Becker Course Template
Grade/Class: Human Geography
Department: Social Studies
Aligned to: Minnesota State Standards 9.3 National Standards _____ *STANDARDS ARE THE STARTING POINT
*Essential Outcomes typically come from benchmarks
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |
Textbook: Contemporary Human Geography, James M. Rubenstein ISBN-13: 978-0321811127 ISBN-10: 0321811127 Unit 1 Thinking Geographically Standard 1 People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context Standard 3 Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems). Standard 9 The environment influences human actions; and humans both adapt to and change, the environment | 9.3.1.1.1 Create tables, graphs, charts, diagrams and various kinds of maps including symbol, dot and choropleth maps to depict the geographic implications of current world events or to solve geographic problems 9.3.1.1.2 Apply geographic information from a variety of print and electronic sources to interpret the past and present and plan for the future; provide rationale for using specific technologies for each application 9.3.2.3.1 Make inferences and draw conclusions about the physical and human characteristics of places based on a comparison of maps and other geographic representations and geospatial technologies 9.3.4.9.1 Analyze the interconnectedness of the environment and human activities(including the use of technology), and the impact of one upon the other. | Five Themes of Geography a. Location--absolute & relative b. Place c. Region--formal, functional & perceptual d. Movement e. Human-Environment interaction Maps: scale, distortion & projections (Peter’s Equal Area, Mercator, & Robinson), elements of a map (legend, compass rose etc…) Grid System including Prime Meridian, Equator, International Date Line, Great Circle Routes, Hemispheres Satellite Systems including Landsat, GOES, GPS, GIS Diffusion including Stimulus, hierarchical, relocation & contagious Site & Situation Time Zones Toponymy | Describe maps as a key geographic representation used throughout recorded history, identify different map projections, explain the ways in which maps can be distorted and map scale. Given a map, identify the elements of a good map present and those not featured. Create and analyze various types of maps such as dot, choropleth and/or cartogram. Describe and apply the Geographic Grid system of meridians and parallels in determining absolute location, the creation of time zones, and Great Circle Routes. Describe satellite systems utilized by geographers and the general public including Landsat, GOES, GIS, and GPS. Describe and determine the different types of diffusion in examples provided. Describe the Five Themes of Geography and apply tools (themes) to the study of Human Geography. Describe and give examples of human-environment interactions including the theories of environmental determinism and possibilism. | Ch. 1 1.5 Weeks | Student assessment for Unit 1: Thinking Geographically Formative: Completion of study guide, electronic quizzes–Quizizz, Kahoot, Gimkit, analysis of maps, charts, etc..., mapping exercise, class discussion Summative: Unit test including multiple choice and matching questions covering key concepts and terminology. | Daily lessons are posted and accessed on Google Classroom. Select interactive websites are used to complete assignments. |
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |
Unit 2 Population & Migration Standard 3 Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems) Standard 5 The characteristics, distribution and migration of human populations on the earth’s surface influence human systems (cultural, economic and political systems) Standard 7 The characteristics, distribution and complexity of the earth’s cultures influence human systems (social, economic and political systems). | 9.3.2.3.1 Make inferences and draw conclusions about the physical and human characteristics of places based on a comparison of maps and other geographic representations and geospatial technologies 9.3.3.5.1 Describe the patterns of human population distribution in the United States and major regions of the world. 9.3.3.5.2 Use the demographic transition model to analyze and explain the impact of changing birth and death rates in major world regions. 9.3.3.5.3 Compare the population characteristics of places at a range of scales using population pyramids, birth and death rates and other key demographic variables. 9.3.3.5.4 Explain migration patterns in the modern era at a range of scales, local to global. 9.3.3.7.2 Describe the spatial distribution of significant and/or ethnic groups in the United States and the world and how these patterns are changing | Population pyramids Demographic Transition Model Epidemiologic Transition Population Density Carrying Capacity of Land Doubling Time World Population Demography Fertility Rate/Replacement Rate Birth Rate Life Expectancy Push/Pull Factors Immigration Interregional/Intraregional migration Immigrant/emigrant Chain migration Refugee Brain drain Poverty Line Dependency Ratio Standard of Living Thomas Malthus’ Theory Xenophobic | Analyze population distribution of the world with an emphasis on the United States including the impact of physical features, immigration, economic conditions etc… Compare and contrast population pyramids of different countries over a period of time and policies adopted by countries to manage their populations such as China, Japan and Russia Explain the various stages in a demographic model and determine what stage various countries are at using birth and death rates Describe what the Epidemiologic Transition model refers to and how it attempts to discover the reasons for the Crude Death Rates (CDR) charted in the Demographic Transition Models. Describe Malthus’ Theory and applications for today. Examination of Covid 19 including spread of, cases, current conditions etc… Compare/contrast immigrants who settled in the United States especially Minnesota including push/pull factors that influenced their relocation and U.S. immigration policies. Describe how migration, interregional and intraregional migration changes over time. | Ch. 2 & 3 2 Weeks | Student assessment for Unit 2: Population & Migration: Formative: Completion of study guide, electronic quizzes, analysis of population pyramids and data related to demographics of various countries, class discussion Summative: Unit test including multiple choice and matching questions covering key concepts and terminology. Research project: Demographic Report on a country of choice–complete an analysis of a country’s population–statistics, trends, policies, and future recommendations | Daily lessons are posted and accessed on Google Classroom. Select interactive websites are used to complete assignments. |
