Rutherford Public Schools
COURSE TITLE
AP Human Geography
LENGTH
Full Year
Grades 10-11
DEPARTMENT
Social Studies
SCHOOL
Rutherford High School
Primary Content
Social Studies
Initial BOE Approval Date (Born on): 5/13/2024
Embedded Content
Career Readiness, Life Literacies and Key Skills
Initial BOE Approval Date (Born on): 8/23/2021
AP Human Geography is a yearlong course that focuses on the distribution, processes, and effects of human populations on the planet. Units of study include population, migration, culture, language, religion, ethnicity, political geography, economic development, industry, agriculture, and urban geography. Emphasis is placed on geographic models and their applications. Case studies from around the globe are compared to the situation in both the United States and locally.
Building upon the knowledge and skills developed and learned in previous courses, students will continue their in-depth studies and preparation for the Advanced Placement examination. Each student enrolled in this course is mandated to take the Advanced Placement United States History Examination. The course meets the New Jersey Student Learning Standards and the AP College Board requirements. All New Jersey mandates are infused into lessons where appropriate.
Weeks 1–3: The Nature of Geography [SC1 & SC2]
1. Define geography, human geography; explain the meaning of the spatial
perspective.
2. Explain how geographers classify each of the following and provide examples
of each:
a) distributions
b) locations
c) regions
3. Identify how each of the following plays a role in mapmaking:
a) simplification
b) categorization
c) symbolization
d) induction
4. Identify types of scale and projections used in mapmaking; identify advantages
and disadvantages of different projections. [SC10]
5. List different types (models) of diffusion and provide examples/illustrations of
each in the real world. [SC12]
6. Distinguish between different types of maps and mapped information (e.g., dot
distribution, choropleth, etc.) and provide explanations of strengths and weaknesses
of each. [SC10 & SC11]
Weeks 4–6: Population [SC3]
1. Map major and emerging population concentrations and describe demographic
characteristics of each.
2. Consider the concepts of ecumene and non-ecumene, and consider:
a) Why do most people live where they do?
b) For what reasons have humans historically avoided certain areas?
c) Where do non-examples of each exist? Why?
3. Calculate arithmetic, agricultural, and physiological densities and describe the
strengths and weaknesses of each for demographic analysis.
4. Explain the elements of a population pyramid and distinguish between
characteristic shapes.
5. Explain the demographic transition model:
a) What are its components?
b) Which countries does it describe in each phase?
c) Why might it not predict the future for developing countries today? [SC12]
6. Give examples of pro- and anti-natalist policies and their effects in example
countries.
7. Define key demographic terms and identify regions in which high and low extreme
examples of each can be found.
8. Concerning natural hazards, do the following:
a) list various types of natural hazards and disasters
b) map the areas most affected by them [SC11]
c) compare with the map of population distribution
d) hypothesize the degree of danger in various regions
e) discuss methods that are taken to adapt to these dangers
Weeks 7–9: Movement [SC3]
1. Distinguish between and give characteristics of the following types of human
Movement:
a) circulation and migration
b) forced and voluntary migration
c) push and pull factors
2. Discuss the contributions of Ravenstein to the study of human movement and
migration. [SC12]
3. Use the gravity model to predict migration and evaluate its efficiency and
usefulness. [SC12]
4. Map specific examples of historic and contemporary forced migrations, explaining
push and pull factors associated with each.
5. Characterize a refugee and refugee populations.
6. Discuss the migration history of the United States through the following:
a) immigration history
b) immigration policy
c) historic and contemporary streams of migration
d) internal migration patterns
7. Explain how distance decay, intervening obstacles, and migration selectivity
factors affect migration and circulation patterns.
8. Correlate migration patterns to the demographic transition model.
Weeks 10–11: Culture [SC4]
1. Define culture and cultural geography.
2. Compare and contrast the following aspects of folk and popular culture:
a) origins
b) methods of diffusion
c) culture regions
3. Examine specific examples of folk culture and regions.
4. Examine examples of specific popular cultural traits and discuss their diffusion.
5. Discuss ways in which cultural traits are affected by and affect the natural
environment.
6. Discuss the role of racism and ethnocentrism in the understanding of the cultural
landscape. [SC9]
Weeks 12–13: Geography of Language [SC4]
1. Discuss the importance and role of language as an element of culture.
2. Explain how languages are classified and related.
3. Map the distribution of major language families worldwide. [SC11]
4. Show the division of Europe into the following language groups and give specific
examples from major groups:
a) Germanic
b) Slavic
c) Romance
5. Describe the following characteristics of English:
a) origin and historical development
b) worldwide diffusion
c) spatial variation
d) role in cultural convergence
6. Explain the how, why, and where of language change.
7. Discuss the regional and local variety in language using the following terms:
a) slang
b) isogloss
c) accent
8. Explain how toponyms are derived and classified and give various examples.
Weeks 14–16: Geography of Religion [SC4]
1. Identify the following characteristics of all major religions:
a) point of origin
b) method of diffusion
c) current distribution
d) landscape expression
2. Map the religious regions of the United States. [SC11]
3. Discuss the major branches, their origins, and their current distributions for the
following religions:
a) Christianity
b) Islam
c) Buddhism
4. Distinguish between ethnic and universalizing religions:
a) holy sites
b) holy days
c) methods of diffusion
5. Describe ways in which the environment influences religion and ways in which
religions affect the natural environment.
