GEOGRAPHY: WORLD CULTURESMR. AARON
BBS
DAY ONEOBJECTIVE: COURSE OVERVIEW AND UNDERSTANDING META-COGNITION
Warm Up
• Why are you taking this geography course? What do you want learn about the world? What do you hope to learn about yourself and place in the world?
• What is Geography?
Course Introduction
• Syllabus• Classroom routines & rituals• Classroom rules and expectations
Meta-Cognition Discussion/Reading
• Geography Text “Critical Thinking” (pages s2-4)
Student Activity
• “Writing about Geography” (s5-6)
General Q&A
Homework
• Finish writing prompt• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
EXPECTATIONS• Be an active listener; participate in class discussions by raising your
hand and not speaking over anyone. Listen to your peers and ask questions!
• Be completely prepared for class with all materials (textbook, charged laptop, writing utensils, etc…). This is a backpack free zone.
• Bottled water is allowed. No other food or drink is allowed.
• Take care of your restroom needs before entering class. You have five minutes for a passing period.
• Leave your desk and surrounding area cleaner than how you found it!
• Accept the responsibility of your work.
• Cheating, plagiarism, or academic dishonesty of any kind will result in consequences outlined by the BBS HS Guide.
• Most importantly, respect yourself, respect others, and respect the space.
WRITING ABOUT GEOGRAPHY
Step One:Write a paragraph or short paper about your community for a visitor (Mr. Rob). When you have finished your draft, review it and then mark and correct any errors in grammar, spelling, sentence structure, or punctuation. At the bottom of your draft, list any key resources—such as a dictionary—that you used to check and correct your work.
Step Two:Then write your final draft. When you are finished with your work, use pencils or pens of different colors to underline and identify the topic sentence, body, and conclusion of your paragraph.
DAY TWOOBJECTIVE: SKILLS REVIEW
Warm Up
• Paragraph Response Sharing• Comparing and contrasting what you heard, what conclusions can
you draw from your peers about these communities?
Skills Lecture
• Define: Research, Analysis, Organizing, Active Reading• Cornell Note Taking Overview
Student Activity
• Read s6-16• Take notes
• I will be checking notes tomorrow.
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
SKILLS REVIEW• Research: Planning, Organizing, and Completing
• Analysis: Study material, consider audience, check bias, compare sources
• Organizing: Cause and Effect, Comparing and Contrasting, Sequencing, Problem and Solution
• Active Reading: Preview, Question, Predict, Infer, Connect, Summarize, Evaluate
CORNELL NOTES
DAY TWOOBJECTIVE: SKILLS REVIEW
Warm Up
• Paragraph Response Sharing• Comparing and contrasting what you heard, what conclusions can
you draw from your peers about these communities?
Skills Lecture
• Define: Research, Analysis, Organizing, Active Reading• Cornell Note Taking Overview
Student Activity
• Read s6-16• Take notes
• I will be checking notes tomorrow.
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
DAY THREEOBJECTIVE: FIVE THEMES OF GEOGRAPHY
Warm Up
• In what ways do you think people/society use geography?
Five Themes of Geography Lecture
• Movement, Region, Place, Location, Human Interaction
Student Activity
• Five Themes of Geography Book• Feel free to use pages 3-8 in the textbook• Teacher will check notes during this time
Closing
• In what ways do people/society use geography?
Homework
• Journal One (Due 9/7)• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
FIVE CHARACTERISTICS OF GEOGRAPHY
THE FIVE THEMES OF GEOGRAPHYThere are five ways to look at the earth
When geographers work, they are guided by two basic questions:
1) Where are things located?
2) Why are they there?
To find these answers, geographers use five themes to organize information
THEME 1: LOCATION
Where is It?
Why is It There?
Two Types of Location
•Absolute
•Relative
ABSOLUTE LOCATION
• A specific place on the Earth’s surface
• Uses a grid system
• Latitude and longitude
• A global address
RELATIVE LOCATION
• Where a place is in relation to another place
• Uses directional words to describe
• Cardinal and intermediate directions
THEME 2: PLACEPHYSICAL CHARACTERISTICS
• Land Features
• Mountains, plains, and plateaus
• Climate
• Bodies of Water
THEME 2: PLACEHUMAN CHARACTERISTICS
• People
• Culture
• Language
• Religion
• Buildings and Landmarks
• Cities
THEME 3: HUMAN ENVIRONMENT INTERACTION
How People Interact With Their Environment
People . . .
