Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: AP Human Geography
Grade: 10-12
For adoption by all regular education programs
as specified and for adoption or adaptation byJ
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: June 2015
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Core Curriculum Content Standards
Scope and Sequence
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Quarterly Benchmark Assessment
Page 3
Page 4
Page 5
Pages 6-10
Pages 11-61
Page 62-65.
Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION
Mr. Dennis Ventrello, Interim Superintendent
Dr. Dori Alvich, Assistant Superintendent
BOARD OF EDUCATION
Mr. Doug Poye, Board President
Mr. Tom Nothstein, Board Vice President
Ms. Michele Arminio
Mr. Marvin I. Braverman
Ms. Jill Demaio
Mr. Lew Kaufman
Ms. Kathy Kolupanowich
Mr. Anthony Prezioso
Mr. Steven Riback
Jamesburg Representative
Mr. Robert Czarneski
WRITERS NAME
Jaclyn Abruzzese
District K-12 Supervisor of Sciences and Social Studies
Bonnie Burke- Casaletto
Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education
by well-trained committed staff in a safe and orderly environment.
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a
global society through a preeminent education.
Beliefs
1. All decisions are made on the premise that children must come first.
2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse
population.
3. We believe there is a sense of urgency about improving rigor and student achievement.
4. All members of our community are responsible for building capacity to reach excellence.
5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.
6. We believe that collaboration maximizes the potential for improved outcomes.
7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.
8. We believe that resources must be committed to address the population expansion in the community.
9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups.
2. Systematically collect, analyze, and evaluate available data to inform all decisions.
3. Improve business efficiencies where possible to reduce overall operating costs.
4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.
5. Provide early interventions for all students who are at risk of not reaching their full potential.
6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what
they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete
successfully in the global economy.
Links:
1. CCSS Home Page: http://www.corestandards.org
2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions
3. CCSS The Standards: http://www.corestandards.org/the-standards
4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca
5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org
Quarter 1
Unit Topic(s): Geography: Its Nature and Perspectives; Population and Migration
I. Geography: Its Nature and Perspectives
a. Geography as a field of inquiry
b. Major geographical concepts underlying the
geographical perspective: Location, Space, Place, Scale,
Pattern, Nature and Society, Regionalization, Globalization
and Gender Issues
c. Key Geographical Skills
• How to use and think about maps and geospatial data
• How to understand and interpret the implications of
associations among phenomena in places
• How to reorganize and interpret at different scales the
relationships among patterns and processes
• How to recognize and interpret at different scales the
relationships among patterns and processes
• How to define regions and evaluate the regionalization
process
• How to characterize and analyze changing
interconnections among places
d. Use of geographic technologies, such as GIS, remote
sensing, global positioning systems (GPS), and online maps
e. Sources of geographical information and ideas: the field,
census data, online data, aerial photography, and satellite
imagery
f. Identification of major world regions
II. Population and Migration
a. Geographical analysis of population
• Density, distribution, and scale
• Implications of various densities and distributions
• Composition: age, sex, income, education, and
ethnicity
• Patterns of fertility, mortality and birth
b. Population growth and decline over time and space
• Historical trends and projections for the future
• Theories of population growth and decline,
including the Demographic Transition Model
• Regional variations of demographic transitions
• Effects of national population policies: promoting
population growth in some countries or reducing
fertility rates in others
• Environmental impacts of population change on
water use, food supplies, biodiversity, the
atmosphere, and climate
• Population and natural hazards: impacts on policy,
economy, and society
c. Migration
• Types of migration: transnational, internal, chain,
step, seasonal agriculture, and rural to urban
• Major historical migrations
• Push and Pull factors, and migration in relation to
employment and quality of life
• Refugees, asylum seekers, and internally displaced
persons
• Consequences of migration: socioeconomic,
cultural, environmental, and political; immigration
policies; remittances
Quarter 2
Unit Topic(s): Cultural Patterns and Processes; Political Organization of Space
I. Cultural Patterns and Processes
a. Concepts of Culture
• Cultural Traits
• Diffusion patterns
• Acculturation, assimilation, and multiculturalism
• Cultural Regions, vernacular regions, and culture
hearths
• Globalization and the effects of technology on
cultures
b. Cultural Differences and regional patterns
• Language and communications
• Religion and sacred space
• Ethnicity and nationalism
• Cultural differences in attitudes towards gender
• Popular and folk culture
• Cultural conflicts, and law and policy to protect
culture
c. Cultural landscapes and cultural identity
• Symbolic landscapes and sense of place
• The formation of identity and place making
• Differences in cultural attitudes and practices
toward the environment
• Indigenous peoples
II. Political Organization of Space
a. Territorial dimensions of politics
• The concept of political power and territoriality
• The nature, meaning, and function of
boundaries
• Influences of boundaries on identity,
interaction, and exchange
• Federal and unitary states, confederation,
centralized government, and forms of
governance
• Spatial relationships between political systems
and patterns of ethnicity, economy, and gender
• Political ecology: impacts of law and policy on
the environment and environmental justice
b. Evolution of the contemporary political pattern
• The nation-state concept
• Colonialism and imperialism
• Democratization
• Fall of communism and legacy of the Cold War
• Patterns of local, regional, and metropolitan
governance
c. Changes and challenges to political- territorial
arrangements
• Changing nature of sovereignty
• Fragmentation, unification, cooperation
• Supranationalism and international alliances
• Devolution of countries: centripetal and
centrifugal forces
• Electoral geography: redistricting and
gerrymandering
• Armed conflicts, war, and terrorism
Quarter 3
Unit Topic(s): Agricultural and Rural Land Use; Industrialization and Economic Development
I. Agricultural and Rural Land Use
a. Development and diffusion of agriculture
• Neolithic Agricultural Revolution
• Second Agricultural Revolution
• Green Revolution
• Large-scale commercial agriculture and
agribusiness
b. Major agricultural production regions
• Agricultural systems associated with major
bioclimatic zones
• Variations within major time zones and effects
of markets
• Interdependence among regions of food
production and consumption
c. Rural land use and settlement patterns
• Models of agricultural land use, including von
Thünen’s model
• Settlement patterns associated with major
agricultural types: subsistence, cash cropping,
plantation, mixed farming, monoculture,
pastoralism, ranching, forestry, fishing and
aquaculture
• Land use/land cover change: irrigation,
desertification, deforestation, wetland
destruction, conservation efforts to protect or
restore natural land cover, and global impacts
• Roles of women in agricultural production and
farming communities
d. Issues in contemporary commercial agriculture
• Biotechnology, including genetically modified
organisms (GMO)
• Spatial organization of industrial agriculture,
including the transition in land use to largescale commercial farming and factors affecting
the location of processing facilities
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Environmental issues: soil degradation,
overgrazing, river and aquifer depletion,
animal wastes, and extensive fertilizer and
pesticide use
Organic farming, crop rotation, value-added
specialty foods, regional appellations, fair
trade, and eat-local-food movements
Global food distribution, malnutrition, and
famine
II. Industrialization and Economic Development
a. Growth and diffusion of industrialization
• The changing roles of energy and development
• Industrial Revolution
• Models of economic development: Rostow’s
Stages of Economic Growth and Wallerstein’s
World Systems Theory
• Geographic critiques of models of industrial
location: bid rent, Weber’s comparative costs
of transportation and industrial location in
relation to resources, location of retailing and
service industries, and local economic
development within competitive global
systems of corporations and finance
b. Social and economic measures of development
• Gross Domestic Product and GDP per capita
• Human Development Index
• Gender Inequality Index
• Income disparity and the Gini coefficient
• Changes in fertility and mortality
• Access to healthcare, education, utilities, and
sanitation
c. Contemporary patterns and impact of industrialization
and development
• Spatial organization of the world economy
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Variations in levels of development (uneven
development)
Deindustrialization, economic restructuring,
and the rise of service and high technology
economies
Globalization, manufacturing in newly
industrialized countries (NICs), and the
international division of labor
Natural resource depletion, pollution, and
climate change
Sustainable development
Government development initiatives: local,
regional, and national policies
Women in development and gender equity in
the workforce
Quarter 4
Unit Topic(s): Cities and Urban Land Use; Exam Review; Careers in Geography
I. Cities and Urban Land Use
a. Development and character of cities
• Origin of cities; site and situation
characteristics
• Forces driving urbanization
• Borchert’s epochs of urban transportation
development
• World cities and megacities
• Suburbanization processes
b. Models of urban hierarchies: reasons for the
distribution and size of cities
• Gravity model
• Christaller’s central place theory
• Rank-size rule
• Primate cities
c. Models of internal city structure and urban
development: strengths and limitations of models
• Burgess concentric zone model
• Hoyt sector model
• Harris and Ullman multiple nuclei model
• Galactic city model
• Models of cities in Latin America, North
America and the Middle East, sub-Saharan
Africa, East Asia, and South Asia
d. Built environment and social space
• Types of residential buildings
• Transportation and infrastructure
• Political organization of urban areas
• Urban planning and design (e.g., gated
communities, New Urbanism, and smartgrowth policies)
• Census data on urban ethnicity, gender,
migration, and socioeconomic status
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Characteristics and types of edge cities:
boomburgs, greenfields, uptowns
Contemporary urban issues
• Housing and insurance discrimination, and
access to food stores
• Changing demographic, employment, and
social structures
• Uneven development, zones of abandonment,
disamenity, and gentrification
• Suburban sprawl and urban sustainability
problems, land and energy use, cost of
expanding public education services, home
financing and debt crises
• Urban environmental issues: transportation,
sanitation, air and water quality, remediation
of brownfields, and farmland protection
II. AP Exam Review
a. Review of Multiple Choice Questions & Free-Response
Writing
b. Review of topics
c. Exam discussion
d. Practice AP Exam
III. Careers in Geography
a. Urban Planning/Community Development
b. Cartographer
c. GIS Specialist
d. Climatologist
e. Transportation Management
f. Environmental Management
g. Emergency Management
h. Demographer
ESTABLISHED GOALS
Unit 1: Geography: Its Nature and Perspectives
Stage 1 Desired Results
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• What is Human Geography?