6. Discuss various specific religious conflicts around the world in terms of the
Following:
a) religion versus politics
b) religion versus religion—interfaith conflicts
c) religion versus religion—intrafaith conflicts
Weeks 17–19: Ethnicity, Gender, and Geography [SC4]
1. Describe the distribution of major ethnicities within the United States:
a) identify states/regions in which they are clustered
b) identify regions in which they are mostly absent
c) provide reasons for the present distribution
2. Examine case studies of ethnic conflicts from different regions.
3. Consider ways in which gender-related issues are expressed spatially, particularly in
regards to:
a) economic roles and activity
b) health and reproduction
c) level of education
4. Discuss and illustrate with examples various nation-state configurations including:
a) nation-state
b) part-nation state
c) multinational state
d) stateless nation
Weeks 20–22: Political Geography [SC5]
1. Explain the concept of state by:
a) identifying necessary qualifications and characteristics
b) listing examples of states in various regions
c) describing quasi-states
2. Describe the problems of multinational states and stateless nations.
3. List advantages and disadvantages of different types of boundaries and provide
real-world examples of:
a) natural/physical boundaries
b) cultural boundaries
c) geometric boundaries
4. List advantages and disadvantages of different shapes of states and provide
examples.
5. Discuss the concepts of imperialism and colonialism and illustrate some of their
consequences on the contemporary political map.
6. Define irredentism and devolution and illustrate with examples.
7. Summarize the history of the United Nations and identify issues of current
importance regarding it.
Weeks 23–25: Economic Development [SC7]
1. Use examples of human welfare indicators to distinguish between relatively
developed and less developed countries.
2. Use examples of economic indicators to classify countries as less developed or
relatively developed.
3. Draw the Brandt line on a world or regional map.
4. Compare and contrast different theories and models of economic development and
the relationship between less developed and relatively developed countries.
[SC12]
5. Provide examples of the different sectors of a country’s economy and explain the
economic relationship between them.
Weeks 26–28: Geography of Agriculture—Primary Economic Activities [SC6]
1. Explain how agriculture originated and identify its various hearths.
2. Describe the evolution of agricultural practices from their first use until today.
a) Neolithic Revolution
b) Second Agricultural Revolution
c) Green Revolution and biotechnology
3. Consider how each of the following correlates with specific agricultural regions:
a) climate
b) terrain
c) culture
d) situation with regard to world markets
4. Describe and apply the von Thünen model to both small-scale and large-scale
situations. [SC10 & SC12]
5. Identify the predominant agricultural practices associated with various regions of
the world.
6. Use agricultural practice to differentiate between less developed and relatively
developed countries.
7. Compare and contrast different types of rural landscapes and settlements: [SC9]
a) linear villages
b) cluster villages
c) dispersed settlements
Weeks 29–31: Geography of Industry—Secondary Economic Activities [SC7]
1. Explain the Industrial Revolution by:
a) describing its origin
b) describing its diffusion and current pattern of industrial regions
2. Map regional manufacturing zones in each continent and identify the following for
each: [SC11]
a) origin and resources
b) current strengths and/or problems
3. Compare and contrast preindustrial, industrial, and postindustrial life and
landscape. [SC9]
4. Describe how site and situation factors influence the location of manufacturing
and give examples.
5. Discuss the problems created by or associated with industrialization in:
a) developed countries
b) developing countries
6. Make graphic models that describe the inputs and connections of various
industries. [SC12]
Weeks 32–34: Urban Geography—Tertiary Economic Activities [SC8]
1. Contrast European and North American cities:
a) central business districts
b) suburbs and suburban growth
2. Compare and contrast elements of the following urban models: [SC12]
a) concentric zone
b) sector
c) multiple-nuclei
d) galactic city/edge cities
3. Describe the move of retail and industry to the suburbs.
4. Explain the growth of suburbs in terms of social, transportation, and economic
changes.
5. Differentiate between three models of North American cities. [SC12]
6. Compare and contrast spatial characteristics of cities in the following regions:
a) Latin America
b) Africa
c) Southeast Asia
7. List and evaluate the problems of the inner city.
8. Explain and illustrate important models dealing with the urban hierarchy for:
[SC12]
a) central-place theory
b) rank-size rule and primate cities
After successfully completing this course, the students will be able to:
New Jersey Student Learning Standards
Career Readiness, Life Literacies, and Key Skills Practices
CRLLKSP 1 Act as a responsible and contributing community member and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRLLKSP 2 Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRLLKSP 4 Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6 Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ actions, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRLLKSP 7 Plan education and career paths aligned to personal goals.
Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRLLKSP 9 Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
Career Readiness, Life Literacies, and Key Skills Practices
Standard 9.2 Career Awareness, Exploration, Preparation, and Training
9.2.12.CAP.2: Develop college and career readiness skills by participating in opportunities such as structured learning experiences, apprenticeships, and dual enrollment programs.