• Adapt to Their Environment
• Modify Their Environment
• Depend on Their Environment
http://www.fotosearch.com/comp/corbis/DGT119/BAG0017.jpg
THEME 4: MOVEMENT
The Mobility of• People• Goods• Ideas
How Places are linked to one another and the world
THEME 5: REGIONS
What Places Have in Common
• Political Regions
• Landform Regions
• Agricultural Regions
• Cultural Regions
DAY THREEOBJECTIVE: FIVE THEMES OF GEOGRAPHY
Warm Up
• In what ways do you think people/society use geography?
Five Themes of Geography Lecture
• Movement, Region, Place, Location, Human Interaction
Student Activity
• Five Themes of Geography Book• Feel free to use pages 3-8 in the textbook• Teacher will check notes during this time
Closing
• In what ways do people/society use geography?
Homework
• Journal One (Due 9/7)• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
JOURNAL ONE
In at least one paragraph, respond to this question:
Why is geography important?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
DAY FOUROBJECTIVE: FIVE THEMES OF GEOGRAPHY
Warm Up
• What questions/concerns do you have about the Five Themes of Geography Book?
• At the end of each week, please submit your weekly warm up document in the tray at the end of the period.
Student Activity
• Five Themes of Geography Book• Feel free to use pages 3-8 in the textbook
Homework
• Journal One (Due 9/7)• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
JOURNAL ONE
In at least one paragraph, respond to this question:
Why is geography important?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
DAY FIVEOBJECTIVE: THE GEOGRAPHER’S TOOLS
Warm Up
• Quiz• For all quizzes, you will have ten minutes• Nothing is to be on top of your desk-You should only have something to write
with• Talking/Communicating/Noise is not tolerate-automatic zero and phone call
home
Geographer’s Tools Lecture
• Take notes based on the tools covered during the lecture• Pages 9-20• I will be checking notes at the end of the week
Student Activity
• In pairs, read Section Two: Using the Geographer’s Tools• Continue notes
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
THE GEOGRAPHER’S TOOLS
MR. AARON
BBS
MAPS AND GLOBES
A geographer’s tools include maps, globes, and data that can be displayed in a variety of ways.
Globe: Three-dimensional representation of earth. It provides a way to view the earth as it travels through space.
MAPS AND GLOBES
Maps: Two-dimension graphic representations of selected parts of the earth’s surface.
MAPS AND GLOBES
Map Projection: A manner to draw the earth’s surface that reduces distortion caused by presenting a round earth on flat paper.
Cartographer: A mapmaker
TYPES OF MAPS
There are three types of maps
• General Reference Maps (Topographic Map): A representation of natural and man-made features on earth.
• Thematic Maps: Emphasize specific kinds of information, such as climate or population density.
• Navigational Maps (Charts): Assist users to plot a course through water or air.
TECHNOLOGY
Technology helps cartographer’s create maps by using surveying methods, such as satellites, geographic information systems (GIS), and global positioning system (GPS).
DAY FIVEOBJECTIVE: THE GEOGRAPHER’S TOOLS
Warm Up
• Quiz• For all quizzes, you will have ten minutes• Nothing is to be on top of your desk-You should only have something to write
with• Talking/Communicating/Noise is not tolerate-automatic zero and phone call
home
Geographer’s Tools Lecture
• Take notes based on the tools covered during the lecture• Pages 9-20• I will be checking notes at the end of the week
Student Activity
• In pairs, read Section Two: Using the Geographer’s Tools• Continue notes
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
DAY SIXOBJECTIVE: DECISION AND PROBLEM SOLVING
Warm Up
• Describe the steps you take in the decision making/problem solving process for working in groups.
Decision and Problem Solving Lecture
• Take notes based on the techniques
Student Activity: Looking for Buried Treasure
• In pairs, complete the “Looking for Buried Treasure” activity
Closing
• What did you learn about the decision making/problem solving process with this activity?
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
DECISION-MAKING AND PROBLEM SOLVING
GEOGRAPHY
BBS
DECISION MAKING
Identify a situation that requires a decision.
Gather information.
Identify your options.
Make predictions about consequences.
Take action to implement a decision.
PROBLEM SOLVING
Identify the problem.
Gather information.
List and consider options.
Examine advantages and disadvantages.
