WGSD Curriculum ­­ World Geography Human Environment Interaction DRAFT

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

SS5D Relationship within places (human environment interaction)

Learning Goal Students will be able to understand how humans adapt environmentally and demographically to places based on their location.

Proficiency Scales 4: The student demonstrates an in­depth inference or advanced application, or innovates with the learning goal. 3: The student demonstrates mastery of the learning goal as evidenced by

detecting adaptations made by humans in different environments.(SS5 1.6, 3.5)

inferring what adaptations need to be made by humans based on the characteristics of the environment. (SS5 1.10)

identifying physical features of an environment. (SS5 1.6) deducing what impact physical features of an environment will

have on human adaptations. (SS5 1.10) 2: The student demonstrates he/she is nearing proficiency by

recognizing or recalling specific vocabulary such as: climate zones, cultural practices, biomes, adaptation, evolution, civilization, irrigation, pollution, natural resources, agriculture, slash & burn, ecotourism, deforestation, desertification, reforestation, poaching, endangered plant & wildlife .

performing basic processes such as:

matching adaptations to climate zones. depicting human adaptations to a climate. summarizing examples of human adaptations. illustrating the positive and negative effects humans have

on the environment. 1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Students explain four main types of human environmental adaptations through clothing, housing, livelihood and cultural practices.

Students interpret the positive and negative effects of human environment interaction. Students predict which environments would best support humans based on environmental factors.

Learning Design

WGSD Curriculum ­­ World Geography and LocationDraft

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

SS5B:Understanding the concept in location to make predictions and solve problems

Learning Goal

Students will be able to make predictions and solve problems about the different regions in the world based on their location on the planet.

Proficiency Scales

4: The student demonstrates an in­depth inference or advanced application, or innovates with the learning goal.

3: The student demonstrates mastery of the learning goal as evidenced by

drawing conclusions or making inferences about a place based on its location on the planet. (SS5 1.4, 1.5)

formulating conclusions about a place’s characteristics based on its location. (SS5 1.4, 1.5)

hypothesizing the effects of a place’s characteristics on people based on its location. (SS5 1.4, 1.5)

analyzing the impact of the relationship between places based on their geographic location and relationship with the global community. (SS5 1.4, 1.5)

2: The student demonstrates he/she is nearing proficiency by

recognizing or recalling specific vocabulary, such as latitude, longitude, absolute & relative location, scale, directional indicators,

hemispheres, continents, major bodies of water, regions. map

projections, political and physical boundaries, climate and time

zones.

performing specific processes, such as describing the key parts of the global grid system and how a place’s location on the planet contributes to its features.

1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Locate Continents, Oceans, Countries and Regions, topographical features Identify time zones & climate zones Utilize the global grid system of latitude and longitude Describe how relative locations effect relationships between locations

Learning Design

WGSD Curriculum ­­ World GeographyMovementDRAFT

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

SS5E: Understanding relationships between and among places.

Learning Goal

Students will be able to infer how movement of people, products and ideas shape and change regions of the world.

Proficiency Scales

4: The student demonstrates an in­depth inference or advanced application, or innovates with the learning goal.

3: The student demonstrates mastery of the learning goal as evidenced by

inferring how spatial interaction affected the population demographics of a place. (SS5 1.6, 1.10)

detecting and interpreting the effects of cultural diffusion in a place. (SS5 1.10)

constructing an argument generalizing how globalization has improved or hindered developing regions of the world. (SS5 1.6)

investigating and simulating how trade routes influenced and are still influencing the connections between places on the globe

2: The student demonstrates he/she is nearing proficiency by

recognizing or recalling specific vocabulary such as: spatial

Interaction, exports, imports, infrastructure, religion, transportation

modes, immigration, demographics, population, cultural diffusion,

refugees, exploration, communication, scale, distance,

globalization, global market, economy, trade, currency, embargo,

tariffs and taxes, trade routes, historical trade patterns, customs

regulation, border patrol, homeland security, national sovereignty,

embassy, ambassador, global monitoring systems.

performing basic processes such as: describing how movement of goods, ideas and people

across the globe benefits populations. illustrating how a place has changed and adapted due to

spatial interaction. conceptualizing how movements of populations due to war,

famine, or environmental factors have affected immigration and changed world demographics.