Standard 9.4 Life Literacies and Key Skills
9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas
9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities
9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition
9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or practice
9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving
9.4.12.CT.3: Enlist input from a variety of stakeholders (e.g., community members, experts in the field) to design a service learning activity that addresses a local or global issue (e.g., environmental justice).
9.4.12.CT.4: Participate in online strategy and planning sessions for course-based, school-based, or other project and determine the strategies that contribute to effective outcomes
9.4.12.DC.6: Select information to post online that positively impacts personal image and future college and career opportunities.
9.4.12.DC.7: Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects of society
9.4.12.IML.1: Compare search browsers and recognize features that allow for filtering of information.
9.4.12.IML.2: Evaluate digital sources for timeliness, accuracy, perspective, credibility of the source, and relevance of information, in media, data, or other resources
9.4.12.IML.3: Analyze data using tools and models to make valid and reliable claims, or to determine optimal design solutions
9.4.12.IML.4: Assess and critique the appropriateness and impact of existing data visualizations for an intended audience
9.4.12.IML.8: Evaluate media sources for point of view, bias, and motivations
9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze and propose a resolution to a real-world problem
9.4.12.GCA.1: Collaborate with individuals to analyze a variety of potential solutions to climate change effects and determine why some solutions (e.g., political. economic, cultural) may work better than others
New Jersey Student Learning Standards for Social Studies (2020)
6.1.12.CivicsPI.1.a: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.
6.1.12.GeoGI.1.a: Explain how geographic variations impacted economic development in the New World, and its role in promoting trade with global markets (e.g., climate, soil conditions, other natural resources).
6.1.12.EconGE.1.a: Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
6.1.12.HistoryCC.1.a: Assess the impact of the interactions and conflicts between native groups and North American settlers.
6.1.12.HistorySE.2.a: Construct responses to arguments in support of new rights and roles for women and for arguments explaining the reasons against them.
6.1.12.GeoPP.2.a: Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.
6.1.12.HistoryCA.2.a: Research multiple perspectives to explain the struggle to create an American identity.
6.1.12.HistoryCC.3.a: Evaluate the role of religion, music, literature, and media in shaping contemporary American culture over different time periods.
6.1.12.EconGE.3.a: Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.
6.1.12.EconNE.3.a: Evaluate the impact of education in improving economic opportunities and in the development of responsible citizens.
6.1.12.EconET.3.a: Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.
6.1.12.GeoSV.3.a: Evaluate the impact of Western settlement on the expansion of United States political boundaries.
6.1.12.CivicsPI.3.a: Analyze primary and secondary sources to determine the extent to which local and state issues, publications, and the rise of interest group and party politics impacted the development of democratic institutions and practices.
6.1.12.GeoSV.4.a: Use maps and primary sources to describe the impact geography had on military, political, and economic decisions during the civil war.
6.1.12.GeoPP.4.a: Use evidence to demonstrate the impact of population shifts and migration patterns during the Reconstruction period.
6.1.12.EconNE.4.a: Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
6.1.12.CivicsDP.5.a: Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.
6.1.12.GeoPP.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.
6.1.12.GeoHE.5.a: Generate/make an evidence-based argument regarding the impact of rapid urbanization on the environment and on the quality of life in cities.
6.1.12.HistoryUP.5.a: Using primary sources, relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.
6.1.12.EconEM.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.HistoryCC.5.a: Evaluate how events led to the creation of labor and agricultural organizations and determine the impact of those organizations on workers’ rights, the economy, and politics across time periods.
6.1.12.EconGE.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.
6.1.12.EconNE.6.a: Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.
6.1.12.GeoHE.6.a: Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.
6.1.12.HistoryCA.6.a: Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities and rights for various groups.
6.1.12.EconEM.6.a: Determine how supply and demand influence price and output during the Industrial Revolution.
6.1.12.HistoryCC.6.b: Compare and contrast the foreign policies of American presidents during this time period and analyze how these presidents contributed to the United States becoming a world power.
6.1.12.GeoHE.8.a: Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment.
6.1.12.CivicsHR.8.a: Analyze primary and secondary sources to explain how social intolerance, xenophobia, and fear of anarchism led to restrictive immigration and refugee laws, and the violation of the human rights of individuals and groups.
6.1.12.EconET.8.a: Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.
6.1.12.HistoryCC.8.a: Make evidence-based inferences to explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence
6.1.12.HistoryCC.8.b: Relate government policies to the prosperity of the country during the 1920s and determine the impact of these policies on business and the consumer.
6.1.12.HistoryCC.8.c: Identify the conditions that gave rise to the Harlem Renaissance and assess the impact of artists, writers, and musicians on American culture.
6.1.12.EconNE.9.a: Explain how economic indicators are used to evaluate the health of the economy (i.e., gross domestic product, the consumer price index, the national debt, and the trade deficit).
6.1.12.GeoHE.9.a: Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.
6.1.12.EconEM.10.a: Construct a claim that evaluates short- and long-term impact of the expanded role of government on economic policy, capitalism, and society
6.1.12.GeoHE.10.a: Use primary and secondary sources to explain the effectiveness of New Deal programs designed to protect the environment.
6.1.12.CivicsHR.11.a: Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
6.1.12.EconNE.11.a: Analyze how scientific advancements, including advancements in agricultural technology, impacted the national and global economies and daily life.
