World Geography Unit Curriculum Document - Denton ISD

World Geography

Unit Curriculum Document

Unit Number and Title:

Time Frame:

Unit 3-Latin America

3 weeks

(Mexico, Central America, South America and the

Caribbean)

Curriculum

Concepts:

Human / Environment Interaction Migration Change

Enduring Understandings (Big Ideas):

People and their environment are connected and interdependent.

Essential Questions:

How do weather and climate affect a people's way of life?

The migration of people and ideas affects and is affected by all groups involved.

Why do people migrate?

Technological innovations have consequences both intended and unintended for society.

The student will know:

The influence of geography and spatial exchange on events in the past and present

What social, political, and economic opportunities and problems arise from changes in technology? (i.e. What is the price of progress?)

The student will be able to:

Analyze the effects of geography on Brazil, Cuba, Mexico, and Venezuela and the influence it has on the past and present

Patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them.

Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence precipitation and distribution of climate regions

Explain how climate influences distribution of biomes

Characteristics of world population- growth, distribution Unit 3: Latin America 2014-15

Explain how push/pull factors affect the routes and flows of Page 1 of 7

and movement

World Geography

Unit Curriculum Document

migration

Different types of push/pull factors- political, economic, social, and environmental

Explain how physical geography affects the routes and flows of migration

People, places, and environments are connected and interdependent

Describe the interaction between humans and the physical environment

Analyze the consequences of extreme weather and other natural disasters such as El Ni?o and floods

Evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/ non-renewable resources

Global trade patterns over time

Compare global trade patterns and their implications (free trade zones-NAFTA)

How different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels

Explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

The ways in which cultures change and maintain continuity

Identify examples of cultures that maintain traditional ways, including traditional economies

The impact of technology and human modifications on the physical environment

Examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources

Student Understanding (student friendly TEKS)

1A ?I can analyze the effects of geography on Brazil, Cuba, Mexico, and Venezuela and the influence it has on the past and present. 4A--I can explain how physical geography influences climate and weather. 4C--I can explain how climate impacts biomes. 7B--I can explain how different types of push/pull factors affect migration.

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World Geography

Unit Curriculum Document

8B--I can analyze the consequences of extreme weather and natural disasters. 8C--I can evaluate the relationships between settlements and the environment. 10D--I can compare global trade patterns and explain the effects of globalization. 15B--I can explain how cultural beliefs influence citizenship and public policy. 18C--I can identify examples of cultures that maintain traditional ways. 19C--I can examine the impact of new technology on agriculture and natural resources. 21A--I can analyze and evaluate primary and secondary sources, aerial photographs, and maps. 21B--I can locate places of significance on a map. 21C--I can create and interpret different types of maps. 22A--I can design maps, diagrams, tables, and graphs to communicate geographic information. 22B--I can create summaries, generalizations, and thesis statements supported by evidence. 22C--I can use geographic terminology correctly. 22D--I can use proper English form when writing. 22E--I can cite sources to avoid plagiarism when creating original work. 23A--I can create and communicate a research-based project. 23B--I can identify modern issues and answer real-world problems by using case studies and GIS. 23C--I can use problem-solving and decision-making skills.

TEKS

Student Expectations and Knowledge and Skills Statement

(1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to: (A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today (B) trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

(4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to: (A) explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions; (C) explain the influence of climate on the distribution of biomes in different regions.

(7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration

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World Geography Unit Curriculum Document

(8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: (B) describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Ni?o, floods, tsunamis, and volcanoes; and (C) evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/ nonrenewable resources

(10) Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to: (D) compare global trade patterns over time and examine the implications of globalization, including outsourcing and free trade zones.

(15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

(18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: (C) identify examples of cultures that maintain traditional ways, including traditional economies; and

(19) Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to: (C) examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.

(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; (B) locate places of contemporary geopolitical significance on a map; and (C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.

(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (B) generate summaries, generalizations, and thesis statements supported by evidence; (C) use geographic terminology correctly; (D) use standard grammar, spelling, sentence structure, and punctuation; and (E) create original work using proper citations and understanding and avoiding plagiarism.

(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;

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World Geography

Unit Curriculum Document

(B) use case studies and GIS to identify contemporary challenges and to answer real-world questions; and (C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Targeted College Readiness Standards:

I.A,3 II.B,5 III.A,2 IV.B,1 V.B,1

Targeted ELPs:

1G 2I 3H 4K 5G

Academic Vocabulary:

Push/Pull Factors Free Trade Zones Cultural Convergence/Divergence

Language of Instruction:

Physical Geography (Location and Influence) Mountain Ranges (Andes) River Systems (Amazon) Rainforest Brazil Venezuela Cuba Mexico Patagonia Pampas Cerrado Atacama desert Isthmus of Panama

Human Geography (Application)

Landlocked Terrace Farming Slash and burn Subsistence agriculture Vertical climate (altitudinal

zonation-farming zones) Tree line Migration Cash crops Maquiladoras Ecotourism El Nino/La Nina Columbian Exchange

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