9th Grade World Geography



|[pic] |9th Grade World Geography |[pic] |

| |Course Syllabus | |

|Mr. Postier Lyford High School Room A110 |

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|Geography Web Page: |I am available to speak with parents in person, or by phone daily, during my |

| |conference period: |

| |8:52am to 9:40am |

| |High School phone number: 347-3909 |

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|My email: steven.postier@ | |

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|Welcome to 9th Grade World Geography. I am Mr. Postier, and I will be your teacher. I am looking forward to getting to know each of my students, as we explore the |

|world we live in, this year. Above I have listed the web address for my Geography Page. I have created this web site to help students, parents, and anyone seeking |

|information about the world. The site is a work in progress, and I plan to update it frequently. You will find information about this class and many links that will |

|be useful for class projects and assignments. Hopefully you will be able to find information about assignments, projects, and class activities. Below you will find |

|a list of materials you will need, or will be useful for this class. There is also a list of my expectations for every student in my room. If you follow these |

|expectations, class will be much more enjoyable for everyone, and you will be almost certain to succeed in class. If you have any questions, suggestions, concerns, |

|ideas, or specific needs, please let me know. I will do my best to be available and accessible as much as possible. I am excited about the year ahead, and wish you |

|all success. |

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|Mr. Postier |

|Classroom Expectations |Items Needed for Class |

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|1. Be in your seat and ready when the bell rings. |Provided Materials: |

| |Pocket folder |

|  2. Bring all materials needed for class. Purses, |Writing Paper |

|backpacks, book bags, etc., MUST be kept | |

|under or beside your desk. |Required Materials: |

| |#2 Pencils and/or Pen (Blue or Black Ink Only) |

|  3. Respect YOURSELF and the RIGHTS, |Highlighter Marker (1 or 2 colors) |

|FEELINGS and PROPERTY of others. | |

| |*Suggested Materials: |

|  4. Follow instructions and school rules carefully. |Colored Pencils, or Markers (Watercolor), or Crayons |

| |    (At Least 4 Different Colors) |

|  5. Complete ALL assignments on time. |World Atlas (Recommended but Optional) |

| |Ruler (6" Minimum) |

|  6. Be polite and raise your hand before speaking. |Calculator (nothing expensive, cheap Kmart, Wal-mart, Target, or Dollar Store |

| |calculators will be fine) |

|  7. Only Water is allowed in class, and ONLY |Flash/Jump/Pin Drive (useful for storing computer files) |

|      with permission. No food in class except on |*Suggested materials may be provided in class if |

|designated “LHS Free Days” |available.  It is suggested that students bring their own, in case the materials |

| |are not available. |

|  8. Cell phones, Mp3s, Ipods, and any other | |

|electronic devices MUST be turned off and |Items to Avoid - Please do NOT bring these items to class |

|kept out of sight during class. |Permanent Markers |

| |Pens with light colored ink (yellow, silver, pink, etc...) |

|  9. Using classroom equipment is allowed ONLY |Super Glue |

|with permission. | |

| | |

|10. ALWAYS do your VERY BEST! | |

Absence – When you are absent, it is your responsibility to find out what you missed, and make arrangements to complete the work you missed. If you return on the day of a test, quiz, or other exam, you will be expected to take the test, quiz, or exam as scheduled with the rest of the class. If your absence was excused, you still need to make up the work missed.

Late Assignments – Assignments are due on the due date. Late assignments will receive an automatic deduction of 10%. Assignments turned in after the applicable unit is completed will receive a grade up to a maximum of 75%. Extra time may be granted if a student can show a real need or hardship prior to the due date. Students with assignments that are late due to absence, will be granted extra time to be determined by the teacher.

Alternative Assignments – If a student misses an assignment that was part of an in class activity or video, an alternate assignment may be assigned.

Grades – Grades will be assigned using a weighted scale as follows:

Daily Work = 30%

Unit Tests and Projects = 50%

Six Weeks Exam = 20%

Daily Work – The daily work portion your grade will consist of notes, vocabulary, map skills, videos, class activities and assignments. Homework will also be counted as daily work.