6.1.12.EconNE.12.a: Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.
6.1.12.EconEM.12.a: Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
6.1.12.HistorySE.12.a: Explain the reasons for the creation of the United Nations and evaluate the effectiveness of United Nations' human rights policies and the commitment of the United States to them.
6.1.12.HistoryCC.12.b: Analyze the impact of American governmental policies on independence movements in Africa, Asia, Latin America and the Middle East.
6.1.12.HistoryCC.12.d: Explain how the development and proliferation of nuclear weapons affected international relations
6.1.12.GeoHE.13.a: Construct an argument on the effectiveness of environmental movements, their influence on public attitudes, and the efficacy of the government’s environmental protection agencies and laws.
6.1.12.GeoPP.13.a: Make evidence-based inferences to 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.GeoPP.13.b: Use quantitative data and other sources to describe the extent to which changes in national policy impacted immigration to New Jersey and the United States after 1965.
6.1.12.HistorySE.13.a: Use a variety of sources to explain the relationship between the changing role of women in the labor force and changes in family structure.
6.1.12.HistoryUP.13.a: Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.
6.1.12.CivicsPI.14.a: Draw from multiple perspectives to evaluate the effectiveness and fairness of the processes by which local, state, and national officials are elected.
6.1.12.HistoryCA.14.a: Analyze campaign speeches and debates and other sources to determine the extent to which presidential candidates’ rhetoric was inclusive, expansive, stereotypical or biased.
6.1.12.HistorySE.14.a: Explore the various ways women, racial and ethnic minorities, the LGBTQ community, and individuals with disabilities have contributed to the American economy, politics and society.
6.1.12.HistorySE.14.b: Use a variety of sources from diverse perspective to analyze the social, economic and political contributions of marginalized and underrepresented groups and/or individuals
6.1.12.GeoPP.14.a: Use data and other evidence to determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.
6.1.12.GeoPP.14.b: Use evidence to document how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.
6.1.12.EconEM.14.a: Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.
6.1.12.EconET.14.b: Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the workforce), and government and consumer debt and their impact on society.
6.1.12.CivicsHR.15.a: Evaluate the role of diplomacy in international conflicts and policies relating to refugees and asylum seekers.
6.1.12.HistorySE.15.a: Explain how and why religious tensions, historic differences, and a western dependence on oil 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.HistorySE.15.b: 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.
6.1.12.HistorySE.15.c: Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.
6.1.12.HistoryCC.15.c: Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations
6.1.12.EconNE.15.a: Assess economic priorities related to international and domestic needs, as reflected in the national budget.
6.1.12.HistoryCC.16.a: Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.
6.1.12.HistoryCC.16.b: Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
6.1.12.CivicsPD.16.a: Construct a claim to describe how media and technology has impacted civic participation and deliberation.
6.1.12.GeoHE.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 and climate change.
6.1.12.EconNE.16.a: Make evidenced-base inferences regarding the impact of technology on the global workforce and on entrepreneurship.
6.1.12.EconNE.16.b: Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.
6.1.12.HistoryUP.16.a: Analyze the impact of American culture on other world cultures and determine the impact of social media on the dissemination of American culture.
6.1.12.EconGE.16.a: Use quantitative data and other sources to assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.
6.2.12.GeoSV.1.a: Use geographic representations to assess changes in political boundaries and the impact of European political and military control in Africa, Asia, and the Americas by the mid-18th century.
6.2.12.EconGE.1.a: Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact of trade on the New World’s economy and society.
6.2.12.HistoryCC.1.f: Assess the political, social, and economic impact of the interactions between indigenous peoples and colonizers over different time periods (e.g., Columbian Exchange, forced labor, slave trade and slavery practices, spread of disease, lingering effects on cultures).
6.2.12.GeoPP.2.a: Make an evidence-based argument explaining the impact and development of religion in Europe on the political and cultural development of the colonies in the New World.
6.2.12.EconGE.2.a: Relate the development of more modern banking and financial systems to European economic influence in the world.
6.2.12.EconET.3.a: Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about social, economic, and cultural changes in the world.
6.2.12.HistoryUP.3.a: 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.CivicsPI.3.a: Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.
6.2.12.GeoGI.3.a: Use geographic tools and resources to investigate the changes in political boundaries between 1815 and 1914 and make evidence-based inferences regarding the impact of imperialism.
6.2.12.HistoryCC.3.b: Explain how industrialization and urbanization affected class structure, family life, the daily lives of men, women, and children, and the environment.
6.2.12.HistoryCC.3.c: Analyze the impact of the policies of different European colonizers on indigenous societies and explain the responses of these societies to imperialistic rule.
6.2.12.CivicsPD.3.a: Cite evidence describing how and why various ideals became driving forces for reforms and revolutions in Latin America and across the world (e.g., liberty, popular sovereignty, natural rights, democracy, nationalism).
6.2.12.GeoGI.4.a: Use evidence to explain how the fall of the Ottoman Empire and the rise of regional powers led to the creation of new nations in the Middle East.
6.2.12.HistoryCC.4.a: Analyze the extent to which nationalism, industrialism, territorial disputes, imperialism, militarism, and alliances led to World War I.