• Geography, as a field of inquiry, looks at • What are Geographic Questions?
the world from a spatial perspective.
• Why do Geographers use maps, and what do
• Geography offers a set of concepts,
maps tell us?
skills, and tools that facilitate critical
• Why are Geographers concerned with scale
thinking and problem solving.
and connectedness?
• Geographical skills provide a foundation • What are geographic concepts, and how are
for analyzing world patterns and
they used in answering geographic
processes.
questions?
• Geospatial technologies increase the
capability for gathering and analyzing
geographic information with
applications to everyday life.
• Field experiences continue to be
important means of gathering
geographic information and data.
Acquisition
Students will know…
Students will be skilled at…
• Geographic fieldwork
• Analyzing thematic maps and
understanding the false impressions we
• Globalization
may gather from them.
• Spatial arrangement of places and
• Identifying the different types of maps
phenomena
and projections.
• Spatial distribution of a phenomenon
• Defining small scale and large scale.
• Medical geography
• Explaining GPS and GIS technologies
• Five themes of geography
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.D.14.f- Determine the influence of
multicultural beliefs, products (i.e., art, food,
music, and literature), and practices in shaping
contemporary American culture.
6.1.12.A.16.a- Examine the impact of media and
technology on political and social issues in a
global society.
6.1.12.D.16.a- Analyze the impact of American
culture on other world cultures from multiple
perspectives.
6.2.12.D.5.c- Assess the influence of television,
the Internet, and other forms of electronic
communication on the creation and diffusion of
cultural and political information, worldwide.
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Location theory
Human-Environment Interactions
Perceptions of Place
Movement
Cultural Landscape
Sequent Occupance
Cartography
Reference and thematic maps
Global Positioning System (GPS)
Geocaching
Absolute and Relative locations
Mental Maps
Remote sensing
Geographic Information Systems
Scale
Formal Region
Functional Region
Perceptual Region
Culture
Cultural Diffusion
Environmental Determinism
Possibilism
Cultural and Political Ecology
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and their uses.
Describing the five themes of
geography.
Explaining the three different types of
regions.
Summarizing the types of diffusion and
providing examples of each of them.
Unit 1: Geography: Its Nature and Perspectives
Stage 2 - Evidence
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
Assessment Evidence
PERFORMANCE TASK(S):
Ferris Bueller’s Day Off Project-
Students will demonstrate understanding of the five themes of geography by analyzing the film
Ferris Bueller’s Day Off. In the film, Ferris and his friends will spend the day in Chicago. Track where
and when Ferris is during the course of the day in order to conclusively prove whether or not Ferris
could have done all the things he does in the film in real life.
View Ferris Bueller’s Day Off. Document Ferris’ adventures on a map. Students will research online
the absolute locations of some of the places depicted in the scenes of the movie and create an
original map of his route.
Group 1Use evidence in the film to prove that Ferris Bueller could have completed everything in one day.
Each student should write a separate persuasive essay (minimum of three paragraphs, along with
pertinent facts and evidence from the movie and the mapping activity) to make your argument.
Identify the five themes of geography and their relationship to the arguments used. Give a complete
timeline of the days' events, and highlight three events/reasons why Ferris COULD complete his
excursion in one day. All opinions must be completely backed up with facts and figures. Graphs,
charts, and other illustrations should be included.
Group 2Use evidence from the film to prove that Ferris could NOT have completed everything in one day.
Each student should write a separate persuasive essay (minimum of three paragraphs, along with
pertinent facts and evidence from the movie and the mapping activity) to make the arguments.
Identify the five themes of geography and their relationship to the arguments used. Give a complete
timeline of the days' events, and highlight three events/reasons why Ferris COULDN’T complete his
excursion in one day. All opinions must be completely backed up with facts and figures. Graphs,
charts, and other illustrations should be included.
Original Map- 10 points
Essay- 25 points
Debate Performance- 15 points
OTHER EVIDENCE:
• Mental Map Project
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
Directions: Students will create a Mental Map of their lives.
1.
2.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
3.
4.
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
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(10 points) Students will create maps that include their home, MTHS, and ANY other
important locations. If the important places are located outside of Monroe Township (other
states, other countries, the students should include them as well.
a. Provide detail to make the maps accurate in terms of what is important to them,
such as the places they eat, work, walk, recreate, etc.
b. (DO NOT REFERENCE A STREET MAP TO CREATE YOUR MENTAL MAP.)
(5 points) Students will make sure to include a key and design symbols.
a. landmarks (prominent points of interest- shop, work, eat, etc.),
b. pathways (streets, routes to…),
c.
districts (Neighborhoods, etc…),
d. nodes (meeting places, centers where streets or pathways cross), and
e. edges (obvious breaks or boundaries between areas).
(5 points) Students will use color, pictures, and words to best represent their perspective
on the world they live in.
Questions:
1. (3 points) What do you personally consider to be the most important features you
drew on your map? Why?
2. (3 points) How long have you lived in the Monroe Township area? How has this
affected your mental map?
3. (3 points) How do you get around? Car? Bicycle? Public Transport? Walk? How has
this affected your mental map?
4. (3 points) Take a look at a street map of the Monroe Twp, NJ area using google
maps or equivalent. When you get there, type in Monroe Township for the city and
NJ for the state, then, zoom into the map. How does your mental map compare to
the street map? Consider differences in detail, distances, directions, etc…
5. (3 points) What do the differences between the way you think of the Monroe
Township area and the way it "actually" is on a street (cartographic) map imply?
Unit 1 Assessment: Multiple Choice and Free Response Questions
FRQ Examples:
2003 FRQ #2, 2009 FRQ #1
Unit 1: Geography: Its Nature and Perspectives
Stage 3 – Learning Plan
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Summary of Key Learning Events and Instruction
Read Fouberg, Chapter 1 and Rubenstein Appendix
Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Kuby, Chapters 1 & 3- “True Maps, False Impressions” and “Tracking AIDS Epidemic in the United States: Diffusion Through Space and Time”
Where Children Sleep Photograph Analysis- Student will describe 5 photographs of where children sleep around the world. Students will
explain what the images tell us about each child’s life. Students will take a photograph of their own room and share it with the class. Then they
will inquire: What impressions would an outsider have of them?
Identification of different types of maps/projections using class notes and Goode’s Atlas.
The students will complete a survey on what state they would like to live in. They will rank each state from 1-5. After the classes’ data has been
collected, the students will create choropleth maps of the findings.
Describe the site, situation, and mathematical location of our school.
Explore Google Earth technology through Geoguesser Game- https://geoguessr.com/world/play
Activity: Matching Informal U.S. Regional Characteristics (New England, Middle Atlantic, Midwest, Deep South, Southwest, Pacific Coast etc.)
Name three formal regions that this school is located within and give a reason for each. Do the same for functional and vernacular regions.
Activity: What type of Region is it? (Middle East, Bible Belt, Hanford Area, Wash, Caribbean
Discuss Current Events: Ebola- Contagious Diffusion http://healthmap.org/ebola/#
Video Clips:
o The West Wing- Why are we changing maps? https://www.youtube.com/watch?v=eLqC3FNNOaI
o Region
http://www.youtube.com/watch?v=3LVXiM_u_UM&feature=youtu.be
 https://www.youtube.com/watch?v=3LVXiM_u_UM
Globalization Socratic Seminar: The effects of globalization are more evident every day. New places are becoming connected, bringing in new
ideas and innovations. However, on the flipside of positive outcomes there is the loss of regionalization to consider. Cite specific evidence to
support: Do you think that globalization is a positive or negative force in our world? Be sure to utilize some original examples to support your
point of view.
Clothing Location Activity: Students will locate 20 items of clothing. Create a list of the type of clothing (shirt, shoes, jeans, belt, etc.) and the
country in which it was made.
o Create a dot density map that demonstrates where each article of clothing was produced.
o Then answer the following questions:
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From which region(s) of the world did the majority of the clothing come from?
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o Did the answer surprise you? Why or why not?
Did many of the articles of clothing come from the United States?
o Did the answer surprise you? Why or why not?
What reasons would exist for many articles of clothing to be produced within the region(s) you identified within question 1?
Analyze the patterns that appeared on your map and predict if they are likely to change. Support the conclusion with specific
evidence.
Select one brand of clothing from your list (Nike, Levi's etc.) Research the locations of their:
o Headquarters
o Store locations
o Production centers
ESTABLISHED GOALS
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Unit 2: Population and Migration
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• Where in the world do people live and
• Knowledge of the geographic patterns
why? Why do populations rise and fall
and characteristics of human
in particular places?
populations facilitates understanding of
• Why does population composition
cultural, political, economic, and urban
matter?
systems.
• How does the geography of health
• Populations grow and decline over time
influence population dynamics?
and space.
• How do governments affect population
• Causes and consequences of migration
change?
are influenced by cultural demographic,
• What is migration? Why do people
economic, environmental, and political
migrate?
factors.
• Where do People Migrate?
• How do governments affect migration?
Students will know…
• Age-Sex Diagram
• Carrying capacity
• Crude Birth Rate
• Crude Death Rate
• Demographic equation
• Demographic momentum
• Demographic regions
Acquisition
Students will be skilled at…
• Analyzing population pyramids.
• Identifying the phases of the
demographic transition model.