Unit Tests and Projects – Each three-weeks, you will do 1-2 projects in class. These projects require more than one class period to complete, and often require computer research. They will be counted the same as a unit test. Your are expected to take all tests when they are scheduled. Makeup tests and Retakes may be allowed for unit tests in special circumstances.

Six-Weeks, Semester, & End of Year Exams – You are expected to take all tests when they are scheduled. Makeup exams may be offered in case of absence, but only if scheduling allows. NO Retakes will be allowed for Six Weeks, Semester, or End of Year Exams.

Course Topics – Units of study will be as follows:

1st Six Weeks – Physical Geography, Human Geography

2nd Six Weeks – The U.S. & Canada, Latin America

3rd Six Weeks – Europe, Russia & Eurasia

4th Six Weeks – Middle East & North Africa, Sub Saharan Africa

5th Six Weeks – South Asia, and East Asia

6th Six Weeks – Southeast Asia, Australia/Oceania/Antarctica

Pre AP Classes – Pre AP students will be expected to complete a research project & presentation each six weeks.

After School Tutoring – AST is available most weeks on Monday, Tuesday, Wednesday, and Thursday by appointment or assignment. AST runs from 3:50 – 4:45. Saturday School is also available most Saturdays from 8:00 – Noon.

Online Help/Resources – You may find the class webpage at: .

This web site is designed to provide students with resources and help with class assignments. Students will be able to access class assignments and resources to help them complete assignments outside of the classroom.

Textbooks – A classroom set of textbooks will be available for students to use. There will also be a few textbooks available for students to check out and take home for short periods of time. Students will be responsible for books they have checked out. Students will be billed for any books they have checked out that are lost or destroyed.

Course Outline and Objectives

|1st Semester |

|1st Six Weeks – Physical Geography, Human Geography |

|Description: |

|Unit #1 – Physical Geography: Geography is the study of the physical and cultural landscapes of Earth. Geography can be studied in many ways, but for this class, |

|geography will primarily be studied through a regional lens; Students will learn about geography by studying different regions of the world. This will also teach students|

|about latitude and longitude. The physical environment affects human life and settlement, and is crucial to the study of geography. Physical systems include weather and |

|climate patterns as well as movement of the Earth’s plates, and changes in the Earth’s surface and environments. Students will study Earth-Sun relationships, climate |

|patterns and landforms. Plate tectonics and other forces of change will also be covered in this unit. This unit will introduce geographic terminology about the Earth, the|

|internal forces of plate tectonics, the external forces of erosion and weathering, and natural hazards. Human-Environment Interaction comes in many forms, from everyday |

|use of consumer products, to political agreements over environment resources, to natural hazards. Students will learn about natural hazards that affect human settlement. |

|Unit #2 – Human Geography: Settlement patterns are closely linked to the physical landscape, climate, location of water and resources, and access to trade routes. |

|Historically people settled close to trade routes (usually water routes) in areas of hospitable climate and terrain. This general pattern remains true today, although |

|humans have adapted to harsher climates and more rugged terrain, and trade no longer controls settlement patterns. Population and demographics are key statistics that |

|population geographers analyze. These numbers can give insight into the standard of living, economic activities, and social problems that affect countries and regions |

|around the world. Students will create a population pyramid. Students will learn to analyze population pyramids and demographics for a country and draw conclusions about|

|the standard of living there. Places and regions are identified by unique physical and cultural characteristics. Students will be introduced to the characteristics of |

|place, and the different types of regions. Understanding cultures around the world is immensely important in today’s global society. Cultural geography is the sub-field |

|of geography that focuses on the various cultural characteristics around the world. Although culture is generally thought of as the customs and beliefs of a group of |

|people that are passed from one generation to the next. Cultural identities are formed from languages, religions, ethnicity, customs, beliefs, economic activities, |

|political systems, and even art and technology. This unit will help students to define their own personal culture. |