6.2.12.HistoryCC.4.b: Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars.
6.2.12.HistoryCC.4.f: Analyze how the social, economic, and political roles of women in western countries were transformed during this time period and explore the reasons why this transformation did not occur outside of the western world.
6.2.12.HistoryCC.4.g: Use a variety of resources from different perspectives to analyze the role of racial bias, nationalism, and propaganda in mobilizing civilian populations in support of “total war.”
6.2.12.HistoryCA.4.a: Generate an evidence-based argument to explain the rise of nationalism in China, Turkey, and India.
6.2.12.HistoryCA.4.b: Assess the causes of revolution in the 20th century (i.e., Russia, China, India, and Cuba), and determine the impact on global politics.
6.2.12.HistoryCA.4.c: Evaluate how the Allied countries responded to the expansionist actions of Germany, Italy, and Japan.
6.2.12.GeoSV.4.a: Use geographic representations to compare the changes in political boundaries in Europe pre- and post-WWI.
6.2.12.CivicsHR.4.a: Analyze the motivations, causes, and consequences of the genocides of Armenians, Ukrainians, Jews in the Holocaust and assess the responses by individuals, groups, and governments and analyze large-scale atrocities including 20th century massacres in China.
6.2.12.CivicsPI.4.a: Compare and contrast socialism, communism, fascism, and liberal democracy, analyze the extent to which they promote and protect civil, political, social and economic rights for people, and explain the reasons for their growth or decline around the world.
6.2.12.HistoryUP.4.b: Report on the influence of war, economic depression, and genocide on the arts, cultural values, and social ideas.
6.2.12.HistoryUP.4.c: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.
6.2.12.GeoPP.5.a: Use a variety of sources to explain the impact of migration on the way of life in the country of origin and the new country (e.g., social, economic, political structures).
6.2.12.HistoryCC.5.a: Explain how World War II led to aspirations for self-determination and compare and contrast the methods used by African and Asian countries to achieve independence.
6.2.12.HistoryCC.5.d: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.
6.2.12.GeoGI.5.a: Use maps and primary sources to evaluate the impact of geography and economics on the decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.
6.2.12.GeoSV.5.a: Use geographic data to interpret the factors of post-independence struggles in South Asia (e.g., the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir).
6.2.12.EconGE.5.a: Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.
6.2.12.EconET.5.a: Compare and contrast free market capitalism and Western European democratic socialism with Soviet communism.
6.2.12.EconET.5.b: Articulate a point of view which assesses the reasons for and consequences of the growth of communism and shift toward a market economy in China.
6.2.12.HistoryCC.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.HistoryCC.5.c: Cite evidence describing the role of boundary disputes and limited natural resources as sources of conflict.
6.2.12.HistoryCC.5.d: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.
6.2.12.HistoryCC.5.e: 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.HistoryCC.5.f: Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic military clashes (e.g., Korean War, Middle East).
6.2.12.HistoryCC.5.g: Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India and determine how his methods were later used by people from other countries.
6.2.12.HistoryCC.5.h: Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.
6.2.12.EconGE.6.a: Evaluate efforts of governmental, non-governmental, and international organizations to address economic imbalances, social inequalities, climate change, health and/or illiteracy.
6.2.12.EconGE.6.b: Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.
6.2.12.EconGE.6.c: Relate the rise of the Internet and social media to the global economy.
6.2.12.CivicsPI.6.a: Use historic case studies or a current event to assess the effectiveness of multinational organizations in attempting to solve global issues.
6.2.12.CivicsHR.6.a: Evaluate the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.
6.2.12.CivicsHR.6.b: Make an evidence-based argument on the tensions between national sovereignty and global priorities regarding economic development and environmental sustainability and its impact on human rights.
6.2.12.GeoPP.6.a: Make evidence-based inferences to determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.
6.2.12.HistoryCC.6.a: Evaluate the impact of terrorist movements on governments, individuals and societies.
6.3.12.CivicsHR.1: Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations and evaluate the extent to which these human rights violations are a universal problem.
6.3.12.GeoGI.1: Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, including climate change and water scarcity, and present those solutions to relevant national and international governmental and/or nongovernmental organizations
6.3.12.HistoryCA.12: Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.
New Jersey Student Learning Standards for English Language
Informational Reading
RI.CR.11–12.1. Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
RI.CI.11–12.2. Determine two or more central ideas of an informational text and analyze how they are developed and refined over the course of a text, including how they interact and build on one another to provide a complex account or analysis; provide an objective summary of the text..
RI.IT.11–12.3. Analyze the impact of an author's choices as they develop ideas throughout the text regarding a complex set of ideas or sequence of events, and explain how specific individuals, ideas, or events interact and develop.
RI.PP.11–12.5. Analyze an author’s purpose in a text distinguishing what is directly stated in a text or through rhetoric, analyzing how style and content convey information and advance a point of view.
RI.MF.11–12.6. Synthesize complex information across multiple sources and formats to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g. express a personal point of view, new interpretation of the concept).
RI.AA.11–12.7. Describe and evaluate the reasoning in seminal U.S. and global texts, and the premises, purposes, and arguments in these works.