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |
Unit 3 Cultural Geography Standard 3 Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems) Standard 7 The characteristics, distribution and complexity of the earth’s cultures influence human systems (social, economic and political systems). | 9.3.2.3.1 Make inferences and draw conclusions about the physical and human characteristics of places based on a comparison of maps and other geographic representations and geospatial technologies. 9.3.3.7.1 Explain the spread of culture using the concept of diffusion and diffusion models. 9.3.3.7.2 Describe the spatial distribution of significant and/or ethnic groups in the United States and the world and how these patterns are changing 9.3.3.7.3 Explain how social, political and economic processes influence the characteristics of places and regions | Culture Acculturation Popular Culture Folk Culture Cultural Hearth Diffusion including types Globalization Society Ethnic groups Society Monotheistic religion Polytheistic religion Animistic religion Universalizing religion Ethnic religion World’s major religions (Christianity, Islam, Judaism, Buddhism, Hinduism) Religious conflicts--for example, Northern Ireland or Israel & Palestinians Secularism Language families Lingua Franca Pidgin Languages Dialects Romance Languages Isogloss | Describe what “culture” refers to and explain the major elements that contribute to a culture such as physical environment, religion, language, and political systems. Compare and contrast folk and popular culture including examples of each. Describe the diffusion of various elements of culture such as music and sports and the concept of acculturation. Recognize language as an important element of culture, identify major language families and branches. Describe what a dialect is, lingua franca, and a pidgin language and how some languages emerge as a dominant global language while others may become extinct. Describe the major world religions distinguishing between universalizing religions and the diffusion of them and ethnic religions. Analyze political conflicts where religion is a major factor such as the Israeli/Palestinian Conflict or Northern Ireland’s “Troubles.” | Ch. 4-6 2.5-3 Weeks | Student assessment for Unit 3: Cultural Geography: Formative: Completion of study guide, electronic quizzes, analysis of popular & folk culture, key elements of culture including language & religion, etc… Summative: Unit test including multiple choice and matching questions covering key concepts and terminology. Research Project: Analysis of a conflict in which religion is a contributing factor including comparing/contrasting major religions involved and the conflict itself | Daily lessons are posted and accessed on Google Classroom. Select interactive websites are used to complete assignments. |
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |
Unit 4 Ethnicity & Political Geography Standard 7 The characteristics, distribution and complexity of the earth’s cultures influence human systems (social, economic and political systems). Standard 8 Process of cooperation and conflict among people influence the division and control of the earth’s surface | 9.3.3.7.3 Explain how social, political and economic processes influence the characteristics of places and regions 9.3.3.8.1 Define the concepts of nationalism and sovereign political states and explain how sovereignty is impacted by international agreements. 9.3.3.8.2 Describe the effects of nationalism and supranationalism on the establishment of political boundaries and economic activities 9.3.3.8.3 Analyze the impact of colonialism on the emergence of independent states and the tensions that arise when the boundaries of political units do not correspond to the nationalities or ethnicities of the people living within them. | State Sovereignty Stateless Nation Political shapes of states Enclaves/exclaves Territory Borders--types (geometric or artificial and natural), disputes Supranationalism--(including examples such as NATO, OPEC, NAFTA, or UN) Devolution Ethnicity vs. race Nation Nationalism Theocracy Monarchy Democracy Communism Federalism Unitary State Microstates Native Americans--political rights & limitations Imperialism King Leopold & Berlin Conference Genocide Apartheid Ethnic cleansing | Distinguish between race and ethnicity. Analyze major ethnic groups in the United States; analyze major ethnic groups in Minnesota and how they changed over time. Describe how ethnicity and nationalism has contributed historically and continues to lead to acts of discrimination, political conflict and genocide. Examine case study of the Armenian Genocides. Describe what imperialism (colonialism) is and why countries undertook to become imperialistic powers. Analyze the immediate and long-term effect of colonialism on a region such as Africa or India. Explain the concept of state, nation, nation-state, supranationalism and devolution including examples of. Explain the different types of political boundaries and analyze how and why they change over time. Compare and contrast the different types of political systems (government) a state may operate under including monarchy, dictatorship, democracy etc... | Ch. 7 & 8 2.5 Weeks | Student assessment for Unit 4: Ethnicity & Political Geography: Formative: Completion of study guide, electronic quizzes, analysis of maps, charts, etc..., mapping exercise, class discussion Summative: Unit test including multiple choice and matching questions covering key concepts and terminology. Creation of an “Ideal Country” in which they apply what they have learned such as relative location, size, shape, form of government etc… | Daily lessons are posted and accessed on Google Classroom. Select interactive websites are used to complete assignments. |
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |
Unit 5 Urbanization Standard 2 Geographic Inquiry is a process in which people ask geographic questions and gather, organize and analyze information to solve problems and plan for the future Standard 5 The characteristics, distribution and migration of human populations on the earth’s surface influence human systems (cultural, economic and political systems) Standard 6 Geographic factors influence the distribution, functions, growth and patterns of cities and human settlements. | 9.3.1.2.2 Use geospatial technologies to develop plans for analyzing and solving local and regional problems that have spatial dimensions. 9.3.3.5.5 Describe the factors influencing the growth and spatial distribution of large cities in the contemporary world. 9.3.3.5.6 Analyze how transportation and communication systems have affected the development of systems of cities 9.3.3.5.7 Describe how changes in transportation and communication technologies affect the patterns and processes of urbanization of the United States 9.3.3.5.8 Describe the factors (transportation, government policies, economic development, and changing cultural values) that shape and change urban and suburban areas in the United States. 9.3.3.6.1 Use generally accepted models to explain the internal spatial structure of cities in regions of the United States and other regions in the world | City World or Alpha City Megalopolis Megacity Ranking of cities--hamlet to metropolis Edge cities Primate cities Location of cities--general World’s largest cities Metropolitan Region Suburb Exurb Central City Central Place Theory (Walter Christaller) Threshold & Range Site and Situation Concentric Zone Model Multiple Nuclei Model Sector Model Urban Sprawl Gentrification Redlining Filtering | Explain key components of a metropolitan area and urban area models (Concentric, sector and multiple nuclei models) including the impact of different modes of transportation (the rise of suburbs, for example, or cities founded along railroad lines) Analyze the location of major U.S. and world cities and the factors that contributed to their growth especially transportation and communication and how they change over time. Describe cities in terms of site and situation. Analyze the position and functions of cities in relation to each other by examining Walter Christaller’s Central Place Theory including the concepts of range and threshold. | Ch. 11 1 Week | Student assessment for Unit 5: Urbanization: Formative: Completion of study guide, analysis of site/situation for various cities, application of Central Place Theory etc… Analysis of Becker as a site for a Google Data Center in terms of criteria determined by Google and selection of an alternative site based on established criteria Summative: Unit test including multiple choice and matching questions covering key concepts and terminology. | Daily lessons are posted and accessed on Google Classroom. Select interactive websites are used to complete assignments. |
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |
Unit 6 Economic Geography Standard 2 Geographic Inquiry is a process in which people ask geographic questions and gather, organize and analyze information to solve problems and plan for the future Standard 4 People construct regions to identify, organize and interpret areas of the earth’s surface, which simplifies the earth’s complexity Standard 10 The meaning, use, distribution and importance of resources change over time | 9.3.1.2.1 Use geospatial technologies to make and justify decisions about best locations for facilities 9.3.2.4.1 Apply geographic models to explain the location of economic models to explain the location of economic activities and land use patterns in the United States and the world 9.3.2.4.2 Identify the primary factors influencing the regional pattern of economic activities in the United States and the world 9.3.2.4.3 Explain how technological and managerial changes associated with the third agricultural revolution, pioneered by Norman Bourlaugh, have impacted regional patterns of crop and livestock production 9.3.4.10.1 Describe patterns of production and consumption of fossil fuels that are traded among nations | Green Revolution Norman Borlaug Subsistence Farming Commercial Farming Levels of economic activity: (primary, secondary, tertiary and quaternary) OPEC--oil reserves & oil consumption Brain Drain European Union NAFTA Alfred Weber’s Least Cost Theory Site & Situation Range & Threshold Cottage Industry Industrial Revolution Command Economy Demand (Free Enterprise or Capitalism) Economy Mixed Economy Per Capita Gross National Income Human Development Index Productivity BRIC Countries Rostow’s Level of Development Infrastructure Standard of Living Economy Wallerstein’s World Systems Theory | Describe patterns of production and consumption of fossil fuels that are traded among countries including OPEC and extreme oils. Describe the Green Revolution pioneered by Norman Borlaug. Analyze the short and long term effects of the Green Revolution including crop and livestock production especially regarding Mexico and India. Describe the difference between subsistence and commercial farming. Identify the primary factors influencing the regional pattern of economic activities in the United States and the world such as the corn belt or auto alley. Describe the different levels of economic development in the world including Wallerstein’s World Systems Theory and Rostow’s Economic Levels. Describe and give examples of the different levels of economic activities (primary--quaternary). Apply Alfred Weber’s Least Cost Theory in the location of manufacturing industries and its relevance today. | 1-2 Weeks | Student assessment for Unit 6: Economic Geography: Formative: Completion of study guide, analysis of Wallerstein & Rostow’s Theory, Trade, etc… Summative: Unit test including multiple choice and matching questions covering key concepts and terminology. | Daily lessons are posted and accessed on Google Classroom. Select interactive websites are used to complete assignments. |
Units of Instruction & Materials | *Essential Outcomes (Learning Goals) What do we want students to know or be able to do? Students will… I can... | Critical Information and Vocabulary students need to meet the learning goal | Daily Learning Objectives Students will… I can... | Time | Common Unit Assessments How do we know students know or can do it? | Technology Alignment How is technology integrated at a high level (Modification or Redefinition) |