Course Description Geography

Course Description

Geography

208

Geography

Course Rationale: In an internationally connected world, it is essential for students to be aware of physical, economic, cultural and environmental interdependencies. Location, place, movement, region and human environment/interaction will be the focal themes for this course. Course Description: The course will include physical geography and social/political geography. The social/political geography study will be of individual countries with problems, resources, and economics considered. Organization: The curriculum is organized by using the Social Studies Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all seven columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.

209

Resources: District Adopted Textbook: Websites: http://www.archives.gov/education/lessons/ http://www.nationalgeographic.com/xpeditions/lessons http://www.nytimes.com/learning/teachers/lessons/ www.successlink.org

Abbreviations:

Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge

CA Communication Arts

Social Studies K Knowledge Level 1 – Recall

MA Mathematics Strand 1 Principals of Constitutional Democracy

C Comprehension Level 2 – Skill/Concept

SC Science Strand 2 Principals and Processes of Governance Systems

Ap Application Level 3 – Strategic Thinking

SS Social Studies Strand 3 Missouri, United States and World History

An Analysis Level 4 – Extended Thinking

Strand 4 Economic Concepts and Principles

S Synthesis

Strand 5 Elements of Geographical Study and Analysis

E Evaluation

Strand 6 Relationships of Individuals Groups to Institutions and Traditions

Strand 7 Tools of Social Science Inquiry

http://www.archives.gov/education/lessons/

http://www.nationalgeographic.com/xpeditions/lessons

http://www.nytimes.com/learning/teachers/lessons/

http://www.successlink.org/

210

GEOGRAPHY

Missouri, United States and World History

3a. Knowledge of continuity and change in the history of Missouri and the United States Measurable Learner

Objective

The student will be able to:

Assessed

Show-Me

Goals

CLE

Code

BT/

DOK

Student Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

S. Understanding the concept of location a. Locate the major cities of Missouri, the United States, and world; states of the United States and many of the world’s nations; the world’s continents and oceans; and major topographic features of the United States and world

SS 3

1.5

1.6

3a.S.a

K 1

>The students will locate major cities, states, nations, continents and oceans when creating maps of given places on earth.

The teacher will divide the class into small groups, provide guidelines for the maps (list large cities, all geographical features, etc.), and provide a copy of the scoring guide.

The students will locate major cities, states, nations, continents and oceans with a scoring guide. Attachment A – 2 scoring guides given

75%

Integrated Skills:

211



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

T. Understanding the concept of Place a. Describe the physical characteristics and human characteristics that make places unique b. Explain how and why places change c. Explain how and why different people may perceive the same place in varied ways throughout the United States since Reconstruction

SS 3

1.10

3a.T.a 3a.T.b 3a.T.c

Com 2

>a-b. The students will describe characteristics and explain how and why changes occurred in Europe between 1914 and 1935. Attachment B Related Objective: CLE: 5.C.a-b >c The students will explain how and why different people perceive the same place. http://www.nationalgeographic.com/xpeditions/lessons/04/g912/place.html Perception of Place

>a-b The teacher will provide maps of Europe before and after the time given, lead a discussion on the differences in the maps and what may have changed things (such as boundaries) >c. The teacher will lead a discussion on the “perception”, provide examples of the ways people perceive different places, divide the class into small groups for skits to portray a place that all the students are familiar with.

a-b. The students will be describe characteristics and explain how and why changes occurred in Europe between 1914 and 1935 with short answer questions. Attachment B c The students will be assessed on their ability to explain how and why different people perceive the same place with a paragraph on how they perceive a place that every student is familiar with.

75%

Integrated Skills:

http://www.nationalgeographic.com/xpeditions/lessons/04/g912/place.html



212



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

U. Understanding relationships within places a. Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migration, and cultures in the US

SS 3

1.6

2.1

3a.U.a

An 2

>The students will distinguish patterns in migration in regions of United States http://www.nationalgeographic.com/xpeditions/lessons/09/g912/migration.html HUMAN MIGRATION WITHIN AND INTO THE UNITED STATES

The teacher will introduce the vocabulary for the lesson, help the students determine the net internal migration and net migration for four U.S. regions, provide copies of the worksheets and time to access the internet.

The students will distinguish patterns in migration in regions of United States with a position paper that describes circumstances under which governments should (in their opinions) take measures to enhance or curtail human migration.

