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Kenwood Academy: Curriculum Map 2013-2014 TeacherFirst and Last Name Rebecca Bor
Course AP Human Geography
Subject Area Social Studies
Grade Level 9 and upper level electives (11-12)
Units CalendarUnit 1 Title Geography: Its Nature and PerspectivesDates (school calendar weeks) 1-4Unit 2 Title Population and MigrationDates (school calendar weeks) 5-9Unit 3 Title Cultural Patterns and ProcessesDates (school calendar weeks) 10-14Unit 4 Title Political Organization of SpaceDates (school calendar weeks) 15-17Unit 5 Title Agriculture and Rural Land UseDates (school calendar weeks) 18-21Unit 6 Title Industrialization and Economic DevelopmentDates (school calendar weeks) 22-25Unit 7 Title Cities and Urban Land Use – AND REVIEW FOR APDates (school calendar weeks) 26-35 – AP EXAM (May 13th)Unit 8 Title POST EXAM PROJECT – Political ConflictsDates (school calendar weeks) 36-40
Unit 1 Summary + Curriculum AlignmentUnit Title Geography: Its Nature and Perspectives
Major Topics Geography as a field of inquiry – what is geography and human geography
5 Themes of geography: location, place, movement, interaction, region.
Geographic concepts and models: cultural landscape, site, situation, scale, pattern, regionalization, distribution, diffusion and globalization
Mapping skills and geographic technology
Source of geographic ideas and data
Description of Primary Performance Task
NOTE: One task per unit
FRQ: Describe and analyze the relative location and the changing scale of the Mexico/US border. Describe the border using multiple criteria for regionalization.
Mel-Con paragraph and debate about globalizationHas globalization affected humans in mainly positive and negative ways? Explain.
Common Core Standard(s) Related to Task
RH 9-10.4; RH9-10.7WHST 9-10 2.a and 2.bWHST 9-10 4 and 8
CRS Supporting Skills
College BoundPre-Accelerated
AP MW/SD/MI
Reach Back 16-19
Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
Locate simple details at the sentence and paragraph level in uncomplicated passages
Recognize a clear function of a part of an uncomplicated passage
Use context to understand basic figurative language
Stretch: 24-27
Industry or Subject Specific Standards
State Goal 17: Understand world geography and the effects of geography on society. 17.A.4a 17.A.4b 17.C.4a 17.D.4
Interdisciplinary Integrations / Thematic Connections
Reading Standards aligned with ELA department; MEL-Con Paragraph on Globalization
Connections to Writing Framework
MEL-Con Paragraph on Globalization
Assessment Diagnostic/ Pre-Assessment
Complete map labeling exercises.Timed reading with multiple choic.Writing and reading diagnostic with UN reading
Formative Create map of neighborhood using scale, situation, location; Geography Scavenger Hunt; Quizzes – map skills, vocabulary, important people and section quizzes
SummativeUnit 1 Exam – All unit exams will consist of a multiple choice portion and a short answer or essay question; MEL-Con on gobalization
Supplementary Text
Description/Title
1. Globalization: The challenge to America (UPFRONT Magazine)2. The Reversal of the Chicago River in 1900
Nonfiction, Fiction, Informational
1. Non-Fiction2. Non-Fiction
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 1. 4.8
2. 2.9
Framing QuestionsEssential Question(s)
1. How do geographers describe where things are located?
2. How are different locations unique?
3. How are different locations interrelated?
4. Is globalization good for the world?
5. Why is each point on earth unique?
6. Why are different places similar?
Unit Content Questions
1. How do different types of maps display information in different ways?
2. How does understanding spatial perspective (scale, location, place, diffusion) lead to an increased understanding of human life on Earth?
3. How has globalization affected humans in positive and negative ways?
Unit 2 Summary + Curriculum AlignmentUnit Title Population and Migration
Major Topics LDC and MDC - Human Development Index (education, Standard of living, education)
Mean/average/median
Geographical analysis of population and the ecumene
Population growth and decline over time and space
Models associated with population growth/decline (push/pull factors; Ravenstein’s model for movement; gravity model for migration prediction; Malthus’ model for overpopulation)
Overpopulation debate- Too Many People?