RI.CT.11–12.8. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and scientific significance for their purposes, including primary source documents relevant to U.S. and/or global history and texts proposing scientific or technical advancements.
Speaking & Listening
SL.II.11–12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.ES.11–12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
(Students may analyze scientific and related informational texts for evidence-based explanations for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.)
SL.UM.11–12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (For example, students can utilize digital platforms to collaborate with students in other countries to develop possible solutions to environmental justice issues resulting from climate change.)
Writing
W.AW.11–12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.IW.11–12.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.WP.11–12.4. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach; sustaining effort to complete complex writing tasks; tracking and reflecting on personal writing progress (e.g., using portfolios, journals, conferencing); or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
W.WR.11–12.5. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Students may research, analyze, and critique the role of the petroleum industry in world politics, the global economy, and global climate change.)
W.SE.11–12.6. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (MLA or APA Style Manuals).
W.RW.11–12.7. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.
III. Proficiency Levels
The AP Human Geography is a full year elective course intended for high-performing sophomore and junior high school students with excellent work ethic who have strong social science and strong natural science grades. Prerequisites include an A- or higher in social studies and science or a teacher recommendation.
Student Assessment
Curriculum/Teacher Assessment
Throughout the academic year, the teacher and the supervisor will continually discuss the curriculum to assess changes and needs. The teacher is always encouraged to make suggestions for improvement.
The supervisor may also request an annual meeting or written review from the teacher for suggestions or modifications.
The AP Human Geography course is intended for high-performing sophomore and junior high school students with excellent work ethic who have strong social science and strong natural science grades.
AP Human Geography is a full year elective course for students in tenth and eleventh grade.
Texts/Supplemental Reading/References
Resources include but are not limited to:
New Jersey Commission on Holocaust Education Resources- NJ Department of Education www.nj.gov/education/holocaust/
New Jersey Amistad Commission Resources- NJ Department of Education www.nj.gov/education/amistad
Additional resources: www.nj.gov/education/holocaust/curriculumn/septeleven/
Resources for LGBTQ+ and Diversity Equity Inclusion, Individuals with Disabilities- Bergen County Curriculum Consortium
Diversity and Inclusion
https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
LGBTQ+
https://youth.gov/youth-topics/lgbtq-youth/school-experiences
https://www.glsen.org/resources/educator-resources
https://learninglab.si.edu/collections/lgbt-rights-and-history/5BHAnX8dNsdAEfGU
Individuals with Disabilities
https://www.disabilitymuseum.org/dhm/index.html
https://americanhistory.si.edu/disabilityrights/welcome.html
https://getintoit.specialolympics.org/educators/
Teachers will incorporate a variety of instructional strategies into daily lessons and activities in order to assist students in mastering concepts and skills. The following are suggestions, not limits, as to what a teacher will do.
Teachers will combine, integrate and infuse disciplines as needed. ELA reading, writing, speaking and listening assignments are infused throughout the curriculum to enhance learning and skill building. Other suggestions for interdisciplinary connections:
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)
Differentiation for Enrichment