• Describing the various population
problems around the world.
• Explaining the push and pull factors of
migration.
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.C.8.a -Analyze the push-pull factors that
led to the Great Migration.
6.1.12.A.13.c- Determine the extent to which
changes in national policy after 1965 impacted
immigration to New Jersey and the United
States.
6.1.12.B.14.a-Determine the impact of recent
immigration and migration patterns in New
Jersey and the United States on demographic,
social, economic, and political issues.
6.2.12.B.5.c- Determine the impact of migration
on the way of life (e.g., social, economic, and
political structures) in countries of origin and in
adopted countries.
6.2.12.D.5.d-Analyze how feminist movements
and social conditions have affected the lives of
women in different parts of the world, and
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Demographic Transition model
Dependency ratio
Diffusion of fertility control (birth
control)
Disease diffusion
Doubling time
Ecumene
Epidemiological Transition model
Gendered space
Infant mortality rate
Malthus, Thomas
Megalopolis
Mortality
Natality
Neo-Malthusian
Overpopulation
Population densities
Arithmetic
Physiologic
Population distributions
Population explosion
Population projection
Population pyramid
Rate of natural increase- Equation
Sex/Gender ratio
Standard of living
Total Fertility Rate
Underpopulation
Vectored-Non-vectored Disease
Zero population growth
Activity space
Chain migration
Cyclic movement
Distance decay
Forced migration
Gravity model
Internal migration
Intervening opportunity
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Evaluating the migration policies
established by governments.
evaluate women’s progress toward social
equality, economic equality, and political
equality in various countries.
6.2.12.B.6.a - Determine the global impact of
increased population growth, migration, and
changes in urban-rural populations on natural
resources and land use.
6.2.12.C.6.d- Determine how the availability of
scientific, technological, and medical advances
impacts the quality of life in different countries.
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
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Migration patterns
Intercontinental
Interregional
Rural-urban
Periodic movement
Push-pull factors
Ravenstein- Laws of Migration
Refugee
Step migration
Transhumance
US Immigration Waves
US Immigration Policies
Voluntary Migration
Unit 2: Population and Migration
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Population Public Service Announcement
Directions: Students will create a public service announcement using IMovie for a country in the
world. Students will identify the population issues the country is experiencing and offer a possible
solution/s to the problems cited.
Resources:
http://www.prb.org/Publications/Datasheets/2014/2014-world-population-data-sheet.aspx
Facts on File Database: World Geography and Culture Online
Requirements:
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
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Identify Problems (30 points)
Plan of Action (20 points)
o Slogan
Statistics: (Can be visually or verbally identified) (20 points)
CDR
CBR
TFR
RNI
Gross Domestic Product (per person)
Infant Mortality Rate
Emigration
Immigration
7 Photographs (7 points)
3 Graphs/Maps (3 points)
Creativity (Music etc.) (10 points)
Works Cited- Formal (10 points)
OTHER EVIDENCE:
• Unit 2 Assessment- Multiple Choice and Free Response Questions
• FRQ Examples:
• 2003 FRQ #3, 2004 FRQ #3, 2005 FRQ #2, 2006 FRQ #1, 2008 FRQ # 2, #3, 2010 FRQ #3,
2012 FRQ #3, 2013 FRQ #2
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
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Unit 2: Population and Migration
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Read Fouberg, Chapters 2 & 3
Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Kuby, Chapters 4 & 5- “Newton’s First Law of Migration: The Gravity Model” and “The Hidden Momentum of Population Growth (India)
Complete Global Trends Quiz and discuss some of the topics that will be studied this unit- http://www.pbs.org/wgbh/nova/earth/globaltrends-quiz.html
IPAD Activity: Population Pyramids- http://populationpyramid.net/
• Describe the changes (ages, gender) in the population pyramids of the world, USA, and 5 other countries. (Choose from different
regions) Use the pyramids from 1950, 2010, 2100. What could account for these changes?
Demographic Transition Model Activity- Identify what stage of the demographic transition is being described. (worksheet) Explain.
Population Matching Game: http://www.pbs.org/wgbh/nova/earth/demographic-data.html
View PBS World in the Balance : The People Paradox- Complete Question Worksheet
Read Article: “One Child Policy is One Big Problem.” Discuss. http://www.newsweek.com/2014/01/24/one-child-policy-one-big-problemchina-245118.html
Read and annotate "The New Population Bomb: The Four Megatrends That will Change the World."
Read and Discuss Jonathan Swift’s a Modest Proposal
Name an economic, social, and environmental “push” factor (three in all) that would make one migrate, and explain each one. Complete this
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task for three “pull” factors. Demonstrate an understanding of the difference between mobility and migration.
Activity: Exploring Modern Human Migrations – Jigsaw Groups on Migration Readings, Create Key Note and Present Findings
Discuss Current Event: Children at the Border http://www.cbsnews.com/news/whos-to-blame-for-the-flood-of-children-at-the-u-smexico-border/
Video Clips:
o Population Pyramids: Powerful Predictors of the Future- https://www.youtube.com/watch?v=RLmKfXwWQtE
o How 7 Billion Occurs: https://www.youtube.com/watch?v=VcSX4ytEfcE
o 200 Countries 200 Years- https://www.youtube.com/watch?v=jbkSRLYSojo
o Do It for Denmark- http://www.youtube.com/watch?v=vrO3TfJc9Qw
o Deport the Statue Video - http://www.youtube.com/watch?v=ydXSJPFeiwY
ESTABLISHED GOALS
Unit 3: Cultural Patterns and Processes
Stage 1 Desired Results
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
UNDERSTANDINGS
Students will understand that…
• Concepts of culture frame the shared
behaviors of a society.
• Culture varies by place and region.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Students will know…
• Acculturation
• Assimilation
• Commodification
• Cultural adaptation
• Cultural Appropriation
• Cultural core/periphery pattern
Meaning
ESSENTIAL QUESTIONS
• Where are folk and popular leisure
activities distributed?
• How is popular culture diffused?
• Why is access to folk culture and
popular culture unequal?
• What is identity and how are identities
constructed?
• How do places affect identity, and how
can we see identities in places?
• Why do conflicts arise among
ethnicities? Why do ethnicities engage
in ethnic cleansing and genocide?
• How Does Geography Reflect and Shape
Power Relationships Among Groups of
People?
Acquisition
Students will be skilled at…
• Explaining the difference between folk
and popular culture.
• Describing regional variations in
popular food preferences.
• Defining race and ethnicity.
• Identifying the causes and aftermath of
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.D.5.d - Relate varying immigrants’
experiences to gender, race, ethnicity, or
occupation.
6.1.12.A.12.c -Explain how the Arab-Israeli
conflict influenced American foreign policy.
6.1.12.D.14.e- Evaluate the role of religion on
cultural and social mores, public opinion, and
political decisions.
6.1.12.D.14.f- Determine the influence of
multicultural beliefs, products (i.e., art, food,
music, and literature), and practices in shaping
contemporary American culture.
6.1.12.D.15.c- Explain how and why religious
tensions and historic differences in the Middle
East have led to international conflicts, and
analyze the effectiveness of United States policy
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Core/Domain/Sphere (Kuby)
Cultural Landscape- (Unit 1)
Landscape Homogeneity
Culture (Unit 1)
Culture Region (Unit 1)
Formal
Functional
Vernacular
Cultural Relativism
Custom
Diffusion types (Unit 1)
Expansion- hierarchical, contagious,
stimulus
Relocation
Field Work
Globalization (Unit 1)
Habit
Innovation Adoption
Maladaptive Diffusion
Material Culture
Nonmaterial Culture
Placelessness
Adaptive Strategies
Built environment
Folk culture
o Folk housing
o Folk songs
Food attractions/Food taboos
Popular Culture
Popular Housing
o Bungalow
o Ranch
o Split-Level
o Minimal Traditional
o Neo-Tudor
o Neo-Colonial
o Single vs. Double Pile
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several 20th century ethnic conflicts.
Researching the issues and concerns of
women in the 21st century.
Summarzing the experiences of
Sudanese refugees that resettled in the
United States.
Identifying language families and how
they are distributed across the earth.
Debating if English will be the lingua
Franca in 2100.
Describing the role of places of worship
in various religions, why places are
sacred in universalizing religions, and
the ways in which the landscape is used
in religious significant ways.
Classifying toponyms.
Identifying the distribution of the major
religions, including their branches, and
the distribution of ethnic religions.
Summarizing the basic tenets of the
major world religions.
and actions in bringing peaceful resolutions to
the region.
6.1.12.D.16.a- Analyze the impact of American
culture on other world cultures from multiple
perspectives.
6.2.12.D.3.d - Analyze the extent to which racism
was both a cause and consequence of
imperialism, and evaluate the impact of
imperialism from multiple perspectives.
6.2.12.A.4.c - Analyze the motivations, causes,
and consequences of the genocides of
Armenians, Roma (gypsies), and Jews, as well as
the mass exterminations of Ukrainians and
Chinese.
6.2.12.A.4.d - Assess government responses to
incidents of ethnic cleansing and genocide.
6.2.12.A.5.d- Analyze the causes and
consequences of mass killings (e.g., Cambodia,
Rwanda, Bosnia-Herzegovina, Somalia, Sudan),
and evaluate the responsibilities of the world
community in response to such events.
6.2.12.A.5.e- Assess the progress of human and
civil rights around the world since the 1948 U.N.
Declaration of Human Rights.
6.2.12.D.5.c- Assess the influence of television,
the Internet, and other forms of electronic
communication on the creation and diffusion of
cultural and political information, worldwide.