1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Students will write a story showing how spatial interaction helps a place satisfy all its needs. Students will map out movement of people across the globe. Students explain what a place offers the world market.

Learning Design

WGSD Curriculum ­­ World Geography AApplying Geography DRAFT

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

(SS5G) Using geography to interpret, explain and predict

Learning Goal

Students will be able to understand current events and the effect geography has on those events based on location human and physical characteristics, human adaptations, unique characteristics, and the movement affecting that region.

Proficiency Scales

4: The student demonstrates an in­depth inference or advanced applicatino, or innovates with the learning goal.

3: The student demonstrates mastery of the learning goal by drawing conclusions about current events based on the analysis of

the 5 themes of geography. (SS5 1.4, 1.6, 1.7) generating a solution to a problem stemming from a current event.

(SS5 1.4, 1.6, 1.7) connecting concerns, issues and problems derived from a current

event to different populations and locations. (SS5 1.4, 1.7)

2: The student demonstrates he/she is nearing proficiency by recognizing and recalling specific vocabulary, such as current

events, economy, world news, government, foreign policy,

domestic policy, tourism, politics, investigate, bibliography,

technology, research, borders, location, media bias, media,

officials.

performing basic processes such as: interpreting the impact of current events on different

locations on the planet. using geographic research methods and mediums to

analyze current events. explaining and predicting how a place is impacted or

changed by current events.

1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Write article reviews that summarize current events. Locate major world news events. Discuss current events and their impact on local and global populations.

Learning Design

WGSD Curriculum ­­ World Geography World Geography and Place DRAFT

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

SS5C Understanding the concept of place

Learning Goal

Students will be able to make predictions of possible impacts on a place based on their analysis of its physical and human characteristics.

Proficiency Scales

4: The student demonstrates an in­depth inference or advanced application, or innovates with the learning goal.

3: The student demonstrates mastery of the learning goal as evidenced by

distinguishing between places on earth based on their defining characteristics. (SS5 1.8, 1.10, 2.1)

organizing content in order to deduce how a place connects to other places in a global society and how that place contributes to a global market. (SS5 1.1.10, 1.6)

formulating hypotheses of future physical and human impacts on a place (SS5 1.6, 1.10, 3.1, 3.2)

2: The student demonstrates he/she is nearing proficiency by

recognizing or recalling specific vocabulary, such as physical features, topography, political features, language, culture, religion,

adaptation, landforms, bodies of water, climate zones, population,

population density, population distribution, population patterns,

diaspora, clans, tribes, dynasty, social structures, extended family,

ecotourism, tourism, political boundaries, natural boundaries,

belief systems, philosophical frameworks, government standards,

infrastructure, urban sprawl and data projections.

performing specific processes, such as describing physical and human characteristics of a place, including population, jobs, language, religion, activities, animal life, landforms and transportation.

1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Students can recognize human versus physical characteristics of a place. Students conceptualize that each place on earth has defining characteristics.

Learning Design

WGSD Curriculum ­­ World Geography Region

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

SS5F: Understanding relationships between and among regions.

Learning Goal

Students will be able to use evidence to conclude that a region’s common unique characteristics shape its culture.

Proficiency Scales

4: The student demonstrates an in­depth inference or advanced application or innovates with the learning goal.

3: The student demonstrates mastery with the learning goal as evidenced by

comparing and contrasting the regions of the earth. (SS 5 3.1, 3.7) drawing conclusions about a population based on its regional

location. (SS5 1.6) inferring the impact of current events on a region’s cultural

practices. (SS 5 3.7, 3.1) detecting relationships between regions connected by movement

(SS5 1.6) deciphering conflicts of a region that are caused by cultural

differences (SS6 3.6) Take a position for or against a current regional conflict and

formulate a resolution (SS6 3.6)

2: The student demonstrates he/she is nearing proficiency by

recognizing and recalling specific vocabulary such as: region, world regions, population, population density, overpopulation,

uniform region, nodal region, functional region, state, territory,

country, nation, continent, landmass, provinces, primate city,

megalopolis, metropolitan area, urban, rural, suburban, coastal,

basin, port, harbor, plain, cultural diffusion, language, dialect,

language family, multicultural, diversity, human & physical

characteristics., ethnic cleansing, genocide, ethnic diversity,

holocaust, refugee, foreign aid, disaster relief, nonprofits.

performing specific processes such as: charting unique characteristics of different regions on earth. explaining how a region's culture is shaped by its unique

characteristics. conceptualizing what daily life would be like in a region. inspect the effects of cultural conflicts on daily life.