Choose and implement a solution.
Evaluate the effectiveness of the solution.
DAY SIXOBJECTIVE: DECISION AND PROBLEM SOLVING
Warm Up
• Describe the steps you take in the decision making/problem solving process for working in groups.
Decision and Problem Solving Lecture
• Take notes based on the techniques
Student Activity: Looking for Buried Treasure
• In pairs, complete the “Looking for Buried Treasure” activity
Closing
• What did you learn about the decision making/problem solving process with this activity?
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
DAY SEVENOBJECTIVE: GEOGRAPHY OVERVIEW
Warm Up
• What did you learn about the decision making/problem solving process with the “Looking for Buried Treasure” activity?
• Expectation Review
Student Activity
• In pairs, find the treasure from the assigned map/directions. As partners, write a brief reflection addressing these questions:
• Did this group follow all instructions provided?• Was it challenging to find the treasure? Why?• What suggestions would you give to make the hunt more challenging?
• With the same partner, read chapter one and take notes from People, Places, and Change textbook
Exit Ticket
• How can spatial perspective be used to study the world?
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
EXPECTATIONS• Be an active listener; participate in class discussions by raising your
hand and not speaking over anyone. Listen to your peers and ask questions!
• Be completely prepared for class with all materials (textbook, charged laptop, writing utensils, etc…). This is a backpack and mobile/cell phone free zone.
• Bottled water is allowed. No other food or drink is allowed.
• Take care of your restroom needs before entering class. You have five minutes for a passing period.
• Leave your desk and surrounding area cleaner than how you found it!
• Accept the responsibility of your work.
• Cheating, plagiarism, or academic dishonesty of any kind will result in consequences outlined by the BBS HS Guide.
• Most importantly, respect yourself, respect others, and respect the space.
DAY SEVENOBJECTIVE: GEOGRAPHY OVERVIEW
Warm Up
• What did you learn about the decision making/problem solving process with the “Looking for Buried Treasure” activity?
• Expectation Review
Student Activity
• In pairs, find the treasure from the assigned map/directions. As partners, write a brief reflection addressing these questions:
• Did this group follow all instructions provided?• Was it challenging to find the treasure? Why?• What suggestions would you give to make the hunt more challenging?
• With the same partner, read chapter one and take notes from People, Places, and Change textbook
Exit Ticket
• How can spatial perspective be used to study the world?
Homework
• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)
DAY EIGHTOBJECTIVE: GEOGRAPHY OVERVIEW
Warm Up
• When and how do humans relate (interact) to the environment? Provide two examples of each.
Student Activity
• Individually or with your partner, continue to read Chapter One and take notes from People, Places, and Change textbook.
• When you finish your notes, choose ONE activity to complete and submit by the end of the period.
• Textbook Distribution
Homework
• Journal Two (Due 9/15)
JOURNAL TWO
In at least one paragraph, respond to this question:
How does studying geography help us understand the world?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
DAY NINEOBJECTIVE: GROUP INQUIRY
Warm Up
• What is “diffusion”? Provide an explanation of one example.
Warm Up
• Chapter One Review
Group Inquiry Activity Overview
• What does inquiry mean?• Review of project requirements
• Example Infographics
Student Activity: Group Inquiry
• In groups of assigned groups of three, you will work on the group inquiry activity.
• Assign who is bringing what materials to class for next period
Homework
•
PEOPLE, PLACES, AND CHANGE: CHAPTER ONE REVIEW
GEOGRAPHY
BBS
DEVELOPING A GEOGRAPHIC EYE
Spatial Perspective
Geographic Studies
• Local
• Regional
• Global
THEMES AND ESSENTIAL ELEMENTS
Five Themes of Geography
• Location
• Place
• Human Environment Interaction
• Movement
• Region
BRANCHES OF GEOGRAPHY
Human Geography
Physical Geography
Meteorology
Climatology
DAY NINEOBJECTIVE: GROUP INQUIRY
Warm Up
• What is “diffusion”? Provide an explanation of one example.
Warm Up
• Chapter One Review
Group Inquiry Activity Overview
• What does inquiry mean?• Review of project requirements
• Example Infographics
Student Activity: Group Inquiry
• In groups of assigned groups of three, you will work on the group inquiry activity.
• Assign who is bringing what materials to class for next period
Homework
•
WHAT IS INQUIRY?