Population movement and trends – local, national, international
Migration to the United States over time
Immigration debate
Description of Primary Performance Task
NOTE: One task per unit
Population MEL-Con and debate: Explain and justify your response to the following prompt using evidence. Is the world overpopulated?
Immigration MEL-Con and debate: Explain and justify your response to the following prompt using evidence. Should the United States restrict immigration?
Common Core Standard(s) Related to Task
WHST 2: write explanatory texts, including narration of historical events.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CRS Supporting Skills
College BoundPre-Accelerated
AP Reach Back if needed
MI/MW/SD
Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
Locate important details in uncomplicated passages
Make simple inferences about how details are used in passages
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages
Stretch: 24-27
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).17.C.5b Describe the impact of human migrations and increased urbanization on ecosystems.
Interdisciplinary Integrations / Reading Standards aligned with ELA department
Thematic Connections
Connections to Writing Framework
Migration Essay – students will interview a family member and write a brief narrative of their migration story.MEL-Con Overpopulation; MEL-Con Immigration
Assessment
Diagnostic/ Pre-Assessment
Four corners,
Formative
FRQ
Quizzes – vocabulary; map and spatial data quizzes (population pyramid, cartograpms, migration trends, etc.)
Migration Essay – students will interview a family member and write a brief narrative of their migration story
Debate: Should the US restrict immigration? With a MEL Con paragraph supporting their view. (Using local, national and international perspective)
Summative Unit II Exam
Supplementary Text
Description/Title
1. Warmth of Other Suns2. Overpopulation DBQ
Nonfiction, Fiction, Informational
1. Nonfiction2. Nonfiction
Lexile 1. 1106L Flesch Reading Ease Flesch-Kincaid Reading Level 2.10.2
Framing QuestionsEssential Question(s) 1. Where is the world’s population distributed?
2. Are there too many people in the world?
3. Why do people move (migrate or immigrate)? 4. Should there be laws that limit or regulate where, when and how people move?
Unit Content Questions
1. Where has the world’s population increased/decreased? Why do different countries have different rates?
2. What are the factors that lead to population growth and decline?
3. What are the types, causes, and effects of migration and immigration?
4. Do the effects of human migration upon the cultural landscape represent positive or negative changes? Are these effects inevitable?
5. What are the primary differences in population and movement between MDC’s and LDC’s?
Unit 3 Summary + Curriculum AlignmentUnit Title Cultural Patterns and Processes
Major Topics Cultural landscapes and cultural identity
Concepts of culture:Cultural differences - folk culture and popular cultureCultural uniformity - diffusion of popular culture
Language and the effects of globalization on language
Religion - 5 major religions and the geographical traits of each religion
Race and Ethnicity - origins and differences
Description of Primary Performance Task
NOTE: One task per unit
Students will explore their cultural (or ancestors) identity. They will use the unit topics to explore their culture.
MEL-Con Paragraph answering one of these questions using evidence from unit:Who am I, and what are the various factors that shape my identity? To what extent do family, social, and economic influences impact my personal identity? What does it mean to be “from” a place, and how does where I am from influence my identity?
Common Core Standard(s) Related to Task
WHST 2.a,b,d,f WHST 4 WHST 9
CRS Supporting Skills
College BoundPre-Accelerated
APReach Back20-23Focus24-27Stretch27-30
MI/MW/SD
Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
Locate important details in uncomplicated passages
Make simple inferences about how details are used in passages
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth
18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.
18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental).
Interdisciplinary Integrations / Thematic Connections
Interdisciplinary Identity Unit
Reading standards aligned with ELA Department
Connections to Writing Framework
Compare and Contrast Essay: Compare and contrast two of the major world religions in terms of geographic characteristics.