80%

Integrated Skills: Research Skills

http://www.nationalgeographic.com/xpeditions/lessons/09/g912/migration.html



213



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

V. Understanding relationships between and among regions a. List and explain criteria that give regions their identities in different periods of United States history b. Explain how and why regions change

SS 3

1.10

3a.V.a 3a.V.b

Com 2

>a-b See CLE: 3a.U.a >a-b The students will list and explain criteria for the Osage Prairie Region with a Success Link lesson. www.successlink.org Using Maps to Discover the Osage Prairie Region

a-b See CLE: 3a.U.a a-b The teacher will make copies of

the Pre-settlement Prairies, Forest Cover, and Rivers and Lakes maps for each student, form students into groups of two or three, and have groups present.

a-b See CLE: 3a.U.a a-b The students will list and explain criteria for the Osage Prairie Region with a map.

75%


http://www.successlink.org/

214

Economic Concepts and Principles

4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events a. Define and give examples of production (human resources, natural resources, capital resources)

SS 4

1.8

1.10

4.A.a

Com 2

>The students will define and give examples of natural resources that they use everyday and consider the environmental, cultural, and human rights issues that are frequently associated with the extraction of natural resources. http://www.nationalgeographic.com/xpeditions/lessons/16/g912/wherefrom.html NATURAL RESOURCES EXTRACTION

The teacher will divide the class into small groups, provide time for the students to access the computer to research and create their presentation.

The students will define and give examples of natural resources that they use everyday with research that is compiled into posters or multimedia presentations that contain: 1. How this product is used in the United States 2. The environmental consequences of extracting this product 3. The cultural consequences of extracting this product 4. What the industry says it's doing about the environmental and cultural issues related to its business 5. What students think should be done about issues regarding this resource 6. Graphs and or charts illustrating concepts

75%


http://www.nationalgeographic.com/xpeditions/lessons/16/g912/wherefrom.html



215

Elements of Geographical Study and Analysis

5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Understanding the concept of location a. Locate the major cities of Missouri, the United States, and world; states of the United States and many of the world’s nations; the world’s continents and oceans; and major topographic features of the United States and world b. Communicate locations of places by creating maps and by describing their absolute locations and relative locations

SS 5

1.4 1.5 1.6 1.10 2.1

5.B.a 5.B.b

Ap 1 2

> The students will locate major cities, states, nations, continents and oceans when creating maps of given places on earth. >The students will communicate locations by creating maps and describing absolute locations and relative locations

The teacher will divide the class into small groups, provide guidelines for the maps (list large cities, all geographical features, etc.), and provide a copy of the scoring guide

The students will locate major cities, states, nations, continents and oceans with a scoring guide. Attachment A – 2 scoring guides given The students will create maps for various regions and will identify absolute and relative locations of various regions through applying the information to the map

75%

Integrated Skills:

216



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Understanding the concept of Place a. Describe the physical characteristics and human characteristics that make places unique b. Explain how and why places change c. Explain how and why different people may perceive the same place in varied ways

SS 3

1.10

3a.C.a 3a.C.b 3a.C.c

Com 2 2 4

>See CLE: 3a.T.a See CLE: 3a.T.a See CLE: 3a.T.a 80%

Integrated Skills:

217



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Relationships within places (Human-Environment Interactions)(Movement) a. Explain how physical processes shape the earth’s surface b. Describe the distribution and characteristics of ecosystems, the forces that have led to their formation, and how they vary in biodiversity and productivity c. Analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world

SS 5

1.6

1.10

3.5

5.D.a 5.D.b 5.D.c

Com/An 2 2 3

>a-b. The students will explain how physical processes shape the earth and ecosystems when studying volcanoes. http://www.nationalgeographic.com/xpeditions/lessons/07/g912/fonvolcano.html VOLCANO HAZARDS: DESCRIBING A DANGEROUS MIX >c. See: CLE 3a.U.a

a-b. The teacher will read through the lesson, provide a list of volcanoes, divide the class into small groups, and provide materials for posters. This lesson could be coordinated with the science department. c. See: CLE 3a.U.a

a-b. The students will explain how physical processes shape the earth and ecosystems when studying volcanoes by 1. describing volcanic hazards in various formats: illustrated, oral, and written; 2. locate volcanoes on a world map and identified hazards specific to each; 3. identify volcanic hazards associated with specific eruptions; 4. evaluated which volcanic hazard is the most dangerous, explaining and stating reasons why c. See: CLE 3a.U.a