INQUIRY: The act of asking questions in order to gather or collect information.
• When do we use inquiry?
• What questions can we come up with right now based on the five themes of geography?
GROUP INQUIRY ACTIVITYIn groups of three, you will be assigned one chapter from textbook People, Places, and Change.
Your group is responsible for creating one infographic board and submitting it by the end of the period on
• BLOCK 3: Thursday, September 18
• BLOCK 7: Sunday, September 21
Boards must include
• Summary for Each Section
• Five Vocabulary Words
• Five Images
• One Thematic Map (Corresponding to Assigned Chapter)
• Five Inquiry Questions Pertaining to Chapter
• Paragraph Connection to Each of the Five Themes of Geography
Make sure to bring photos, statistics, poster board, citations, glue, scissors, writing utensils, etc…
ASSESSMENT RUBRICAssessment Rubric
____/20 points: Summary for Each Section
____/5 points: Vocabulary Words
____/5 points: Images
____/5 points: Appropriate Thematic Map
____/5 points: Paragraph Connections to Each of the Five Themes of Geography
____/5 points: Inquiry Questions Pertaining to Chapter
____/5 points: Spelling, Grammar, Mechanics
Total project worth: 50 points
DAY NINEOBJECTIVE: GROUP INQUIRY
Warm Up
• What is “diffusion”? Provide an explanation of one example.
Warm Up
• Chapter One Review
Group Inquiry Activity Overview
• What does inquiry mean?• Review of project requirements
• Example Infographics
Student Activity: Group Inquiry
• In groups of assigned groups of three, you will work on the group inquiry activity.
• Assign who is bringing what materials to class for next period
Homework
•
DAY TENOBJECTIVE: GROUP INQUIRY
Warm Up
• Quiz Two• For all quizzes, you will have ten minutes• Nothing is to be on top of your desk-You should only have something
to write with• Talking/Communicating/Noise is not tolerated-automatic zero and
phone call home
Student Activity: Group Inquiry
• In assigned groups of three, you will work on the group inquiry activity.
Closing Activity
• We will clean up the last five minutes of class
Homework
•
DAY ELEVENOBJECTIVE: GROUP INQUIRY
Warm Up
• What aspects of the problem solving/decision making process have you applied to this group project?
Inquiry Overview
Student Activity: Group Inquiry
• In assigned groups of three, you will work on the group inquiry activity.
Homework
•
INQUIRY OVERVIEW
DAY ELEVENOBJECTIVE: GROUP INQUIRY
Warm Up
• What aspects of the problem solving/decision making process have you applied to this group project?
Inquiry Overview
Student Activity: Group Inquiry
• In assigned groups of three, you will work on the group inquiry activity.
Homework
•
DAY TWELVEOBJECTIVE: GROUP INQUIRY GALLERY WALK
Warm Up
• Gallery Walk Protocol• What do you hope to learn from today’s gallery walk?
Review of Information
• Overview of Chapters Two, Three, Four, and Six
Student Activity
• Group Inquiry Gallery Walk• Groups are expected to complete associated worksheet• Individually, you are to take notes on the information
Exit Ticket
• Inquiry Question
Homework
•
GALLERY WALK PROTOCOL
In your groups, you will visit four stations today.
At each station, it is your responsibility to record important information based on the infographic board. The teacher will provide the organizer in which to record the information.
We must use our inside voices while visiting each station in order to read and write effectively.
You will have eight minutes at each station.
DAY TWELVEOBJECTIVE: GROUP INQUIRY GALLERY WALK
Warm Up
• Gallery Walk Protocol• What do you hope to learn from today’s gallery walk?
Review of Information
• Overview of Chapters Two, Three, Four, and Six
Student Activity
• Group Inquiry Gallery Walk• Groups are expected to complete associated worksheet• Individually, you are to take notes on the information
Exit Ticket
• Inquiry Question
Homework
•
PEOPLE, PLACES, AND CHANGECHAPTER OVERVIEW
GEOGRAPHY
BBS
CHAPTER TWO: PLANET EARTH
The Sun, Earth, and Moon
Water on Earth
The Land
CHAPTER THREE: WIND, CLIMATE, AND NATURAL ENVIRONMENTS
Wind and Ocean Currents
Earth’s Climate and Vegetation
Natural Environments
CHAPTER FOUR: EARTH’S RESOURCES
Soil and Forests
Water and Air
Minerals
Energy Resources
CHAPTER SIX: THE UNITED STATES
Physical Geography
History and Culture
The Economy
DAY TWELVEOBJECTIVE: GROUP INQUIRY GALLERY WALK
Warm Up
• Gallery Walk Protocol• What do you hope to learn from today’s gallery walk?