6.2.12.D.6.a- Assess the role of increased
personal and business electronic
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Barrio
Chain Migration (Unit 2)
Enfranchisement
Ethnic Cleansing
Ethnic Conflict- Examples
Ethnic enclave
Ethnic Groups in U.S.- Majority
Ethnic Neighborhoods
Ethnicity
Ethnocentrism
Gender
Gender Gap
Gendered Spaces
Ghetto
Nationality
Nationalism
Power Relationships
Queer Theory
Race-Categories
Racism
Segregation- Examples
Creole
Dialect
Indo-European languages
Isogloss
Language
Language family
Language group
Language Laws
Language subfamily
Lingua franca
Monolingual/multilingual
Official language
Pidgin
Proto-Indo European Origins
Standard Language
Toponymy- Types
communications in creating a “global” culture,
and evaluate the impact on traditional cultures
and values.
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Animism
Buddhism
Christianity
Confucianism
Ethnic religion
Exclave/enclave
Fundamentalism
Geomancy (feng shui)
Hadj
Hinduism
Interfaith boundaries
Islam
Jainism
Judaism
Landscapes of the dead
Monotheism/polytheism
Mormonism
Muslim pilgrimage
Proselytic religion
Reincarnation
Religion (groups, places, diffusion)
Religious architectural styles
Religious conflict
Sacred space
Secularism
Shamanism
Sharia law
Shintoism
Sikhism
Sunni/Shia
Syncretism
Taoism
Theocracy
Universalizing Religion
Zoroastrainism
Unit 3: Cultural Patterns and Processes
Stage 2 - Evidence
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
Assessment Evidence
PERFORMANCE TASK(S):
How to Become a “Windshield Geographer”
The Local Cultural Landscape
Believe it or not, most people never associate the cultural aspects of the local landscape of their
communities with geography. Surprisingly, one’s local cultural landscape is the most accessible of all
geography. As teachers and students of geography, we must seize these opportunities to become
better geographers and promote not only the field of geography but also an awareness of our own
geographic surroundings. Once the awareness is made, students of geography can learn to analyze
all that is around them. After completing this lesson, the students should become “windshield
geographers.”
INSTRUCTIONS
1. Students will work in groups agreed upon in class. *Make sure that among the group
members they have access to a car, computer, camera and the internet.
2. Field Work - Drive and walk around Monroe Township/Jamesburg.
• Observe the material culture: housing types, signs, sign names, religious sites,
businesses, business names, restaurants (ethnic food), schools, school names,
monuments, parks and other evidence. Use these and other elements to identify the
various culture(s) and cultural imprints on Monroe Township/Jamesburg.
• Take photos, shoot video, which both typify and show what you find. ALSO – do the
same for possible anomalies (weird out of place things) in the cultural landscape.
3. Imovie/Prezi - The group will photograph evidence on the landscape.
• The group should take at least 25 photos that represent the cultural landscape.
• Create a video which includes the representation of the landscape you are
observing.
• Each photo or a group of photos on a slide MUST HAVE A CAPTION or minimal
text which fully explains the information you are trying to convey.
 Remember to keep text on slides to a minimum!
4. Oral Interview – Each member of the group needs to interview AT LEAST ONE local
resident(s).
(30 seconds each)
• Ask how the cultural landscape of where they live has changed since the time they
moved to or have been living there?
 If the person interviewed has emigrated from somewhere to our local
5.
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on debate assessments;
4 – Innovating: Student was able to present
their stance. Their position was stated clearly
and effectively. The facts were backed up and
clearly argued.
3 – Applying: Student was able to present their
stance and the position taken was clear. The
facts were presented but not backed up.
2 – Developing: Student did not clearly present
their stance. Some points were made but may
not be relevant to the stance. Some points are
factual.
1 – Beginning: Student did not present their
stance. No points were made or all points were
based on opinion, not fact.
Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained real-
6.
area, ask them how this new cultural landscape differs from that of
where they moved from?
 Try to interview someone who lives in an area that has been
identified and documented as part of this project.
• Include the findings of the interview in the presentation throughout or at the end.
Reflection paper - Each group member will write a minimum 1-2 page typed response that
summarizes the impressions of the local cultural landscape.
• For example, areas that students have never been to before, what surprised them,
what was interesting, etc… For places they have been to before, discuss aspects of
the landscape they never noticed before.
• Students will explain what was learned from the person they interviewed.
Finally, the group will create an Imovie or Prezi.
OTHER EVIDENCE:
• Unit 3 Assessment- Multiple Choice and Free Response Questions
• FRQ Examples:
• 2002 FRQ #2, #3, 2007 FRQ #2, 2009 FRQ #1,
• Lingua Franca Debate
Position: English will remain as the lingua franca by 2100.
Directions: The class will be divided into two teams and will debate for or against
the position above.
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2.
3.
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Each team will research an assigned position: The ENGLISH team will
argue that English will remain the global lingua franca by 2100. The NOT
ENGLISH team will argue that English will be replaced by another language
as the global lingua franca.
About 2/3 of the team will research the assigned position and about 1/3 of
the team should research the opponents’ positions for the debate.
Use a table on the handout to record the data.
The debate will be POINT/COUNTERPOINT debate format. That is, one
team will go first and have 45 seconds to make a point. The opposing team
will then have 30 seconds to rebut those points. Then, that team gets to
make their point for 45 seconds and the first team will then rebut.
world examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
Unit 3: Cultural Patterns and Processes
Stage 3 – Learning Plan
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Summary of Key Learning Events and Instruction
Read Fouberg, Chapters 4 – 7
Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Kuby Activities, Chapter 2- Layers of Tradition: Culture Regions at Different Scales and Chapter 12- Do Orange and Green Clash? Residential
Segregation in Northern Ireland
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Read Nacirema Article and Discuss perceptions of other cultures
Read Origins of Soccer Article
Analyze different housing styles- http://architecture.about.com/od/periodsstyles/ig/House-Styles/index.htm#step-heading
View PBS- Hot Dog Program and complete video guide. Discuss regional variations on sports, tooth fairy, mischief night etc.
Activity: http://www.greatmirror.com/index.cfm Visit the website and explore the Spin the Globe 8 random places link; Identify the
location and describe the images that you saw.
Ethnic food journal - Attend Multicultural Thanksgiving or Eat at an ethnic food that you have never tried before
o Reflection:
o What food did you try for the first time? Describe it.
o What were your expectations?
o What were your hesitations about trying it before this?
o Would you eat it again?
Ethnic Conflicts Webquest: Darfur; Rwanda; Yugoslavia; Iraq: Kurds; Cambodia; Armenia
Identify Platform Concerns of UNDP Fourth Conference for Women: http://www.un.org/womenwatch/daw/beijing/platform/
Divide class into 4 groups and collect information on one topic using The World’s Women 2010: Trends and Statistics report and Present
Findings
Nigerian Girls Kidnapped Article- http://www.cbsnews.com/news/still-no-trace-of-200-kidnapped-girls-in-nigeria/
Malala Article - http://onforb.es/1v3TofP
View Video: “The Lost Boys of Sudan” and respond to journal prompts.
Read NY Times Origins of Language Article: http://www.nytimes.com/2012/08/24/science/indo-european-languages-originated-inanatolia-analysis-suggests.html?pagewanted=all&_r=0
Analyze Language Family Maps http://www.freelang.net/families/index.php
View Scenes- Star Trek: The Next Generation- Discuss the importance of language to one’s culture and respective understanding.
Classify NJ Toponyms into the appropriate categories.
History of Religion Infographic- http://www.mapsofwar.com/ind/history-of-religion.html
Activity: Selectsmart Religion exercise- Inquire: Were the findings surprising? http://www.selectsmart.com/RELIGION/
Religion Webquest and Share Information on your assigned religion through a Speed Dating format.
Research a Sacred Site and Answer the following:
o How did it become a sacred site? Why is it a sacred site?
o What is its religious significance? Why is it important to the religion?
o Are there any requirements for visiting the site?
o Is there controversy surrounding the site? Why or why not?
o How does the site affect the economy of the local area? Does it benefit the community?
o The major world religions seem to share many beliefs. In every day practice, however, some of those religions appear to be in
great conflict.
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Students will work in groups to conduct research on one of the following conflicts:
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Arab/Israeli in the Middle East
Taliban/less conservative Muslim/Western supporters in Afghanistan
Muslim/Sikh/Hindu in Kashmir
Catholic/Protestant in Northern Ireland
Fundamental Christian/Chinese Communist in China
Fundamentalist Muslim/ Coptic /Egyptian government in Egypt
Tibetan Buddhists/Chinese government in Tibet
Hindu Tamil/Sinhalese Buddhist in Sri Lanka
Muslims/Christians in Eastern Europe
Read Current Events Article on Israel and Palestine and Discuss
Video Clips:
o Explaining the Amish Way of Life- http://www.youtube.com/watch?v=PAgSCTdnrhk
o UNDP Fourth Conference for Women- https://www.youtube.com/watch?v=pFmP94NQ4jc
o History of English in 10 minutes - https://www.youtube.com/watch?v=5JojjsE6Ox0&feature=player_detailpage
ESTABLISHED GOALS
Unit 4: Political Organization of Space
Stage 1 Desired Results
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• The contemporary political map has
• Where are states distributed?
been shaped by events of the past.
• Why are nation-states difficult to
• Spatial political patterns reflect ideas of
create?
territoriality and power at a variety of
• Why do boundaries cause problems?
scales.
• Why do states compete with each other?
• The forces of globalization challenge
contemporary political-territorial
arrangements.
Acquisition
Students will know…
Students will be skilled at…
• Annexation
• Describing how space is politically
organized into states and nations.
• Antarctica
•
Identifying
the difference between state,
• Benelux
nation,
and
nation-state.
• Border landscape
•
Discussing
current
political disputes.