The teacher will continue to improve expertise through participation in a variety of professional development opportunities.
Unit Topic | Time Allocated | Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, & Gifted & Talented Students | Standards | Mandates | Assessments | |
Unit 1: Maps & Geographic Theory
| 3 w | For Support:
For Enrichment:
| NJSLS 6.1.12.GeoGI.1.a 6.1.12.EconGE.3.a 6.1.12.GeoSV.4.a 6.1.12.GeoGE.6.a 6.1.12.EconNE.11.a 6.1.12.HistoryCA.14.a 6.1.12.HistorySE.14.b 6.1.12.CivicsPD.16.a 6.1.12.GeoHE.16.a 6.1.12.EconNE.16.a 6.1.12.HistoryUP.16.a 6.1.12.HistoryCC.16.b 6.2.12.EconET.3.a 6.2.12.HistoryUP.3.a 6.2.12.GeoGI.4.a 6.2.12.GeoGI.5.a 6.2.12.HistoryCC.5.d 6.2.12.EconGE.6.a,c Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Amistad, AAPI, Diversity, Equity & Inclusion: Students will examine the lingering effects of colonialism on Latin American, African, and Asian nations and the struggle to build stable economies and national identities. | Formative Assessment:
Summative Assessment:
| |
Unit 2: Population & Migration Geography
| 4 w | For Support:
For Enrichment:
| NJSLS 6.1.12.HistoryCC.1.a 6.1.12.HistorySE.2.a 6.1.12.EconNE.3.a 6.1.12.HistoryCA.3.b 6.1.12.GeoPP.4.a 6.1.12.CivicsDP.5.a 6.1.12.GeoPP.5.a 6.1.12.HistoryUP.5.a 6.1.12.CivicsHR.8.a 6.1.12.EconNE.11.a 6.1.12.EconNE.12.a 6.1.12.GeoPP.13.b 6.1.12.HistorySE.13.a 6.1.12.GeoPP.14.a 6.1.12.EconEM.14.a 6.1.12.CivicsHR.15.a 6.2.12.GeoPP.2.a 6.2.12.CivicsPI.3.a 6.2.12.EconGI.3.a 6.2.12.EconET.3.a 6.2.12.HistoryCC.3.b,c 6.2.12.HistoryUP.3.a 6.2.12.GeoSP.4.a 6.2.12.GeoPP.5.a 6.2.12.CivicsPI.6.a 6.2.12.CivicsHR.6.b 6.2.12.GeoPP.6.a 6.2.12.EconGE.6.a 6.3.12.HistoryCA.1 Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Diversity, Equity & Inclusion: Using primary sources, relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. Students will analyze human rights issues and the changing role of women
| Formative Assessment:
Summative Assessment:
| |
Unit 3: Cultural Geography
| 4w | For Support:
For Enrichment:
| NJSLS 6.1.12.HistoryCC.1.a 6.1.12.GeoPP.2.a 6.1.12.HistoryCA.2.a 6.1.12.EconGE.3.a 6.1.12.HistoryCC.3.a 6.1.12.GeoSV.4.a 6.1.12.CivicsDP.5.a 6.1.12.HistoryUP.5.a 6.1.12.GeoGE.6.a 6.1.12.EconET.8.a 6.1.12.HistoryCC.8.a,c 6.1.12.HistoryCA.14.a 6.1.12.HistorySE.14.a 6.1.12.HistorySE.15.a 6.1.12.HistoryUP.16.a 6.2.12.HistoryCC.3.b,c 6.2.12.HistoryUP.3.a 6.2.12.CivicsHR.4.a 6.2.12.CivicsPI.4.a 6.2.12.HistoryUP.4.b,c 6.2.12.HistoryCC.5.d 6.2.12.CivicsHR.6.a 6.2.12.EconGE.6.c 6.2.12.GeoSV.1.a 6.2.12.GeoGE.1.a 6.2.12.HistoryCC.1.f 6.2.12.GeoPP.2.a, 6.2.12.EconGI.3.b 6.2.12.EconET.3.a Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Amistad: Students will look at primary sources to assess the impact African American artists, writers, and musicians had on American culture. Diversity, Equity, & Inclusion, LGBTQ+: Students will research ways women, racial and ethnic minorities, LGBTQ community, and individuals with disabilities have contributed to the American economy, politics and society AAPI, Holocaust: Study of motivations, causes, and consequences of historic genocides. Examples include: Armenians, Ukrainians, Jews and including 20th century massacres in China. | Formative Assessment:
Summative Assessment:
| |
Unit 4: Political Geography
| 4w | For Support:
For Enrichment:
| NJSLS 6.1.12.CivicsPD.1a 6.1.12.HistoryCA.2.a 6.1.12.CivicsPI.3.a 6.1.12.GeoSV.3.a 6.1.12.GeoSV.4.a 6.1.12.EconEM.5.a 6.1.12.HistoryCC.8.a 6.1.12.EconNE.6.a 6.1.12.CivicsHR.11.a 6.1.12.HistoryCC12.b,d 6.1.12.HistorySE.12.a 6.1.12.CivicsPI.14.a 6.1.12.HistorySE.14.a 6.1.12.HistoryCC.15.a-b 6.1.12.HistorySE.15.a-c 6.1.12.GeoHE.16.a 6.2.12.CivicsPI.3.a 6.2.12.CivicsPD.3.a 6.2.12.GeoGI.3.a 6.2.12.EconET.3.a 6.2.12.HistoryUP.3.a 6.2.12.CivicsPI.4.a 6.2.12.HistoryCC.4.g, 6.2.12.HistoryCA.4.a-c 6.2.12.CivicsPI.5.a 6.2.12.CivicsHR.5.a 6.2.12.HistoryCC.5.a 6.2.12.GeoGV.5.a, 6.2.12.GeoGI.5.a 6.2.12.EconET.5.a-b 6.2.12.HistoryCC.5.b-h 6.2.12.CivicsPI.6.a, 6.2.12.CivicsHR.6.a-b 6.2.12.CivicsHR.6.b, 6.2.12.GeoPP.6.a 6.2.12.HistoryCC.6.a 6.3.12.CivicsHR.1, 6.3.12.HistoryCA.2 Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Holocaust: Assess the responses of nations to the violation of human rights. Diversity, Equity & Inclusion: Research and discuss the reasoning for economic gaps that exist within the US and throughout the world. Is there a solution? | Formative Assessment:
Summative Assessment:
| |
Unit 5: Development Geography
| 4 w | For Support:
For Enrichment:
| NJSLS 6.1.12.GeoGI.1.a 6.1.12.EconEM.2.b-c 6.1.12.EconGE.1.a 6.1.12.HistorySE.2.a 6.1.12.EconET.3.a 6.1.12.EconNE.3.a 6.1.12.EconGE.3.a 6.1.12.EconNE.4.a 6.1.12.EconEM.5.a 6.1.12.GeoPP5.a 6.1.12.GeoHE.6.a 6.1.12.EconNE.6.a 6.1.12.HistoyCA.6.a 6.1.12.HistoryCC.8.b 6.1.12.EconNE.9.a 6.1.12.EconEM.10.a 6.1.12.EconNE.11.a 6.1.12.EconNE.12.a 6.1.12.EconEM.12.a 6.1.12.GeoHE.13.a 6.1.12.HistorySE.13.a 6.1.12.CivicsDP.14.a 6.1.12.GeoPP.14.b 6.1.12.EconEM.14.a 6.1.12.EconET.14.b 6.1.12.HistoryCC.15.c 6.1.12.EconGE.16.a 6.1.12.EconNE.16.a-b 6.1.12.HistoryCC.16.a-b 6.2.12.HistoryCC.1.f 6.2.12.EconGE.2.a 6.2.12.GeoGI.3.a 6.2.12.EconGI.3.a 6.2.12.EconET.3.a 6.2.12.HistoryCC.3.b 6.2.12.HistoryUP.3.a 6.2.12.HistoryCC.4.b,f 6.2.12.HistoryCC.5.c,g 6.2.12.CivicsPI.6.a 6.2.12.CivicsHR.6.a-b 6.2.12.GeoPP.6.a 6.2.12.EconGE.6a-c 6.3.12.CivicsHR.1 Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | AAPI: Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India and determine how his methods were later used by people from other countries. | Formative Assessment:
Summative Assessment:
| |
Unit 6: Agricultural Geography
| 4 w | For Support:
For Enrichment:
| NJSLS 6.1.12.HistoryCC.5.a 6.1.12.GeoHE.6.a 6.1.12.HistoryCA.6.a 6.1.12.GeoHE.8.a 6.1.12.GeoHE.9.a 6.1.12.EconNE.12.a 6.2.12.EconNE.15.a 6.1.12.GeoHE.16.a 6.1.12.EconNE.16.a 6.2.12.HistoryCC.1.f 6.2.12.EconET.3.a 6.2.12.HistoryCC.3.b 6.2.12.HistoryUP.3.a 6.2.12.CivicsPI.6.a 6.2.12.CivicsHR.6.b 6.2.12.GeoPP.6.a 6.2.12.EconGE.6.a 6.3.12.GeoGI.1 Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Formative Assessment:
Summative Assessment:
| ||
Unit 7: Industrial Geography & Services
| 4 w | For Support:
For Enrichment:
| NJSLS 6.1.12.EconGE.1.a 6.1.12.EconGE.3.a 6.1.12.EconNE.3.a 6.1.12.EconEM.5.a, 6.1.12.HistoryCC.5.a 6.1.12.GeoHE.6.a, 6.1.12.EconEM.6.a 6.1.12.HistoryCC.6.b 6.1.12.HistoryCA.6.a 6.1.12.GeoHE.10.a 6.1.12.GeoHE.13.a 6.1.12.GeoHE.14.a 6.1.12.HistorySE.15.a 6.1.12.GeoHE.16.a 6.1.12.EconGE.16.a 6.1.12.EconNE.16.a-b 6.2.12.EconGE.2.a 6.2.12.CivicsPI.3.a 6.2.12.EconGI.3.a 6.2.12.EconET.3.a 6.2.12.HistoryCC.3.b 6.2.12.HistoryUP.3.a 6.2.12.EconGE.5.a 6.2.12.CivicsHR.6.b 6.2.12.GeoPP.6.a 6.2.12.EconGE.6.a,c Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Formative Assessment:
Summative Assessment:
| ||
Unit 8: Urban Geography
| 4 w | For Support:
For Enrichment:
| NJSLS 6.1.12.EconEM.5.a 6.1.12.GeoPP.5.a 6.1.12.GeoHE.5.a 6.1.12.GeoHE.6.a 6.1.12.GeoPP.13.a 6.1.12.HistoryUP.13.a 6.1.12.GeoPP.14.b 6.1.12.EconNE.16.a-b 6.1.12.HistoryUP.16.a 6.1.12.HistoryCC.16.a 6.2.12.EconET.3.a 6.2.12.HistoryCC.3.b-c 6.2.12.HistoryUP.3.a 6.2.12.CivicsHR.6.b 6.2.12.GeoPP.6.a 6.2.12.EconGE.6.a,c Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Diversity, Equity & Inclusion: Discuss disparities and commonalities between groups of people to combat unconscious bias. What economic disparities exist between various groups of people in the US? | Formative Assessment:
Summative Assessment:
| |
Exam Review
| 4 w | For Support:
For Enrichment:
| Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Formative Assessment:
Summative Assessment:
| ||
Unit 9: Capstone Project of Applied Geography
| 5 w | For Support:
For Enrichment:
| Interdisciplinary Connections RI.CR.11–12.1 RI.CI.11–12.2 RI.IT.11–12.3 RI.PP.11–12.5 RI.MF.11–12.6 RI.AA.11–12.7 RI.CT.11–12.8 SL.II.11–12.2 SL.ES.11–12.3 SL.UM.11–12.5 W.AW.11–12.1 W.IW.11–12.2 W.WP.11–12.4 W.WR.11–12.5 W.SE.11–12.6 W.RW.11–12.7 CRLLKSP 1,4,5,6,8,9 9.4.12.CI.1-3 9.4.12.CT.1-4 9.4.12.DC.6-7 9.4.12.IML.1-4, 8 9.4.12.TL.4 9.4.12.GCA.1 | Amistad, Diversity, Equity & Inclusion, AAPI, LGBTQ+: Research will include current topics pertaining to various mandates | Formative Assessment:
Summative Assessment:
| |