Assessment Diagnostic/ Pre-Assessment
timed reading passages, prior knowledge questionnaire (religion, language, culture)
Formative Bellringers, CRS skill based templates, oral and written responses, homework, Socratic seminar,
Summative Multiple choice unit exam, performance task
Supplementary Text
Description/Title
1. Ebonics and Spanglish today Joanna Ruba2. Changing Faces (Upfront Magazine)
Nonfiction, Fiction, Informational
1. Nonfiction2. Nonfiction
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 1. 3.9
2. 4.6
Framing QuestionsEssential Question(s)
1. What is culture?
2. Does globalization threaten local cultures? If so, how? Is it a threat? Is it inevitable?
2. What are the components of an individual’s identity? (What makes up a person’s identity?)
Unit Content Questions
1. How are cultural patterns represented spatially?
2. What are the differences between folk and popular culture?
3. How does language change over time?
4. How is culture diffused?
5. How is race and ethnicity different? Why do some ethnicities become nationalities?
6. Why do territorial conflicts arise?
Unit 4 Summary + Curriculum AlignmentUnit Title Political Organization of Space
Major Topics Territorial dimensions of politics (creation of nation-states/borders/boundaries)
Changes in political-territorial arrangements
Description of Primary Performance Task
NOTE: One task per unit
How did Colonialism affect Africa? – DBQ with MEL-Con (Upper-classmen: ACTS and STAC)
FRQ: Nationalism and Nation-State building
Common Core Standard(s) Related to Task
C.C.2 Write explanatory texts, including narration of historical eventsC.C.3 Analyze in detail series of events described in a text; determine whether earlier events caused later ones or simply preceded them
CRS Supporting Skills
College BoundPre-Accelerated
APReach Back20-23Focus24-27Stretch27-30
Identify relationships between main characters in uncomplicated literary narratives
Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 14.A.4 Analyze how local, state and national governments serve the purposes for which they were created.16.C.4d (W) Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism.17.C.4b Analyze growth trends in selected urban areas as they relate to geographic factors.
Interdisciplinary Integrations / Thematic Connections
English – themes of power, conflict and justice
Connections to Writing Framework
Mel Con essay: How did Colonialism Affect Africa
Assessment
Diagnostic/ Pre-Assessment
Formative
Class Debate: Should the United States build (intervene/participate in) conflicts in other nations? MEL Con paragraph supporting position.
Bellringers, CRS skill based templates, oral and written responses, homework
Summative Unit IV Exam – FRQ; and multiple choice; MEL-Con: Colonialism Affect Africa?
Supplementary Text
Description/Title
1. Colonialism DBQ Project2. Who’s Terrorism? Rethinking School
Nonfiction, Fiction, Informational
1. Nonfiction2. Nonfiction
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 1.
Framing QuestionsEssential Question(s)
How is power gained, used, justified and abused in political systems?How do past people, places, ideas, and events influence later generations?How are governments created, structured and maintained?Why are there borders and boundaries in the world? Should they exist?Do people deserve (should it be a right) an ethnic or religious homeland?
Unit Content Questions
1. How do people make distinctions between “us and “them”? Why do they make these distinctions?
2. What makes up a community? How are decisions made about who belongs and who is excluded?
3. How were nations and states created? Who drew the boundaries?
4. Should countries be involved in other countries’ political conflicts?
5. Why are some countries allies and others are not? Why do allegiances change over time?What are the characteristics, qualifications, and different examples of a state?How has colonialism and imperialism affected the political world stage?
Unit 5 Summary + Curriculum AlignmentUnit Title Agricultural and Rural Land Use
Major Topics Development and diffusion of agriculture
Major agricultural production regions - sustenance and commercial agriculture (land use)
Rural land use and development patterns (and theories) Von Thunen
Diet, nutrition and hunger throughout the world
Modern commercial agriculture and globalization of agriculture: Green revolution
Food today - Organic and genetically modified food (gene revolution)
Impact of trade negotiations on food production and distribution
Description of Primary Performance Task
NOTE: One task per unit
MEL-Con: Should the US sell GMOs?