|Objectives: |

|Unit 01: Physical Geography (14 Days) |

|3 A B; 4 A B C; 8 A B C D; 9 A B; 19 A B |

| |

|Unit 02: Human Geography (12 Days) |

|5 A B; 6 A B; 7 A B C D; 10 A B C; 11 A C; 13 A; 16 A; 17 A |

|2nd Six Weeks – The U.S. & Canada, Latin America |

|Description: |

|Unit #3 – The United States and Canada: The United States and Canada are composed of several sub-regions that have unique physical and cultural geography. Students will |

|research the physical, political, economic, and social characteristics that define a particular region in North America with emphasis on both physical and cultural |

|characteristics. Migration within the US is marked by westward and southern movements, and urbanization. This unit allows students to learn about the internal migration |

|of people in the United States, based on city populations and NFL Franchises. It is important to note that NFL Franchises are used for this, since they require a certain |

|amount of population and demand in order to be viable in a city. Students will investigate the population change in cities that have franchises, and propose a new city to |

|locate a franchise. Immigration is a hotly debated issue in American politics today. Particularly, illegal immigration . However, no solution has been found to control |

|illegal immigration. This unit will allow students to learn about the topic of immigration. Natural hazards occur in every part of the United States. The US has every |

|type of natural hazard occur somewhere within its borders. Students will learn about hazardous events in the US and how people have dealt with those hazards. Our |

|northern neighbor, Canada is one of our primary trading partners. Students will learn about Canada, Canadian Geography and Canada’s relationship with the US. |

|Unit #4 – Latin America: Latin America’s patterns of settlement are closely tied to the physical geography. Deserts, rainforests, mountains, and islands all inhibit |

|growth in settlements. However, this region also has made use of extensive coastlines, most major cities are directly on the coast. The focus will be on the physical |

|geography of Latin America, and how it affects settlement patterns. Students will learn about the diverse physical landscapes and climates of Latin America, and compare |

|the physical geography with population density in order to draw conclusions about patterns of settlement in Latin America. There are many areas of Latin America that have|

|remained almost unchanged over the decades, and even centuries, while growth in some areas has been phenomenal. Reasons for growth primarily center on increased global |

|trade that has created new job markets and a movement of people in Latin America. Many countries still rely on a few major products for export (rum, sugar, bananas, |

|coffee, copper and other minerals) and tourism as their primary source of income. Latin America has been stricken with political instability for several decades. The |

|political history of Latin America is one of war, corruption, and economic downturns. However, many countries are more stable today than ever before. Students will read |

|about controversial events in Latin America and draw conclusions based on what they have learned. |

|Objectives: |

|Unit 03: USA & Canada (15 Days) |

|1 A; 3 A B; 4 A; 5 A; 6 A B;7 A B D; 8 A B C D; 9 A B; 15 A;16 A C;20 A |

| |

|Unit 04: Latin America (12 Days) |

|4 A B; 5 A B; 6 A B; 7 D B; 8 A B C; 9 A B; 12 A B C; 15 A B C;16 A B C; 20 A B |

|3rd Six Weeks – Europe & Russia |

|Description: |

|Unit #5 – Europe: The physical geography of Europe has shaped the political, economic and cultural characteristics of the nations in this region. Mountain ranges served |

|to protect nations, but were also barriers to trade and caused isolation. Climates shaped agricultural activities in Europe, with the southern edge of this region focusing|

|on crops that could survive a long, dry summer (Mediterranean Climate) while the western and central regions experience year round rainfall that allow for more diverse |

|farming. Additionally, the northern regions of Europe experience a very cold climate, which limits their agricultural growth and therefore promotes other economic |

|activities. Europe faces many environmental challenges that stem from growth and development on the continent. Densely populated areas of Western Europe lead to more human|

|waste and damage to the environment, while the industrialization in Eastern Europe contributes to water and air pollution. Other issues affecting Europe include |

|sustainable development, global warming, energy use and development of alternative fuel sources, deforestation, sea level rises and flooding, light pollution, waste |

|dumping, out-dated factories, and many more issues. Europe is a culturally diverse region with languages, religions, and customs varying across the span of the continent. |