• Boundary, disputes (definitional,
• Explaining the concept of
locational, operational, allocational)
gerrymandering and three ways that it
• Boundary, origin (antecedent,
is done.
subsequent, superimposed, relic)
•
Defining Unitary and Federal States.
• Boundary, process (definition,
• Researching Devolutionary Movements.
delimitation, demarcation)
• Identifying the Types of Boundaries and
• Boundary, type (natural/physical,
Shapes of States with examples.
ethnographic/cultural, geometric)
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.D.11.e- Explain how World War II and the
Holocaust led to the creation of international
organizations (i.e., the United Nations) to protect
human rights, and describe the subsequent
impact of these organizations.
6.1.12.A.12.c -Explain how the Arab-Israeli
conflict influenced American foreign policy.
6.1.12.D.12.a -Analyze the impact of American
governmental policies on independence
movements in Africa, Asia, the Caribbean, and
the Middle East.
6.1.12.A.14.e- Evaluate the effectiveness and
fairness of the process by which national, state,
and local officials are elected and vote on issues
of public concern.
6.1.12.A.15.a-Analyze the factors that led to the
fall of communism in Eastern European
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Buffer state
Capitalism
Centrifugal
Centripetal
City-state
Colonialism
Confederation
Conference of Berlin (1884)
Core/periphery
Decolonization
Devolution - Examples
EEZ (Exclusive Economic Zone)
Electoral Geography
Enclave/exclave
European Union
Federal
Frontier
Geopolitics
Gerrymander
Heartland/Rimland
Irredentism
Israel/Palestine
Landlocked
Law of the Sea
Mackinder, Halford J.
Median-line principle
Microstate
Nation-state
NAFTA
Organic Theory
Peace of Westphalia
Reapportionment
Religious conflict
Reunification
Robinson, KW
Satellite state
Self-determination
Shatterbelt
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Applying the concepts of centrifugal and
centripetal forces at the national scale.
Describing supranationalism, and the
future of the state.
countries and the Soviet Union, and determine
how the fall influenced the global power
structure.
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6.1.12.A.15.e- Analyze the impact of United
States support for the policies and actions of the
United Nations and other international
organizations.
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6.1.12.A.15.c- Evaluate the role of diplomacy in
developing peaceful relations, alliances, and
global agreements with other nations.
6.1.12.D.15.c- Explain how and why religious
tensions and historic differences in the Middle
East have led to international conflicts, and
analyze the effectiveness of United States policy
and actions in bringing peaceful resolutions to
the region.
6.1.12.D.15.d- Analyze the reasons for terrorism
and the impact that terrorism has had on
individuals and government policies, and assess
the effectiveness of actions taken by the United
States and other nations to prevent terrorism.
6.2.12.B.1.a- Explain major changes in world
political boundaries between 1450 and 1770,
and assess the extent of European political and
military control in Africa, Asia, and the Americas
by the mid-18th century.
6.2.12.B.3.a- Assess the impact of imperialism by
comparing and contrasting the political
boundaries of the world in 1815 and 1914.
6.2.12.B.4.a - Determine the geographic impact
of World War I by comparing and contrasting
the political boundaries of the world in 1914 and
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Sovereignty
State
Stateless nation
Supranationalism- Examples
Territorial disputes
Territorial morphology (compact,
fragmented, elongated, prorupt,
perforated)
Territoriality
Theocracy
Truman Proclamation
UNCLOS (United Nations Convention on
the Law of the Sea)- I, II, III
Unitary
USSR collapse
World Systems Theory
1939.
6.2.12.B.4.d - Explain the intended and
unintended consequences of new national
boundaries established by the treaties that
ended World War II.
6.2.12.A.5.b- Analyze the structure and goals of
the United Nations and evaluate the
organization’s ability to solve or mediate
international conflicts.
6.2.12.B.5.b- Analyze the reasons for the Cold
War and the collapse of the Soviet Union, and
evaluate the impact of these events on changing
national boundaries in Eastern Europe and Asia
6.2.12.B.5.d- Analyze post-independence
struggles in South Asia, including the struggle
over the partitioning of the subcontinent into
India and Pakistan, as well as later tensions over
Kashmir.
6.2.12.B.5.e- Assess the role of boundary
disputes and limited natural resources as
sources of conflict.
6.2.12.C.5.f- Assess the impact of the European
Union on member nations and other nations.
6.2.12.A.6.a - Evaluate the role of international
cooperation and multinational organizations in
attempting to solve global issues.
6.2.12.A.6.b - Analyze the relationships and
tensions between national sovereignty and
global interest in matters such as territory,
economic development, use of natural resources,
and human rights.
6.2.12.A.6.d- Assess the effectiveness of
responses by governments and international
organizations to tensions resulting from ethnic,
territorial, religious, and/or nationalist
differences.
6.3.12.D.2- Analyze a current foreign policy issue
by considering current and historical
perspectives, examining strategies, and
presenting possible actions.
Unit 4: Political Organization of Space
Stage 2 - Evidence
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
Assessment Evidence
PERFORMANCE TASK(S):
Devolution Movements
Directions: Students will research one of the Devolution movements below and create a written
analysis of the history and current status of the movements.
1.
2.
3.
4.
5.
6.
7.
Basque
Galicia
Corsica
Sardinia
Scotland
Wales
Catalonia
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
8.
9.
10.
11.
12.
13.
14.
Kaliningrad
South Tyrol
Upper Silesia
Trans-Dniester
Northern Cyprus
Padania
Vojvodina/Montenegro/Kosovo
Requirements:
MLA Format
2 Typed Pages
Works Cited
Map
OTHER EVIDENCE:
• Unit 4 Assessment- Multiple Choice and Free Response Questions
• FRQ Examples• 2002 FRQ #1, 2005 FRQ #1, 2006 FRQ #3, 2010 FRQ #2, 2012 FRQ #1, 2014 FRQ #2
• Arab Spring Project• The students will select a medium to present their findings about the current changes
within many Arab and North African nations regarding modernization. Students should
select a presentation format that allows for the inclusion of audio clips (either spoken by
the student or news reports), images of the change, analysis of the methods used and
explanation of the catalyst for change.
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
Unit 4: Political Organization of Space
Stage 3 – Learning Plan
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Summary of Key Learning Events and Instruction
Read Fouberg, Chapter 8
Kuby Activities, Chapters 13- Breaking up is Hard to do: Nations, States, and Nation-States
Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Video Clips:
o How many countries are there?- http://www.youtube.com/watch?v=4AivEQmfPpk&feature=c4-overviewvl&list=PLqs5ohhass_QZtSkX06DmWOaEaadwmw_D
o Jon Stewart on Gerrymandering- http://thedailyshow.cc.com/videos/0adjfq/american-horrible-story---gerrymandering
o Video EU explained: https://www.youtube.com/watch?v=O37yJBFRrfg
Discuss Current Events: Hong Kong’s Umbrella Revolution http://op-talk.blogs.nytimes.com/2014/10/02/is-hong-kongs-umbrellarevolution-a-new-tiananmen/?_r=0 and http://news.yahoo.com/katie-couric-now-i-get-it-umbrella-revolution-175949877.html
Read Article on Ukraine and summarize- http://www.bbc.com/news/world-europe-26387353
View Border Changes of Europe and Discuss some of the major changes- http://www.dailymotion.com/video/x1i1e6h_watch-as-1000years-of-european-borders-change-timelapse-map_travel
Activity: State, Nation, Nation-State
View Map of Caucasus Region and Identify the conflict being described using the internet
Create new countries by redrawing the boundaries of countries in Africa. Each group will produce a document proposing the divisions in a
group presentation and explain their rationale for the divisions.
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Complete Redistricting Game- www.redistrictinggame.org and analyze gerrymandering.
Supranationalism Research:
o What is an inter-governmental organization? How do they function as elements of supranationalism?
o Which IGO did you choose and what is its stated purpose?
o What states are members?
o What advantages does membership have for states?
o What areas of sovereignty do member states sacrifice in return for membership?
o How do you think IGOs will change the nature of states?
ESTABLISHED GOALS
Unit 5: Agricultural and Rural Land Use
Stage 1 Desired Results
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• Where did agriculture originate?
• The development of agriculture led to
• How did agriculture change with
widespread alteration of the natural
industrialization?
environment.
• Where does our food come from?
• Major agricultural regions reflect physical
• What imprint does agriculture make on
geography and economic forces.
the cultural landscape?
• Settlement patterns and rural land use are
• Where is agriculture distributed?
reflected in the cultural landscape.
• Why do farmers face economic
• Changes in food production and
difficulties?
consumption present challenges and
opportunities.
Acquisition
Students will know…
Students will be skilled at…
• Agribusiness
• Describing the origins of agriculture and
explaining the theories of Jared
• Agricultural location model (von
Diamond.
Thunen)
• Explaining Von Thunen’s Agricultural
• Agricultural origins
Land Model.
• Agriculture
• Evaluating the criticisms of the modern
• Animal domestication
food industry.
• Aquaculture
• Identifying the land survey systems.
• Collective farm
• Analyzing agricultural location maps.
• Commercial agriculture (intensive,
• Identifying the types of agriculture in
extensive)
developed and developing regions.
• Core/periphery
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.C.12.b - Assess the impact of agricultural
innovation on the world economy.
6.2.12.C.3.a -Analyze interrelationships among
the “agricultural revolution,” population growth,
industrialization, specialization of labor, and
patterns of land-holding.
6.2.12.B.6.a - Determine the global impact of
increased population growth, migration, and
changes in urban-rural populations on natural
resources and land use.