80%


http://www.nationalgeographic.com/xpeditions/lessons/07/g912/fonvolcano.html



218



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

CONTINUED D. Relationships within places (Human-Environment Interactions)(Movement) d. Explain how technology has expanded people’s capacity to modify the physical environment e. Identify how changes in the physical environment may reduce the capacity of the environment to support human activity

SS 5

1.10

5.D.d 5.D.e

Com 2 2

>d-e. The students will explain technology that has been developed and identify hardships caused by physical systems and understand the constraints the physical environment can place on human activity. http://www.nationalgeographic.com/xpeditions/lessons/15/g912/greatplains.html THE GREAT PLAINS: A HARSH WELCOME TO SETTLERS

d-e. The teacher will locate the Great Plains region of the U.S., provide copies of the song “Dakota Land”, and lead a discussion on what technology has been developed to help live in the environment.

-e. The students will explain technology that has been developed and identify changes in the environment with a written reflection and class discussion.

80%

Integrated Skills: Technology

http://www.nationalgeographic.com/xpeditions/lessons/15/g912/greatplains.html



219



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Understanding relationships between and among places a. Explain the factors that account for patterns in trade and human migration b. Describe major effects of changes in patterns of the movement of people, products and ideas c. Identify issues pertaining to the movement of people, products and ideas, and evaluate ways to address those issues

SS 5

2.1

1.10

3.1

3.7

5.E.a 5.E.b 5.E.c

Com 2 2 3

>a-c. The students will explain factors that account for migration, describe changes in patterns and identify issues related to migration when exploring migration throughout the U.S. and world Attachment C

a-c. The teacher will read through the lesson, acquire copies of the videos or equivalent of, lead the class discussion on migration.

a-c. The students will account for migration, describe changes in patterns and identify issues related to migration when exploring migration throughout the U.S. and world with reflection papers.

75%


220



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Understanding relationships between and among regions a. List and explain criteria that give regions their identities in different periods of United States history b. Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation) c. Explain how regions relate to one another (e.g., river-drainage regions) d. Explain how why regions change

SS 5

1.7

5.F.a 5.F.b 5.F.c 5.F.d

Com 2 2 2 2

>a-c See CLE: 3a.V.a CLE: 5.D.d-e CLE: 5.G.a

a-c See CLE: 3a.V.a CLE: 5.D.d-e CLE: 5.G.a

a-c See CLE: 3a.V.a CLE: 5.D.d-e CLE: 5.G.a

80%

Integrated Skills:

221



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

G. Using Geography to interpret, explain and predict a. Use geography to interpret the past, explain the present and plan for the future

SS 5

1.6

3.2

5.G.a

Ap 3

>The students will use geography to interpret the past, present and plan for the future of Mount Everest. Attachment D

The teacher will lead a class discussion on Mount Everest, provide time to research, and organize a debate on future use of the region.

The students will use geography to interpret the past, present and plan for the future of Mount Everest with a position paper.

80%


222



Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

I. Using geography to interpret, explain and plan for the future a. Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and atlases) to interpret Earth’s physical and human systems b. Identify and solve geographic problems c. Construct maps

SS 5

1.4 1.7 3.1 3.2

5.I.a 5.I.b 5.I.c

Ap 2 2 2

>See CLE: 5.G.a

See CLE: 5.G.a

See CLE: 5.G.a

80%


223

Relationships of Individuals Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

K. Ideas and beliefs of different cultures a. Compare and contrast the major ideas and beliefs of different cultures

SS 6

1.9

2.1

6.K.a

An 2

>The students will compare and contrast cultural beliefs and customs when identifying gestures that have significantly different meanings in various cultures; identifying the problematic implications of giving gifts across cultures; identifying appropriate interpersonal space considerations in various cultures; and appreciating that different cultures may vary in viewing personal proximity, gestures, gifts, and expressions as polite, neutral, or rude, and that this can have an impact on international friendships and business

encounters. http://www.nationalgeographic.com/xpeditions/lessons/10/g912/smile.html IS A SMILE ALWAYS JUST A SMILE?

The teacher will introduce the lesson by giving physical cues to a feeling, divide the class into small groups to list gestures that we use everyday, and compare our gestures to how other cultures would interpret the action.

The students will compare and contrast cultural beliefs and customs when identifying gestures that have significantly different meanings in various cultures by working in pairs or small groups to create presentations for the class, advising them of how to prepare for such cultural differences on an upcoming trip. Students may use PowerPoint or other software if they have it, or make illustrations by hand to accompany their presentations.