FRQ: Analyze Von Thunen’s development pattern for rural land use
Common Core Standard(s) Related to Task
C.C.2 Write explanatory texts, including narration of historical eventsC.C.3 Analyze in detail series of events described in a text; determine whether earlier events caused later ones or simply preceded them
CRS Supporting Skills
College BoundPre-Accelerated
AP Cumulative
Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages
Draw simple generalizations and conclusions using details that support the main points of more challenging passages
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth
Interdisciplinary Integrations / Thematic Connections
N/A
Connections to Writing Framework
MEL-Con writing and an introduction to argumentative writing
Assessment
Diagnostic/ Pre-Assessment
Formative Bellringers, CRS skill based templates, oral and written responses, homework, mapping of agricultural land use
Summative Unit V Exam with FRQ, MEL-Con on GMOs.
Supplementary Text
Description/Title The Tuareg by Sarah Knopp Nonfiction, Fiction,
Informational
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level
Framing QuestionsEssential Question(s)
1. What are the issues associated with the global distribution of food and what are potential solutions to this problem?
2. How does industrial agriculture have a positive or negative effect on people?
3. Why does world hunger exist? (why do millions of people die of hunger every year?)
Unit Content Questions
1. How did agriculture originate and spread and change over time?
2. What are the characteristics of the world’s agricultural regions? (subsistence and commercial farming) How do they differ between MDC and LDC?
3. What is the impact of agricultural change on the quality of life?
4. How does technology and globalization affect agriculture, people and farmers?
5. What do people eat? Where is it grown/manufactured? How is it distributed? Is it healthy?
Unit 6 Summary + Curriculum AlignmentUnit Title Industrialization and Economic Development
Major Topics Growth and diffusion of industrialization
Contemporary patterns, locations, and impacts of industrialization and development
Sectors of the economy
Description of Primary Performance Task
NOTE: One task per unit
FRQ: Industrialization
Common Core Standard(s) Related to Task
C.2 Write explanatory texts, including narration of historical eventsC.C.3 Analyze in detail series of events described in a text; determine whether earlier events caused later ones or simply preceded them
CRS Supporting Skills
College BoundPre-Accelerated
AP
Reach Back20-23Focus24-27Stretch27-30
Draw simple generalizations and conclusions about the main characters in uncomplicated literary narratives
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 15.D.4b Describe the relationships between the availability and price of a nation’s resources and its comparative advantage in relation to other nations.17.B.4a Explain the dynamic interactions within and among the Earth’s physical systems including variation, productivity and constructive and destructive processes.17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters).17.C.5a Compare resource management methods and policies in different regions of the world.
Interdisciplinary Integrations / Thematic Connections
Conflict, Power and Justice
Connections to Writing Framework
Assessment Diagnostic/ Pre-Assessment
Four corners; development survey
FormativeCase Studies in development – with MEL Con short paragraphs evaluating each modelQuizzes – vocabulary, map skills, development models, important people Bellringers, CRS skill based templates, oral and written responses, homework, debate and MEL-Con on outsourcing; DBQ on industrialization
Summative Unit Exam with FRQ
Supplementary Text
Description/Title
10 Worst Countries for Women by Olivia Ward
Nonfiction, Fiction, Informational
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level 3.4
Framing QuestionsEssential Question(s)
1. What have been the positive and negative impacts around the world of shifts and changes between different sectors of the economy?
2. How does globalization have a positive or negative impact upon the world economy?
3. Who benefits from development?
Unit Content Questions
1. What are the geographic elements of industrialization and development?
2. How do models of economic development explain divisions in the world?
3. How does market, range, and threshold change with various types of services?
4. What are environmental impacts of development?
Unit 7 Summary + Curriculum AlignmentUnit Title Urban and City Land Use
Major Topics Origins and evolution of cities
Functional character and development of contemporary cities
Models of internal city structures – theories of urban planning
Interrelationship between city structure and culture (social space)
Description of Primary Performance Task
NOTE: One task per unit
Build your own city – Create a layout of a city that follows one of the urban development models that we will study. Students will have to defend why they built their city the way they did.