1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Map out and identify major world regions Connect different human and physical characteristics to appropriate world regions Define cultural practices that shape different regions Reflect on how movement has shaped and connects different world regions Reflect on how cultural conflicts have shaped and affect different world regions

Learning Design

WGHS Curriculum ­­ World Geography AHistorical SkillsDRAFT

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.) SS7 Knowledge and the use of tools of social science inquiry (such as surveys, statistics, maps, and documents)

High School TILS Strand II: Information Literacy: Students will be able to research and synthesize information; use a variety of digital resources; retrieve and evaluate reliability and accuracy from appropriately cited sources; draw evidence­based conclusions in order to prove comprehension of course objectives.

High School TILS Strand IV: Tools of the Trade: Students will be able to use appropriate digital tools within and across content areas in preparation for post­secondary experiences.

Learning Goal

Students will be able to apply the skills necessary for the effective study of history.

Proficiency Scales

4: Student demonstrates an in­depth inference or advanced application, or innovates with the learning goal.

3: Student demonstrates mastery of the learning goal by accessing a variety of sources including primary and secondary

sources for specific research tasks. (SS7.A, SS7.E) analyzing research materials for relevance and credibility. (SS7.C) differentiating between fact and opinion and detecting perspective

and bias in historical materials. (SS7.C) interpreting maps, graphs, diagrams, pictures, and political

cartoons to infer the meaning and purpose of each in a historical

context. (SS7.B, SS7.F)

2: Student demonstrates he/she is nearing the learning goal by

recognizing or recalling specific vocabulary, such as: primary and secondary sources, bias, perspective, editorial, etc.

performing specific processes, such as: recognizing the existence of a variety of sources including

primary and secondary sources. explaining why relevance and credibility is important when

conducting research. describing the difference between fact and opinion and

realizing the existence of perspective and bias in historical materials.

identifying how maps, graphs, diagrams, pictures, and political cartoons can function as a means to express historical content.

1: Student demonstrates limited understanding or skill with the learning goal.

Learning Targets

The student learns through the use of primary and secondary source documents. The student learns how to interpret primary vs. secondary source documents. The student learns how to interpret different kinds of maps.

Learning Design

WGSD Curriculum ­­ World Geography A Human Environment Interaction DRAFT

High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)

SS5D Relationship within places (human environment interaction)

Learning Goal Students will be able to understand the effect an environment has on human actions and behavior.

Proficiency Scales 4: The student demonstrates an in­depth inference or advanced application, or innovates with the learning goal. 3: The student demonstrates mastery of the learning goal as evidenced by

detecting adaptations made by humans in different environments.(SS5 1.6, 3.5)

inferring what adaptations need to be made by humans based on the characteristics of the environment. (SS5 1.10)

identifying physical features of an environment. (SS5 1.6) deducing what impact physical features of an environment will

have on human adaptations. (SS5 1.10) identify population centers on the planet (SS5 1.10) generate connections between population centers and human

adaptations (SS5 1.10) 2: The student demonstrates he/she is nearing proficiency by

recognizing or recalling specific vocabulary such as: climate zones, cultural practices, biomes, adaptation, evolution, civilization, irrigation, pollution, natural resources, agriculture, slash & burn, ecotourism, deforestation, desertification, reforestation, poaching, endangered plant & wildlife, primate city, population center, human adaptations, population distribution, population demographics, technology, river basin

performing basic processes such as:

matching adaptations to climate zones. depicting human adaptations to a climate. summarizing examples of human adaptations. illustrating the positive and negative effects humans have

on the environment. interpret the locations of major population centers

1: The student demonstrates limited understanding or skill with the learning goal.

Learning Targets

Students explain four main types of human environmental adaptations through clothing, housing, livelihood and cultural practices.

Students interpret the positive and negative effects of human environment interaction. Students predict which environments would best support humans based on environmental factors. Students map where major population centers are located. Devise a chart or table that explains the influences on locations of population centers

Learning Design