75%

Integrated Skills: Research Skills, Technology Skills

http://www.nationalgeographic.com/xpeditions/lessons/10/g912/smile.html



224



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

L. Changing of roles of various groups a. Analyze how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects

SS 6

1.5

6.L.a

An 3

>See CLE: 5.E.a-c Attachment C

See CLE: 5.E.a-c

>See CLE: 5.E.a-c

80%


225



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

M. Major social institutions a. Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs

SS 6

1.9

1.10

1.8

6.M.a

Com 2

>The students will describe the major social institution of religion when comparing and contrasting Hinduism and Buddhism. Attachment E

The teacher will:

1. Gather materials for activity. 2. Choose subject for the Venn diagram example. 3. Preview folktale from India for optional class wrap-up.

The students will describe the major social institution of religion when comparing and contrasting Hinduism and Buddhism with a Venn diagram and paragraph writing.

80%

Integrated Skills: Research Skills, Equity

226



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

N. Consequences of individual or institutional failure a. Predict the consequences that can occur when: a. institutions fail to meet the needs of individuals and groups b. individuals fail to carry out their personal responsibilities

SS 6

3.1

6.N.a

Syn 4

>See CLE: 6.M.a See CLE: 6.M.a See CLE: 6.M.a 80%


227



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

O. Causes, effects and resolutions of cultural conflict a. Determine the causes, consequences and possible resolutions of cultural conflicts

SS 6

3.6

6.O.a

An 3

>See CLE: 6.M.a Students will determine causes, consequences and possible solutions of conflicts between the two religions, Hinduism and Buddhism.

See CLE: 6.M.a See CLE: 6.M.a 80%


228

Tools of Social Science Inquiry

7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry

a. Distinguish between and analyze primary sources and secondary sources

SS 7

1.7

1.5

1.8

7.A.a

Ap 2

>The students will distinguish between and analyze primary and secondary sources with an activity involving reports from accidents and a robbery. Attachment F Additional Activity: http://www.archives.gov/education/lessons/

This section contains

reproducible copies of primary documents from the holdings of the National Archives of the United States and worksheets to use to evaluate the sources.

The teacher will review vocabulary, provide copies of the documents and divide the class into small groups

The students will distinguish between and analyze primary and secondary sources with written responses.

75%




229



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Knowledge to create and use various social studies graphics and maps a. Create maps, charts, graphs, timelines, and political cartoons to assist in analyzing and visualizing concepts in social studies

SS 7

1.8

2.1

7.B.a

Ap 3

>The students will create a map to assist in analyzing and visualizing concepts. Attachment G – types of maps, look at a population map and analyze the information shown Related Objective: CLE: 7.C.a

The teacher will review the different types of maps and provide a copy of the worksheet and map for analysis.

The students will create a map to assist in analyzing and visualizing concepts with a worksheet.

80%


230



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Understanding fact, opinion, bias and points of view in sources a. Distinguish between fact and opinion and analyze sources to recognize bias and points of view

SS 7

1.7

3.5

3.6

7.C.a

Ap 3

>The students will distinguish between fact and opinion when analyzing news articles about demographics. http://www.nytimes.com/learning/teachers/lessons/20070518friday.html?searchpv=learning_lessons The People, They Are a Changin’ Exploring Demographic Shifts in the American Population Related Objective: CLE: 7.B.a

The teacher will read through the NY Times lesson, provide copies of the news articles, divide into discussion groups and provide time for written responses in journals.

The students will distinguish between fact and opinion by: completion of journal responses, participation in class and pair discussions, development of meaningful political cartoons, and thoughtful analyses of at least two New York Times articles relating to populations discussed during class.

80%


http://www.nytimes.com/learning/teachers/lessons/20070518friday.html?searchpv=learning_lessons



231



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Developing a research plan and identifying resources a. Develop a research plan and identify appropriate resources for investigating social studies topics

SS 7

1.1

1.4

7.E.a

Syn 3

>The students will develop a research plan and use appropriate sources with any of the research lessons form previous student activities: CLE: 3a.V.a-b 4.A.a 5.D.a-b 6.M.a

CLE: 3a.V.a-b 4.A.a 5.D.a-b 6.M.a

CLE: 3a.V.a-b 4.A.a 5.D.a-b 6.M.a

80%


232



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Interpreting various social studies resources a. Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art and artifacts.

SS 7

1.5

7.F.a

Eval 3

>See CLE: 7.B.a See CLE: 7.B.a See CLE: 7.B.a 80%


Documents

Course Description Geography