. 302-315 reading quiz next time.

LP Dates: 2/15-2/16 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Continue researching and working European tours. (Mission Geography: Europe)Handout is on my website.Bellwork: Take Reading quiz (pgs. 302-315) grade in class and turn in.Strategy: Allow groups to checkout Ipads to continue researching their projects. Groups should be bringing in their poster boards by this day and should have a plan in place as to when and how they are going to be getting their brochures put together and printed out.HW: bring in rough-draft of brochure.

LP Dates: 2/17-2/21 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and

(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Continue researching and working European tours. (Mission Geography: Europe)Handout is on my website.Bellwork: check on status of group projects.Strategy: Touch up on brochure rough-drafts. Allow groups to checkout Ipads to continue researching their projects. Groups should be bringing in their poster boards by this day and should have a plan in place as to when and how they are going to be getting their brochures put together and printed out.HW: Have board and brochure ready for next time.

LP Dates: 2/22-2/23-2/24 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Present project boards and brochures in front of the class.Bellwork: Project due!Strategy: Groups will present their tour brochures and European regional boards to the class for a grade.HW: Read pgs. 319-327 reading quiz next time.

LP Dates: 2/27-2/28 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning

System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Take Reading quiz. Finalize projects. Identify factors of historic change. Study for European map quiz.Bellwork: Reading Quiz (pgs. 319-327). Grade in class.Strategy: Makeup presentations (Mission: Geography – Europe); Identify Trade and Technological Innovations as a factor leading to Historical Change. Review map of Europe for quiz next class.HW: Study for European map quiz.

LP Dates: 2/29-3/1 (Europe – Historical Change Unit)Student Expectation(s): 2A - describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and(B)explain how changes in societies have led to diverse uses of physical features.18A- analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion (B) assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;(C) identify examples of cultures that maintain traditional ways, includingtraditional economies.19A - evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning anddesalinization have allowed humans to adapt to places; and (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.20A - describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.Goals: Discuss and take notes on modern innovations that have led to large-scale historic, human changes. Discuss Europe’s long history of conflicts/wars as a means of historic change. Introduce the European Union as a solution to avoid conflict and create a stable Europe.Bellwork: European map quizStrategy: Finish notes on Historic Change. Introduce students to the European Union project (Students are divided into groups. Each group is given a time period to research that was influential in the shaping of the EU today. Group members are given a worksheet that has them research and write out key events, dates, and member states that joined the EU during that period of time. At the end of the allotted time for research, student groups will present their findings to the class. We will discuss as a class and fill out an organizer that highlights the larger events that have shaped the formation of the EU as we see it today. Students will also color a map of Europe that illustrates the order and time periods that the European nations entered the EU.).HW:

LP Dates: 3/2-3/5 (Europe – Governments)Student Expectation(s): SE: 14 (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries;Goals: Discuss Europe’s long history of conflicts/wars as a means of historic change. Finalize the EU student activity.Bellwork: Discuss goals for the EU activity.Strategy Finalize EU summary worksheets. (Students are divided into groups. Each group is given a time period to research that was influential in the shaping of the EU today. Group members are given a worksheet that has them research and write out key events, dates, and member states that joined the EU during that period of time. HW:

LP Dates: 3/6-3/7-3/8 (3/7= TAKS testing day) (Europe – Governments)Student Expectation(s): SE: 14 (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries;Goals: Discuss Europe’s long history of conflicts/wars as a means of historic change. Finalize the EU student activity.Bellwork: Discuss goals for the EU activity.Strategy Finalize EU summary worksheets. (Students are divided into groups. Each group is given a time period to research that was influential in the shaping of the EU today. Group members are given a worksheet that has them research and write out key events, dates, and member states that joined the EU during that period of time. At the end of the allotted time for research, student groups will present their findings to the class. We will discuss as a class and fill out an organizer that highlights the larger events that have shaped the formation of the EU as we see it today. Students will also color a map of Europe that illustrates the order and time periods that the European nations entered the EU.). Students will complete their time periods that were formative for the EU. Students will also color their maps of Europe according to EU acceptance.Pop Quiz on EU information using the student EU summary worksheets.HW:

LP Dates: 3/9 (Europe – Governments)Student Expectation(s): SE: 14 (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries;Goals: Rehearse and act out play about the European Union; watch movieBellwork: Strategy: HW:

LP Dates: 3/19-3/20 (Governments)Student Expectation(s): SE: 14 (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries;Goals: Identify what makes up a nation, state, stateless nation and nation-state.Bellwork: Distribute Nation and State handoutsStrategy: Guide class through a discussion on the differences between a nation, state, stateless nation, and nation-state. Identify each, give examples and fill in the blanks for the worksheet while guiding the class through the descriptions of each. Analyze political readings. Using the nation and state worksheets, students will read about various political situations, briefly describe the situation and give a response as to describe the situation of each political group – nation? State? Stateless nation? Nation-state?HW: Complete political readings and responses to questions. Read pgs. 83-86 quiz next time.

LP Dates: 3/21-3/22 (Governments)Student Expectation(s): SE: 14 (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries;Goals: Identify various types of government and give some examples.Bellwork: Forms of Government word searchStrategy: Check responses from the political readings from the previous class. Guide class through a discussion on the differences between types of governments. Students will fill out the other side of the nation and state handout from the previous class. The other side lists, describes and gives examples of various forms of government. Identify each, give examples and fill in the blanks for the worksheet while guiding the class through the descriptions of each. Watch a short video on various types of governments. Hand out the “Which is the Best Form of Government?” discussion and have students read and respond to the prompt.-writing assignment.HW: Complete “Which is the Best Form of Government?” writing prompt. Read pgs. 83-86 quiz next time.

3/23 – complete assignments for end of the 9 week grading period.3/26 & 3/27 – STAAR testing days

LP Dates: 3/28-3/29 (Governments)Student Expectation(s): SE: 14 (B) compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries;Goals: Identify and Describe the Decision Making Processes for governments and describe the steps using a graphic organizer. Bellwork: Forms of Government Crossword puzzleStrategy: Go over the answers to the Government crossword puzzle with the class and then afterward, take the reading quiz from the previous class. Grade in class. Students then break up into groups of 2 or 3 and complete the packet and graphic organizer on the Decision-Making process of governments. HW: Unit Atlas Questions pgs. 478-484 -14 questions total-

LP Dates: 3/30-4/2 (Political Processes and Citizenship)Student Expectation(s): 15A - (A) compare the effects of different social, economic, and political points of view about public issues and policies; and(B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.17B - describe compare major world religions, including animism, Buddhism,Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatialdistribution;18B - assess causes, effects, and perceptions of conflicts between groups of people,including modern genocides and terrorism;21B - locate places of contemporary geopolitical significance on a map23B - use case studies and GIS to identify contemporary challenges and to answer real-world questions.Goals: Locate and label countries of SW Asian on a map. Watch the first part of the Jerusalem video and answer the related questions.Bellwork: mapsStrategy: Explain how the maps are to be labeled and allow about 20-25 minutes for the students to label their maps. Then, go over the countries of SW Asia with the class and discuss why we consider N. Africa, SW Asia and Central Asia as one region. Then, introduce the video “Jerusalem – Center of the World” and begin watching the first part. Students will fill out video questions while watching the video for a daily grade. HW: Read pgs. 502-515 Reading Quiz next class – sections Ch. 22 sec. 1&2