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Crop rotation
Cultivation regions (maps)
Dairying
Double cropping
Economic activity (primary, secondary,
tertiary, quaternary, quinary)
Environmental modification (pesticides,
soil erosion, desertification)
Extensive subsistence agriculture
(shifting cultivation [slash-and- burn,
milpa, swidden], nomadic
herding/pastoralism)
First agricultural revolution
Genetically Modified Organisms
Globalized agriculture
Green revolution
Hunting and gathering
Intensive subsistence agriculture
Livestock ranching
Market gardening
Mediterranean agriculture
Plant domestication
Plantation agriculture
Renewable/nonrenewable
Rural settlement (dispersed, nucleated,
building material, village form)
Sauer, Carl O.
Second agricultural revolution
Specialization
Staple grains
Survey patterns (long lots, metes and
bounds, township-and-range)
Sustainable yield
Third agricultural revolution
(mechanization, chemical farming, food
manufacturing)
Transhumance
Truck farm
•
Discussing the strategies to increase the
world food supply.
Unit 5: Agricultural and Rural Land Use
Stage 2 - Evidence
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
Assessment Evidence
PERFORMANCE TASK(S):
Agriculture Scavenger Hunt
Directions:
Students will go on a scavenger hunt at a local grocery store and will inquire: “Where does my food
come from?”
Requirements:
1. Locate at least 20 items (students may do more). Students will identify a variety of items
such as vegetables, meat, eggs, dairy, drinks, grains, pasta products, etc.
2. Student will provide evidence about each item:
a. What country is it from?
b. How many miles/kilometers did it travel?
c. What labels do you see like “wild caught,” “artificially flavored,” “naturally
flavored,” “farm-raised,” “free range, “grain-fed”, “organic,” “cage-free,” and so on?
What does each of these labels mean?
d. What labeling is there (if any) about allergens or other products being
processed in the same facility? Why are these labeled like this?
e. Did you see any evidence on the packaging about the foods being GMO or GMF? If
so, how or what?
f. What food item(s) traveled the farthest and shortest distances? If it is a local item,
describe how you got it.
3. Create a map of the origins of the food (color a world map – color states in the US on the
map)
4. Choose at least 10 items and take photographs of the food packaging labels.
5. For 2 of the food items (Students will choose the ones which traveled the longest and
shortest distances) and make educated guesses about the geographic processes
involved in growing, processing and transporting of these items. Write a short paragraph
about each item and applying the principles of von Thünen in your writing.
6. Students will use the research to create either a Powerpoint, Prezi or IMovie.
OTHER EVIDENCE:
•
Unit 5 Test- Multiple Choice and Free Response Questions
• FRQ Examples:
• 2001 FRQ #1, 2004 FRQ #2, 2007 FRQ #1, 2008 FRQ #1, 2009 FRQ #3, 2012 FRQ #2, 2014
FRQ #3,
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
Unit 5: Agricultural and Rural Land Use
Stage 3 – Learning Plan
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Summary of Key Learning Events and Instruction
Read Fouberg, Chapter 10
Kuby Activities, Chapters 8- Food for Thought: The Globalization of Agriculture
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Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Video Clips:
o Chipotle https://www.youtube.com/watch?v=aMfSGt6rHos
o Von Thunen in Minecraft - https://www.youtube.com/watch?v=41SZPsQDhfA
o Land Survey Video- https://www.youtube.com/watch?v=9f-OEAKHhC8
o Meatrix- http://www.themeatrix.com/
o Jamie Oliver- https://www.youtube.com/watch?v=mKwL5G5HbGA
Read and Discuss Jared Diamond Article- “Worst Mistake of Human Race”
View Excerpts from documentary Guns, Germs, and Steel and discuss
View Food Inc. and complete video guide
Research 5 crops/livestock and identify their U.S. and world locations. In groups, students will match up crops and livestock with U.S. dot
density maps.
View photographs of different types of agriculture and identify if it is shifting agriculture, intensive subsistence agriculture, Mediterranean
agriculture, pastoral nomadism, livestock ranching, grain, mixed crop and livestock or commercial gardening.
Analyze photographs from Hungry Planet and Summarize http://time.com/8515/hungry-planet-what-the-world-eats/
Read Assigned National Geographic Article and Summarize http://www.nationalgeographic.com/foodfeatures/feeding-9-billion/
1. A Five Step Plan to Feed the World- Where will we find enough food for 9 billion?
2. Aquaculture- Can the “blue revolution” solve the world’s food puzzle?
3. The Next Breadbasket- Can Africa’s fertile farmland feed the world?
4. The New Face of Hunger- Why are people malnourished in the richest country on Earth
5. Evolution of Diet- Could eating like our ancestors make us healthier?
6. The Next Green Revolution- Science prevented the last food crisis. Can it save us again?
7. Carnivore’s Dilemma- Is America’s appetite for meat bad for the planet?
Host a Socratic Seminar on National Geographic Article.
ESTABLISHED GOALS
Unit 6: Industrialization and Economic Development
Stage 1 Desired Results
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How is development defined and
measured? How does geographical
• The Industrial Revolution, as it diffused
situation affect development?
from its hearth, facilitated improvements in
standards of living.
• What are the barriers to and the costs of
economic development?
• Measures of development are used to
understand patterns of social and economic
• How do political and economic
differences at a variety of scales.
institutions influence uneven
development within states?
• Development is a process that varies across
space and time.
• Where did the Industrial Revolution
begin and how did it diffuse?
• Sustainable development is a strategy to
address resource depletion and
• How have the character and geography
environmental degradation.
of industrial production changed?
• How have deindustrialization and the
rise of service industries altered global
economic activity?
Students will know…
• Core-Periphery Model
• Dependency Theory
• Development
• Foreign Direct Investment
• Gender Inequality Index
• Gini Coefficient- income disparity
Acquisition
Students will be skilled at…
• Defining the indicators of development
including Gross Domestic Product,
Gross National Income, Literacy, %
Agricultural Workers etc.
• Describing the difference between more
developed countries and less developed
countries.
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.C.5.a- Analyze the economic practices of
corporations and monopolies regarding the
production and marketing of goods, and
determine the positive or negative impact of
these practices on individuals and the nation and
the need for government regulations.
6.1.12.B.6.a- Determine the role geography
played in gaining access to raw materials and
finding new global markets to promote trade.
6.1.12.C.9.b- Explain how economic indicators
(i.e., gross domestic product, the consumer
index, the national debt, and the trade deficit)
are used to evaluate the health of the economy.
6.1.12.C.14.d-Relate the changing
manufacturing, service, science, and technology
industries and educational opportunities to the
economy and social dynamics in New Jersey.
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Gross Domestic Product
Gross National Product
Gross National Income
Hans Rosling
Human Development Index
Less Developed Country
Levels of Development
Measures of Development
More Developed Country
Neocolonialism
Newly Industrialized Country
NGO
Purchasing Power Parity
Rostow, W.W.
o “Stages of Growth Model
Structuralist Model
Third World
World System Theory
Agglomeration
Assembly line production/Fordism
Bid Rent Theory
Break of Bulk Point
Commodity Chain
Deglomeration
Deindustrialization
Economic Sectors
Entrepot
Fixed Costs
Footloose industry
Four Tigers
Growth poles
Industrial Location Theory
Industrial Regions (place, fuel source,
characteristics)
Industrial Revolution
Industry (receding, growing)
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Comparing Rostow’s Development
Model and Wallerstein’s Core-Periphery
Model.
Explaining the maquiladora system.
Using Weber’s Least Cost Theory
(transportation costs, agglomeration,
and labor costs) to determine industrial
location.
Identifying weight-gaining and weightreducing industries.
Explaining major world regions of
industrialization including the “Asian
Tigers”
Evaluating different types of
transportation.
6.1.12.A.15.f- Evaluate the effectiveness of
United States policies and actions in supporting
the economic and democratic growth of
developing nations.
6.1.12.D.15.a- Compare United Nations policies
and goals (i.e., the International Declaration of
Human Rights and the United Nations
Millennium Development Goals) intended to
promote human rights and prevent the violation
of human rights with actions taken by the United
States.
6.1.12.B.16.a- Explain why natural resources
(i.e., fossil fuels, food, and water) continue to be
a source of conflict, and analyze how the United
States and other nations have addressed issues
concerning the distribution and sustainability of
natural resources.
6.1.12.C.16.c- Assess the impact of international
trade, global business organizations, and
overseas competition on the United States
economy and workforce.
6.2.12.C.3.b- Analyze interrelationships among
the Industrial Revolution, nationalism,
competition for global markets, imperialism, and
natural resources.
6.2.12.C.5.d- Determine the challenges faced by
developing nations in their efforts to compete in
a global economy.
6.2.12.D.5.a-Relate the lingering effects of
colonialism to the efforts of Latin American,
African, and Asian nations to build stable
economies and national identities.
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Least-Cost Location
Major Manufacturing Regions
Manufacturing/warehouse location
(industrial parks, agglomeration, shared
services, zoning, transportation, taxes,
environmental considerations)
Maquiladora
NAFTA
Outsourcing
Plant Location (supplies, “just in time”
delivery
Postindustrial
Retail Location Theory (Hotelling)
Special Economic Zones (china)
Threshold/range
Transnational corporation
Variable Costs
Weber, Alfred
Weight-gaining
Weight-losing
6.2.12.C.6.a -Evaluate efforts of governmental,
nongovernmental, and international
organizations to address economic imbalances
and social inequalities.
6.2.12.C.6.b- Compare and contrast demographic
trends in industrialized and developing nations,
and evaluate the potential impact of these trends
on the economy, political stability, and use of
resources.
Unit 6: Industrialization and Economic Development
Stage 2 - Evidence
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
Assessment Evidence
PERFORMANCE TASK(S):
Globalization Debate
1. Introduce globalization.
Explain to students that globalization, in its simplest form, means a more connected world.