Review of Information
• Overview of Chapters Two, Three, Four, and Six
Student Activity
• Group Inquiry Gallery Walk• Groups are expected to complete associated worksheet• Individually, you are to take notes on the information
Exit Ticket
• Inquiry Question
Homework
•
DAY THIRTEENOBJECTIVE: CHAPTER NOTES
Warm Up
• What is the purpose of posing an inquiry question?
Review of Information
• Chapters Two, Three, Four, and Six Notes
Student Activity
• Map Activity• This is individual work and should be treated as such. Conversations
and movement must be limited in order for you and others to complete the task.
Homework
• Complete Map Worksheets
PEOPLE, PLACES, AND CHANGECHAPTER OVERVIEW
GEOGRAPHY
BBS
CHAPTER TWO: PLANET EARTHThe Sun, Earth, and Moon
Water on Earth
The Land
• Earth is the third planet away from the Sun
• 71% of the Earth is water
• Solstice is the longest day and Equinox is the shortest.
• Solstice happens in the Summer and the Equinox comes in the winter
• The Earth is divided into three parts The Core, The Tectonic plates, and The Crust.
• Cold areas as cold because they get indirect rays from the Sun
• Three things that control the Earth are the Rotation, The Revolution, and The Tilt
CHAPTER THREE: WIND, CLIMATE, AND NATURAL ENVIRONMENTS
Wind and Ocean Currents
Earth’s Climate and Vegetation
Natural Environments
• Soils can lose their fertility through erosion and leaching.
• Weather is the condition of the atmosphere in a short period of time
• Climate is the condition of the atmosphere in a long period of time
• Earth is separated into different pressure zones depending on the latitude
• Humus is a natural component for soil and is necessary for agriculture.
• Elevation plays a major roll in determining climate.
• People raised in a climate can adapt faster than people who migrate to certain climate.
• There are five types of climates : low latitude, dry, middle latitude, high latitude, high lands.
CHAPTER FOUR: EARTH’S RESOURCESSoil and Forests
Water and Air
Minerals
Energy Resources
• The energy we use comes from three main fossil fuels: coal, petroleum, and natural resources.
• First fertilizers that were used: manures
• Soil is a renewable resource
• Solar power has been recently used for energy
• From pressure and heat, these plants and animals changed to fossil fuels which are nonrenewable resources
• Minerals are broken down into 2 parts: metallic and nonmetallic
• Air pollution is a main cause of global warming
• Natural gas comes from earth’s crust through natural openings
CHAPTER SIX: THE UNITED STATESPhysical Geography
History and Culture
The Economy
• There are 5 regions in the United States
• The Europeans colonized North America in the 1500s
• The US has 11 different climates (more than any country)
• The US is made up of 50 states, and each state has it’s own culture
• The Rocky Mountains are in the US, and has more than fourteener
• The US has a democratic government, where people elect leadership
• Regions help us with info like climate and demographic
DAY THIRTEENOBJECTIVE: CHAPTER NOTES
Warm Up
• What is the purpose of posing an inquiry question?
Review of Information
• Chapters Two, Three, Four, and Six Notes
Student Activity
• Map Activity• This is individual work and should be treated as such. Conversations
and movement must be limited in order for you and others to complete the task.
Homework
• Complete Map Worksheets
DAY FOURTEENOBJECTIVE: WHEN DISASTER STRIKES
Warm Up
• Define renewable and nonrenewable resources. Provide two examples of each.
Bloom’s Taxonomy Lecture
• Take Notes
Student Activity
• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today
included to submit final videos to me.• Block 3: Due Sunday, September 28 (end of period)• Block 7: Due Monday, September 29 (end of period)
Homework
• Collect and bring supplies for filming for next class period.
BLOOM’S TAXONOMYGEOGRAPHY BBS
2014-2015
BLOOM’S LEVELS
Level 1: Remember
Level 2: Understand
Level 3: Apply
Level 4: Analyze*
Level 5: Evaluate*
Level 6: Create
*Our inquiry questions should be at these levels!