|Three major language families exists (Slavic, Germanic, and Romance) and three major religions (Christianity, Islam, and Judaism). Within Christianity, there exist |

|Protestant, Catholic, and Eastern Orthodox. In addition to language and religion, the different cultures of Europe have varying customs, political views, and economic |

|practices. Immigration is a controversial issue across Europe, and particularly in France. Students will examine the issue of immigration in France, including the |

|cultural diffusion and transition that occurs. The European Union unifies 27 countries on the European continent, whether economically, politically, or financially. |

|Arising from the turmoil of the early 20th century (namely World War II), the European Union grew out of the desire for the countries of Europe to unite and rebuild. At |

|first the union was only economic in nature, but over the decades, political and financial unions have been made, most notably with the induction of the Euro. Most |

|European countries now belong to the E.U., although some remain independent for various reasons (Switzerland, Norway, and the Balkans). Students will learn about the |

|origins of the European Union as well as the function of the EU, the advantages and disadvantages to membership, and possible future of unification. |

|Unit #6 – Russia: Russia is the largest country in the world and spans eleven time zones. Settlement patterns of Russia are uniquely tied to the physical geography. The |

|Ural Mountains initially served as a barrier to development, as well as the harsh climate and landscape of Siberia. Students will examine different aspects of the |

|physical geography and settlement patterns of Russia, and draw conclusions about ways in which the physical geography has affected the human population as well as ways in |

|which humans have modified or adapted to the environment. Russia is rich in cultural heritage, and has experienced all aspects of political leadership and economic |

|activity. For nearly 500 years Russia was dominated by the Romanov Tsars. Russia experienced political upheaval during the early 1900s, and the Soviet Union rose out of |

|the Bolshevik Revolution of 1917. This revolution introduced communism and the command economy into Russia. For most of the twentieth century, Russia was the leader of the|

|U.S.S.R., which collapsed in 1991. A democratic and capitalistic Russia emerged, and rapid changes have occurred in Russia since 1991. Students will explore the cultural |

|heritage of Russia. Russia and the Republics is a region that recently has undergone major political and economic changes. While some countries in this region are more |

|developed, other countries are developing. Demographic data can provide detailed information about the standard of living, economic development, and social/cultural |

|values of a country. Students will examine basic demographic data of a country and then use that information to illustrate the political, economic, and social |

|characteristics of a country. Students will look for patterns in the statistics presented to them and infer why those patterns exist. There are many unique and diverse |

|cultures of Russia and the Republics. Although the Russian culture is the dominant one of this region, even Russia has diverse cultural groups. The Republics include |

|Estonia, Latvia, Lithuania, Ukraine, Belarus, Moldova, Armenia, Azerbaijan, and Georgia, and all have a unique culture. This lesson will have students explore these varied|

|cultures of Russia and Central Asia, many of which are never even covered in a world geography course. These cultures have long and storied histories, many of which |

|include the domination of other empires, most notably Russia’s attempts at Russification. |

|Objectives: |

|Unit 05: Europe (19 Days) |

|2 B; 4 A; 5 A B; 7 B D; 10 B; 11 A B; 13 A B; 14 A; 15 C; 17 A;19 A B; 20 B |

| |

|Unit 06: Russia (07 Days) |

|2 A B; 4 A; 5 A B; 6 A B; 7 C; 8 D; 10 A C; 11 B C; 12 A B; 18 B C; 20 A B |

Course Outline and Objectives (continued)

|2nd Semester |

|4th Six Weeks – Middle East & North Africa, Sub Saharan Africa |

|Description: |

|Unit #7 – Middle East and North Africa: Settlement patterns of Southwest Asia and North Africa are closely tied to climate, location of water sources, and |

|location of resources. This unit will allow students to compare settlement patterns to climate, water sources, and resources in order to discover the patterns that|

|exist in Southwest Asia and North Africa. Students will become familiar with Southwest Asia and North Africa through using maps, making inferences about settlement|

|patterns, and making predictions about changes to settlement patterns in the future. Students will research a country of Southwest Asia or North Africa to find |