Globalization is the movement and integration of goods and people among different countries.
Globalization is driven by international trade and aided by information technology. Make sure
students understand that there are pros and cons to globalization, all of which have economic,
social, political, and cultural impacts. Ask them to brainstorm what some pros and cons may be, and
write them on the board.
2. Distribute the worksheet and have students research globalization.
Distribute copies of the worksheet Decision Matrix. Students will use the provided websites to
conduct their own research and to learn more about the issues in the debate over globalization.
They can also find resources at the school library or a local library. Students will record the
information they find on the worksheet.
3. Have students decide what they think about globalization.
Based on their research students will identify the arguments that they believe are most valid.
4. Have students write about globalization.
Students write a bulleted list of information that supports the views they selected. Tell students they
can choose one aspect of globalization, such as economic costs and benefits, or can look at the issue
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
as a whole.
5. Have students debate globalization.
Divide the class into two groups. Students who focused on Pros and students who focused on Cons.
The two groups debate the issue. Students back up any statements with factual information from
reliable resources.
Websites:
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Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained real-
PBS: Illicit—The Dark Trade
Yale University: Yale Center for the Study of Globalization
The Levin Institute: Globalization 101
The World Bank: YouThink—Globalization
OTHER EVIDENCE:
• < Unit 6 Test- Multiple Choice and Free Response Questions
• FRQ Examples:
• 2001 FRQ #3, 2004 FRQ #1, 2006 FRQ #2, 2007 FRQ #3, 2008 FRQ #3, 2010 FRQ #1,
2011 FRQ #3, 2014 FRQ #1
• Locational Theories Comparison
• Students will compare and contrast the locational theories of Losch, Hotelling and
Weber. First, for each theory students will write one paragraph that explains the basis of
the concept (using terms from the AP Human Geography content.) Next, students will
construct a visual aid that illustrates the principles of each theory. Finally, students will
construct one paragraph that explains the strengths and weaknesses of each model.
o Location Theories
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Weber's Least Cost Theory
Locational Interdependence Theory (Hotelling)
Profit Maximization Theory (Losch)
world examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
Unit 6: Industrialization and Economic Development
Stage 3 – Learning Plan
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Summary of Key Learning Events and Instruction
Read Fouberg, Chapter 10 & 12
Kuby Activities, Chapters 6 &7- Help Wanted: The Changing Geography of Jobs and Rags and Riches: The Dimensions of Development
Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Analyze the World Cup of Everything Else to explore the indicators of developmenthttp://graphicsweb.wsj.com/documents/WORLDCUPTOEE/
Analyze Human Development Index of countries in the world- http://hdr.undp.org/en/data/map
Analyze GDP Per Capita of countries in the world https://www.cia.gov/library/publications/the-worldfactbook/rankorder/2004rank.html
o Compare the data for HDI and GDP. What is the difference in the two indicators?
Video Clips:
o Hans Rosling Video: Population Growth by Boxes- https://www.youtube.com/watch?v=fTznEIZRkLg
o Hans Rosling Video: The Magic Washing Machine- https://www.youtube.com/watch?v=6sqnptxlCcw
o Hans Rosling Video: New Insights into Poverty- https://www.youtube.com/watch?v=YpKbO6O3O3M
o ABC- Made in America- https://www.youtube.com/watch?v=38MfZ17nT50&index=1&list=PL3E897541BD17C695
o Hotelling Video- https://www.youtube.com/watch?v=jILgxeNBK_8
o Eminem Detroit Commercial- https://www.youtube.com/watch?v=SKL254Y_jtc
o Simpsons Outsourcing- http://www.metatube.com/en/videos/10420/The-Simpsons-India-Outsourcing/
Compare and contrast Rostow’s ladder of development with Wallerstein’s three-tier system of the world economy as models for
understanding.
Identify the Millennium Development Goals and evaluate the successes and work that still needs to be donehttp://www.un.org/millenniumgoals/bkgd.shtml
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Complete a Webquest on Maquiladoras
Read Types of Transportation Reading and create chart of pros and cons.
View Documentary “Life and Debt” and complete video guide
Analyze Maps of Global Exports and complete high export matching activity
Complete the Activity on Weber’s Least Cost Theory to understand the difference between weight gaining and weight losing industries.
View exceprts from Michael Moore’s Roger and Me and complete video guide
Read and discuss the articles “How Much Extra Would you Pay for “Made in the USA?” by Rich Smith Dec. 2013 and “The End of Cheap
China: What to Soaring Chinese Wages Mean for Global Manufacturing? from the Economist, March 2012
ESTABLISHED GOALS
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Unit 7: Cities and Urban Land Use
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Use and analyze maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• When and why did people start living in
cities?
• The form, function, and size of urban
settlements are constantly changing.
• Where are cities located and why?
• Models help to understand the distribution
• How are cities organized, and how do
and size of cities.
they function?
• Models of internal city structure and urban
• How do people shape cities?
development provide a framework for
urban analysis.
• Built landscapes and social space reflect the
attitudes and values of a population.
• Urban areas face economic, social, political,
cultural, and environmental challengs.
Acquisition
Students will know…
Students will be skilled at…
• Bid-rent theory
• Analyzing the market areas of major
league baseball.
• Blockbusting
• Describing the types of services offered
• Borchert, John- Epochs of
in the urban hierarchy.
Transportation and Communication
• Classifying world cities into alpha, beta
• CBD (central business district)
and gamma cities.
• Central-place theory
• Explaining rank size rule and primate
• Christaller, Walter
city.
• City
• Comparing the different urban models
• Colonial city
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more
sustained research projects to answer a question
or solve a problem; synthesize multiple sources
on the subject, demonstrating understanding of
the subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
NJCCCS
6.1.12.B.5.b-Assess the impact of rapid
urbanization on the environment and on the
quality of life in cities.
6.1.12.B.13.a-Determine the factors that led to
migration from American cities to suburbs in the
1950s and 1960s, and describe how this
movement impacted cities.
6.1.12.B.14.b- Analyze how regionalization,
urbanization, and suburbanization have led to
social and economic reform movements in New
Jersey and the United States.
6.2.12.C.3.d - Determine how, and the extent to
which, scientific and technological changes,
transportation, and new forms of energy
brought about massive social, economic, and
cultural changes.
6.2.12.D.3.b- Explain how industrialization and
urbanization affected class structure, family life,
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Commercialization
Commuter zone
Concentric zone model- Burgess
Counterurbanization
Density Gradient
Early cities- Hearths
Economic base (basic/nonbasic)
Edge city
Entrepôt
Exurbs
Favela
Gateway city
Galactic City Model/Edge City Model
Gentrification
Global Cities
Greenbelt
High-tech corridors
Hinterland
Medieval cities
Megacities
Megalopolis/conurbation
Metropolitan Statistical Area
Model Cities (European, Latin American,
African, Islamic, Southeast Asian city)
Multiple nuclei model- Harris and
Ullmann
Multiplier effect
New Urbanism
Office park
Planned communities
Postindustrial city
Primate city
Range
Rank-size rule
Redlining
Restrictive covenants
Sector model-Hoyt
Settlement form (nucleated, dispersed,
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around the world.
Drawing and creating the urban models
in the United States.
Debating the pros and cons of suburban
sprawl.
Identifying the characteristics of New
Urbanism.
Analyzing census data and comparing it
to observations during a field study.
Discussing gentrification and giving
examples.
Evaluating problems and solutions
associated with growth and decline
within urban areas.
the daily lives of men, women, and children, and
the environment.
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Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and
showed effort. All steps of the assignment
demonstrated student could apply new
knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
elongated)
Site/situation
Slum
Squatter settlement
Street pattern (grid, dendritic; access,
control)
Suburb
Suburbanization
Urban Hierarchy
Tenement
Threshold
Town
White Flight
Urbanization
Urban Sprawl
Zoning Laws
Unit 7: Cities and Urban Land Use
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
City Planning Project
Students will create their own city based on one of the urban models, the city may be drawn (and
scanned), may be 3D (with images submitted) or created with computer technology.
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Students will include a name for your city.
The sections of the map should be outlined in color and CLEARLY IDENTIFY THE MODEL
selected (concentric, sector, multiple nuclei, peripheral).
Students will include all of the following (in the appropriate locations):
25 middle class houses
10 tenements (apartment buildings in slums)
10 factories
15 wealthy homes
3 schools (1 university)
1 jail
2 cemeteries
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others
and did not work to best of ability.
Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
2 – Developing: Student interprets verbal
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5 stores
2 houses of worship
5 restaurants
1 hospital
1 city hall
1 theater
1 museum
2 railroad stations
1 railroad
1 canal
2 bridges
Roads as appropriate (minimum of 10)
2 green areas (common areas)
Script a written rationale to explain and defend the “urban” design selected. Reference each of the
areas or zones of the model.
OTHER EVIDENCE:
• Unit 7 Test- Multiple Choice and Free Response Questions
• FRQ Examples:
• 2001 FRQ #2, 2002 FRQ #3, 2003 FRQ #1,2004 FRQ #3, 2005 FRQ #3, 2009 FRQ #2, 2011
FRQ #1, 2013 FRQ #3,
• Field Study- Lower East Side, Manhattan NY
o Complete research on the demographics of the LES from www.census.gov
o Students take a tour of the Lower East Side of Manhattan offered by the LES
Tenement Museum.
o Students will answer the following questions after the tour:
1. Describe the impressions of the area. Did the field observations support the
impressions formed by the census data? What were the differences?