FRQ: Urbanization and quickly growing cities
Common Core Standard(s) Related to Task
RH 9-10.4; RH9-10.7WHST 9-10 2.a and 2.bWHST 9-10 4 and 8
CRS Supporting Skills
College BoundPre-Accelerated
AP Cumulative
Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives
Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages
Locate important details in uncomplicated passages
Make simple inferences about how details are used in passages
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages
Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages
Draw simple generalizations and conclusions using details that support the main points of more challenging passages
Order simple sequences of events in uncomplicated literary narratives
Identify clear relationships between people, ideas, and so on in uncomplicated passages
Identify clear cause-effect relationships in uncomplicated passages
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth
Interdisciplinary Integrations / Thematic Connections
Connections to Writing Framework
Assessment
Diagnostic/ Pre-Assessment
Formative
Summative
Chicago Scavenger Hunt
Debate - The Pro’s and Con’s of gentrification.
Project: Create your own City
Unit VII Exam - FRQ
Chapter Quizzes – vocab, models of urban planning, important people, map skills
Supplementary Text
Description/Title Not sure yet Nonfiction, Fiction,
Informational
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level
Framing QuestionsEssential Question(s)
1. What are the positive and negative effects of a world that is becoming increasingly urban?
2. What factors do city planners base their decisions upon and how do they affect different classes of urban residents?
Unit Content Questions
1. What are the spatial characteristics and distribution of cities?
2. What are the different forms and structures of cities?
3. What are the political, economic, and cultural functions of cities?
Unit 8 Summary + Curriculum AlignmentUnit Title Political Conflicts
Major Topics Political Conflict, Conflict and compromise, justice and injustice
Description of Primary Performance Task
NOTE: One task per unit
Political Processes Conflict Performance Task; Students research and inform the class about different political conflicts. MEL-Con; ACTS and STAC
Common Core Standard(s) Related to Task
RH 9-10.4; RH9-10.7WHST 9-10 2.a and 2.bWHST 9-10 4 and 8
CRS Supporting Skills
College BoundPre-Accelerated
AP
Reach Back20-23Focus24-27Stretch27-30
Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narrativesUnderstand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passagesLocate important details in uncomplicated passagesMake simple inferences about how details are used in passagesUse context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passagesDraw generalizations and conclusions about people, ideas, and so on in uncomplicated passagesDraw simple generalizations and conclusions using details that support the main points of more challenging passagesOrder simple sequences of events in uncomplicated literary narrativesIdentify clear relationships between people, ideas, and so on in uncomplicated passagesIdentify clear cause-effect relationships in uncomplicated passages
Industry or Subject Specific Standards
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 15.D.4b Describe the relationships between the availability and price of a nation’s resources and its comparative advantage in relation to other nations.17.B.4a Explain the dynamic interactions within and among the Earth’s physical systems including variation, productivity and constructive and destructive processes.17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters).
Interdisciplinary Integrations / Thematic Connections
Reading standards aligned with ELA Department – Conflict and Power themes
Connections to Writing Framework
MEL-Con paper about the conflict (with ACTS and STAC)
Assessment
Diagnostic/ Pre-Assessment
N/A
Formative Bellringers, CRS skill based templates, oral and written responses, homework
Summative Paper and teaching a class on the conflict
Supplementary Text
Description/Title
Teacher created and internet research
Nonfiction, Fiction, Informational Non-fiction
Lexile Flesch Reading Ease Flesch-Kincaid Reading Level
Framing QuestionsEssential Question(s)
How do people of different ethnicities, religions and cultures live together?What has caused world conflicts?How have past conflicts been resolved?
Unit Content Questions
Who are the people involved in conflicts?What types of forces (states, organizations, etc.) intervene in conflicts?