|factual information about climates, physical landscape, vegetation, natural resources and environmental concerns (e.g. water scarcity or deforestation). The |

|students will also investigate the human population- where it is located and why. Students will be introduced to the religions and cultures of Southwest Asia and |

|North Africa. The students will learn about the location and history of the religions in this region, the basic components of these belief systems, and ways in |

|which these religions have changed ideologically and geographically over time. Conflicts in Southwest Asia and North Africa are key issues in today’s society. |

|This unit will introduce students to social, political and economic factors that play a role in the development and resolution of these conflicts. Students will |

|examine settlement patterns, ways of life, cultural interaction, changes in power and conflict in Southwest Asia and North Africa. Sequent occupancy describes, |

|how the past affects the present. Jerusalem is a good example of this as it illustrates the significance of “place” to three different religions. |

|Unit #8 – Sub Saharan Africa: Africa is a large continent, with vast and varied landscapes and cultures. Students will examine Sub-Saharan Africa’s physical |

|environments, settlement patterns and economic activities. Sub-Saharan Africa faces many environmental problems, from desertification in the Sahel to flooding in|

|East Africa, to animal culls in South Africa to lack of access to clean drinking water. A growing population and lack of infrastructure has contributed to these |

|problems, but many charitable organizations are trying to aid Africans in addressing these environmental issues. Students will explore how these environmental |

|problems are reshaping the landscape of Africa. The cultures of Sub-Saharan Africa are as diverse as the landscape. In this unit, students will explore a culture |

|or country of Sub-Saharan Africa in more detail by gathering information about customs, traditions, belief systems, language, ethnicity, and more. Conflict is |

|pervasive throughout Sub-Saharan Africa. Much of the conflict is violent, stemming from poverty, economic decline, ethnic clashes, and desperation. Students will |

|learn about conflicts and social issues in Sub-Saharan Africa. |

|Objectives: |

|Unit 07: Middle East; North Africa; and Central Asia (11 Days) |

|1 A; 2 A B; 3 B; 4 A; 5 A B; 6 A B; 7 A B D; 8 A B C D; 9 A B; 10 C; 11 A B; 14 A C; 15 A B C; |

|16 A B C; 17 A B; 18 A B C; 19 B |

| |

|Unit 08: Sub Saharan Africa (12 Days) |

|1 A B; 2 A B; 3 B; 4 A C; 5 A B; 6 A B; 7 A B C D; 8 A B C D; 10 C; 11 A B; 12 A B C; 13 A B; 14 A B; |

|15 A B C; 16 A B C; 17 A B;18 A B C; 19 A |

|5th Six Weeks – South Asia, Central Asia, and East Asia |

|Description: |

|Unit #9 – South & Central Asia: Settlement patterns of South Asia are tied to the distribution of resources, water, climate and physical features. Students will |

|study how settlements of South Asia are affected by location of resources, water, and other environmental factors. Students will also investigate the affect of |

|the physical environment on political and economic activities. |

|The Indian Subcontinent has numerous natural hazards that affect the large human population that has settled in this region. In addition to coping with natural |

|hazards, the people of South Asia have a growing need for more efficient land use and more awareness of environmental degradation. Students will explore the |

|tectonic forces and earthquakes of South Asia and will learn about the Monsoon and other climates of South Asia. Students will investigate geographic statistics |

|in order to determine the relationship between political, economic, and social characteristics of a country, and the standard of living that prevails in that |

|country. Students will create population pyramids and look for patterns in the geographic statistics. The religions and cultures of South Asia are as diverse as |

|the physical landscape. Several major world religions originated in South Asia, including Hinduism and Buddhism. The cultural diversity of South Asia is the |

|defining characteristic of the region in many ways, from Hindu gods to Buddhist temples to the Muslim Taj Mahal. Students will explore the social, political and |

|economic factors that affect these cultures and religions in South Asia. |

|Unit #10 – East Asia: This unit will explore the diverse physical environments and settlement patterns in East Asia, with particular emphasis on China. The |