2. Does the LES have an ethnic population that is significantly larger than the
metropolitan (county) average? If so, what visible landscape clues reinforce this
social geography? Pay attention to small details. How are the houses painted? What
religious symbolism is apparent? Are there some characteristic land uses, such as
gardens, plazas, or noticeable recreational sites? What vegetation do people plant
and grow?
3. Does the LES have a large population of children? If so, what can be observed about
the uses of social space? Where do children play or hang out? What kinds of
activities do they engage in?
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic
concepts consistently, and does not synthesize
different topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
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5.
6.
7.
Does the LES have high-income residents? What can you observe about vehicles
parked in driveways, on the street, and in front of houses? Do many people ride the
bus rather than drive?
How do your observations of housing compare to the statistical data from the
census? What is the relationship between housing data and the physical condition
and maintenance of houses or apartments? What types of housing prevail (i.e.,
apartments, row homes, duplexes, or single-family, detached houses)? Do people
have large yards or common-use areas? Do people use backyards or front yards for
socializing?
Have changes occurred since the 2010 Census? Cite examples.
What other information did you gather about your area that you could not get from
census data alone? How does field observation help one to better understand the
cultural environment?
Unit 7: Cities and Urban Land Use
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Read Fouberg, Chapter 9- Urban Geography
Kuby Activities, Chapters 9- Take me Out to the Ballgame: Market Areas and Urban Geography
Conduct an inquiry based discussion around PowerPoint Notes/lecture.
Complete Urban Hierarchies and Central Places Activity
Analyze the Services in Philadelphia- http://philadelphiaretail.com/loc-rittenhouse-square.aspx
View Video on Central Place Theory https://www.youtube.com/watch?v=ITHLjm45OBA
World Cities Classification- http://www.lboro.ac.uk/gawc/world2012t.html
View Urban Models Video Clip: https://www.youtube.com/watch?v=wQ4ZDv8SL18
Create Lego Models of the Urban Models including Concentric Zone, Sector, and Multiple Nuclei
Analyze Suburban Housing Patterns http://www.houzz.com/ideabooks/6557287/list/Get-a-Bird-s-Eye-View-of-America-s-HousingPatterns
Complete World Cities Activity- View Images from 20 world cities and identify them.
View the Film Radiant City and discuss the various flaws and advantages of suburban life.
Analyze the census data of the Lower East Side of Manhattan, New York and compare it to the entire metro area of NYC, NY.
Read Article and Discuss: The Four Stages of New Urbanism
ESTABLISHED GOALS
Unit 8 Exam Review and Post Exam Materials
Stage 1 Desired Results
Common Core
RH.1-Cite specific textual evidence to support
analysis of primary and secondary sources,
connecting insights gained from specific details
to an understanding of the text as a whole.
RH.2-Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary that makes clear the
relationships among the key details and ideas.
RH.7-Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question and solve
a problem.
RH.8-Evaluate an author’s premise, claims, and
evidence by corroborating or challenging them
with other information.
RH.9-Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event ,
noting discrepancies among sources.
WHST.1-Write arguments focused on disciplinespecific.
WHST.2-Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Transfer
Students will be able to independently use their learning to…
• Use and think about maps and spatial data sets.
• Understand and interpret the implications of associations among phenomena in place.
• Recognize and interpret at different scales the relationship among patterns and processes.
• Define regions and evaluate the regionalization process.
• Characterize and analyze changing interconnections among places.
Meaning
ESSENTIAL QUESTIONS
• What is human geography?
• What is the importance of field study?
• How does geography help us better
understand the world and its people?
• What careers can you explore using
geography?
Acquisition
Students will know…
Students will be skilled at…
• Academic vocabulary from Units 1-7
• Constructing geographic questions.
• Acquiring geographic information.
• Organizing geographic information.
• Analyzing geographic information.
• Answering geographic questions.
UNDERSTANDINGS
Students will understand that…
• The field of geography helps us
understand the world and our
immediate surroundings.
WHST.6-Use technology to produce, publish, and
update individual or shared writing products in
response to ongoing feedback, including new
arguments or information.
WHST.7-Conduct short as well as more sustained
research projects to answer a question or solve a
problem; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation.
WHST.9-Draw evidence from informational texts
to support analysis, reflection, and research.
Evaluative Criteria
Suggested Performance Rubric: Use the
following or similar rubric to evaluate students’
performance on lesson assessments;
4 – Innovating: Student was able to apply
knowledge learned during unit, worked
independently or collaboratively with group
members, and showed effort. All steps of the
assignment demonstrated application,
innovation, and higher leveled thinking.
3 – Applying: Student worked independently or
collaboratively with group members and showed
effort. All steps of the assignment demonstrated
student could apply new knowledge.
2 – Developing: Student was able to work
individually or collaboratively most of the time,
and showed some effort. The steps in the
assignment demonstrated student could apply
most of the knowledge learned throughout unit.
1 – Beginning: Student was only able to apply
new knowledge learned during unit with
assistance. Student had difficulty working
independently or collaboratively with others and
did not work to best of ability.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Amazing Race Project:
Students have been hired by the producers of The Amazing Race, a CBS Television reality
competition show, to help plan an upcoming season. The show follows teams of two around the
world as they race through challenges for a chance to win $1 Million. In this class, they will work in
assigned teams of 3-5 to complete this project.
The producers of the show request the following:
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The trip should
o visit at least six continents
o visit at least 8 different countries (4 MDC’s and 4 LDC’s)
o have a total of 12 stops (this includes starting point and final destination)
o visit urban, suburban, and rural areas
o NOT USE any current war zones for a stop. Television producers would not risk the
lives of their contestants or camera technicians by placing them in such locations.
Each stop should include at least one challenge that relates to cultural, historical, and/or
physical geographical issues related to the location (i.e. rappelling into an inactive volcano,
bungee jumping from over a prominent river, eating something “exotic”, etc)
The entire trip should be able to be completed within a timeframe of 21 to 25 days.
The flow of the trip should not be complicated and should follow a sensible order.
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Limit the amount of crisscrossing around the globe (don’t fly from Russia to Brazil
to Japan).
Make sure that contestants could actually make airline journeys with 2 or fewer
connecting flights.
When planning a trip:
• Student will write clues for each challenge and new travel destination (i.e. “Travel by plane
to Baltimore, Maryland. When you arrive use one of the marked cars and drive yourselves
to Camden Yards to receive your next clue” and then “Go inside Camden Yards and find the
head groundskeeper; he will give you the rules for your next challenge”).
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Suggested Free Response Rubric: Use the
following or similar rubric to evaluate students’
performance on free response questions;
4 – Innovating: Student accurately interprets
Include challenges that visit all of the following: local festival, museum, historical site,
artistic performance (theater, music, visual art), local market, making and/or eating
indigenous food, and religious house of worship. Of course you can visit other locations, too.
Identify the method of transportation to reach each destination (provide the name of each
airport and train station as well as the length of the journey in miles). Make use of a variety
of vehicular modes of transportation (i.e. self driving, taxis, bicycles, mass transit, rickshaws,
etc).
Student growth assessed on:
Visual Presentation: I Movie
a. Create a map of the world with route of trip shown
b. Visual representation of each stop, including a large scale map (i.e. map, picture of a
landmark, image of the “exotic” food being eaten, picture of special mode of
transportation)
c. The challenges described via audio or text.
d. Each I movie will be uploaded to Ebackpack.
1) Written Portfolio: submitted on the due date with the following information:
a. All clues and itinerary of the trip (detailed descriptions of the rules for each
challenge are to be included)
b. Country Profile (one for each country visited) Each group member completes 2.
i. See Attached
c. MLA Works Cited Page
OTHER EVIDENCE:
• AP Human Geography Practice Examination/Released Exam
• Complete AP Grand Review Packet
• Create a Power Point explaining one of the following careers in Geography
verbal descriptions, maps, graphs, photographs,
and/or diagrams, analyzes and evaluates
geographical concepts thoroughly, supplies
appropriately selected and well-explained realworld examples to illustrate geographic
concepts, and synthesizes different topical areas
successfully.
3 – Applying: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams, analyzes and evaluates geographical
concepts sufficiently, supplies appropriately
selected and real-world examples to illustrate
geographic concepts, and synthesizes different
topical areas minimally.
2 – Developing: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with minor errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply
appropriately selected and well-explained realworld examples to illustrate geographic concepts
consistently, and does not synthesize different
topical areas.
1 – Beginning: Student interprets verbal
descriptions, maps, graphs, photographs, and/or
diagrams with some errors, analyzes and
evaluates geographical concepts minimally and
may contain errors, does not supply any realworld examples to illustrate geographic
concepts, and does not synthesize different
topical areas.
•
a. Urban Planning/Community Development
b. Cartographer
c. GIS Specialist
d. Climatologist
e. Transportation Management
f. Environmental Management
g. Emergency Management
h. Demographer
Write a reflection of the film Slum Dog Millionaire. Identify and analyze the significance
of the examples from the film regarding population, migration, development, religion,
and urban geography.
Stage 3 – Learning Plan
•
•
•
•
Summary of Key Learning Events and Instruction
Review Key Topics from the Units of Study
Administer an AP Human Geography Practice Exam
Discuss Exam strategies
Final Performance Assessment and Other Evidence
Benchmark Assessment Quarter 1
1.
Students will choose from the Quarter 1 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to
Geography: It’s Nature and Perspectives, Population, and Migration.
Benchmark Assessment Quarter 2
1.
Students will choose from the Quarter 2 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to
Cultural Processes and Political Geography.
Benchmark Assessment Quarter 3
1.
Students will choose from the Quarter 3 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to
Agriculture and Rural Land Use, and Industrialization and Economic Development.
Benchmark Assessment Quarter 4
1.
Students will choose from the Quarter 4 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to Cities
and Urban Land Use.