|students will discover that the location of settlements is dependent upon the physical environment and climate, as well as proximity to resources and other |

|economic activities. Students will investigate the hazards of either Japan or China and discuss ways in which these hazards affect human populations. Students will|

|also learn about the Three Gorges Dam Project in China as one way in which people are modifying the environment for social, political and economic needs. Students|

|will learn about the population dynamics in the countries of East Asia. The students will explore population growth rates, push and pull factors for migration, |

|primary economic activities that promote or deter population growth and movement, standards of living, and other information about the populations of each country.|

|East Asia is known for its tremendous power in the economic markets. Even though several countries in the region have experienced recent economic downturns, China |

|has entered the stage as one of the fastest growing economies in the world. Students will learn about the economic growth in countries of East Asia and investigate|

|what physical and cultural factors promote or deter growth. The countries of East Asia have many similarities and differences in cultural traits. Students will |

|explore the social, political and economic aspects of the cultures in East Asia, as well as the physical geography. |

|Objectives: |

|Unit 09: South & Central Asia (12 Days) |

|1 A; 2 A; 3 B; 4 A; 5 A B; 6 A B; 7 B; 8 A B C D; 10 C; 11 A B;12 A B C; 14 A B C; 15 A B C; |

|16 A B C; 17A B; 18 A B C D; 19 B; 20 A |

| |

|Unit 10: East Asia (10 Days) |

|2 A B; 3 B; 4 A; 5 A B; 6 A B; 7 B D; 8 A B C D; 10 C; 11 A B C;12 A B; 14 C; 15 A C; 16 A B C; |

|17 A; 18 A B C; 19 B; 20 A |

|6th Six Weeks – Southeast Asia, Australia/Oceania/Antarctica |

|Description: |

|Unit #11 – Southeast Asia: This lesson will help students identify settlement patterns and distributions of climates, resources and economic activities in |

|Southeast Asia. Students will investigate patterns and distributions of Southeast Asia. Students will study how the physical environment and location of resources|

|determines and affects the distribution of settlements in, and the political and economic activities of Southeast Asia. In this unit students will investigate |

|the physical processes that affect human populations in Southeast Asia and identify ways in which people have modified or adapted to the environment. The students |

|will learn about the natural hazards of Southeast Asia: What they are, where they are, and how they affect people. Like the physical environment and cultures, |

|Southeast Asian economies are diverse. From major urban areas like Kuala Lumpur and Singapore to rural Laos, Myanmar and New Guinea, the economic wealth of |

|Southeast Asia is fragmented. Students will identify the physical and cultural factors that promote and deter economic activity in Southeast Asia. Students will |

|learn about the relationship between economic growth and the migration of people in Southeast Asia. The cultures of Southeast Asia are diverse in languages, |

|religions and ethnic groups. |

|Unit #12 – Australia, Oceania, and Antarctica: Students will explore the physical environments of Australia, Oceania, and Antarctica (landscapes and climates) and|

|the relationships between the physical environments and settlement patterns. The students will learn about human-environment interaction in Australia, Oceania, |

|and Antarctica, including the positive and negative effects. |

|Students will specifically learn about social, political and economic characteristics about places in this region. The cultures of Australia and Oceania are some |

|of the oldest in the world. Students will explore one culture of Australia or Oceania, including the culture’s history, traditions, languages, and belief systems. |

|Students will examine similarities and differences of the various cultures in the region. |

|Objectives: |

|Unit 11: Southeast Asia (11 Days) |

|1 A; 2 A; 3 B; 5 A B; 6 A B; 7 B D; 8 A B C D; 11 A B C; 12 A C;14 A; 15 B C; 16 A B C; |

|17 A; 18 A B C; 19 B; 20 A B |

| |

|Unit 12: Australia & Oceania (15 Days) |

|2 A B; 3 B; 4 A B C; 5 A B; 6 A B; 8 A B C D; 9 A; 10 C; 11 A B C; 12 B C; 13 A; 15 A B C; |

|16 A B C; 17 A; 18 A B C D; 20 A B |

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