DAY FOURTEENOBJECTIVE: WHEN DISASTER STRIKES
Warm Up
• Define renewable and nonrenewable resources. Provide two examples of each.
Bloom’s Taxonomy Lecture
• Take Notes
Student Activity
• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today
included to submit final videos to me.• Block 3: Due Sunday, September 28 (end of period)• Block 7: Due Monday, September 29 (end of period)
Homework
• Collect and bring supplies for filming for next class period.
DAY FIFTEENOBJECTIVE: WHEN DISASTER STRIKES
Warm Up
• What are three new pieces of information that you have learned about your chosen natural disaster?
Student Activity
• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today
included to submit final videos to me.• Block 3: Due Sunday, September 28 (end of period)• Block 7: Due Monday, September 29 (end of period)
Closing Activity
• Q&A
Homework
•
DAY FIFTEEN AOBJECTIVE: WHEN DISASTER STRIKES
Warm Up
• What do you have left to complete for this activity today/tomorrow.
Student Activity
• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today
included to submit final videos to me.• Block 3: Due Monday, September 29 (end of period)• Block 7: Due Monday, September 29 (end of period)
Closing Activity
• Q&A
Homework
•
DAY SIXTEENOBJECTIVE: WHEN DISASTER STRIKES
Warm Up
• Write one inquiry question about your natural disaster.• Remember to use the question starters given to you last week during
class if necessary.
Student Activity
• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today
included to submit final videos to me.• Block 3: Due Monday, September 29 (end of period)• Block 7: Due Monday, September 29 (end of period)
Closing Activity
• Submit work
Homework
• Journal Three• Due 7:00am tomorrow
BLOCK THREE: JOURNAL THREEIn at least one paragraph, respond to this question:
How are climate and weather different? How does the influence they have differ?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
BLOCK SEVEN: JOURNAL THREEIn at least two paragraphs, respond to this question:
How are climate and weather different? How does the influence they have differ?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least two paragraphs).
DAY SIXTEENOBJECTIVE: WHEN DISASTER STRIKES
Warm Up
• Write one inquiry question about your natural disaster.• Remember to use the question starters given to you last week during
class if necessary.
Student Activity
• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today
included to submit final videos to me.• Block 3: Due Sunday, September 28 (end of period)• Block 7: Due Monday, September 29 (end of period)
Closing Activity
• Submit work
Homework
• Journal Three• Due 7:00am tomorrow
DAY SEVENTEENOBJECTIVE: WHEN DISASTER STRIKES VIDEO PREMIERES
Warm Up
• What is one question you have about the upcoming test?
Student Activity
• When Disaster Strikes Video Premieres• Complete reflection document based on videos
Closing Activity
• Exit Ticket• Submit in the tray on your way out of class
Homework
• Study for Unit One Test
DAY EIGHTEENOBJECTIVE: HUMAN GEOGRAPHY
Warm Up
• Quiz Three
Human Geography Lecture
• Take notes• I will be checking your notes from today’s lecture during the final five
minutes of class.
Closing Activity
• Note Check• Exit Ticket
• Submit in the tray on your way out of class
Homework
• Study for Unit One Test
HUMAN GEOGRAPHY
GEOGRAPHY
BBS
2014-2015
HUMAN GEOGRAPHY: CULTURE
Culture: A learned system of shared beliefs and ways of doing things that guides a person’s daily behavior.
There are seven elements of culture
• Social Organization: Family patterns, structures, social classes
• Customs/Traditions: Rules of behavior• Religion: Meaning/purpose of life• Language: Spoken/written• Arts/Literature: Products of human imagination to pass on culture’s
beliefs
• Forms of Government: Provide order and needs• Economic Systems: Production of what, how, and for whom
HUMAN GEOGRAPHY: CULTURE
HUMAN GEOGRAPHY: CULTUREEthnic Groups/Race
• Ethnic Groups are cultural groups of people who share learned beliefs and practices
• Race is a group of people who share inherited physical or biological traits. However, many argue that race is a social construct.
Cultural Change
• Cultures change over time through diffusion and acculturation. Acculturation is the practice of borrowing aspects of another culture as a result of long-term contact.
Cultural Differences
• Symbols are often times used to differentiate between cultures. Symbols can be a word, shape, color, or even a flag.
HUMAN GEOGRAPHY: CULTURE
Development of Culture
• Culture is developed based on a region’s history, physical environment, landscape, city planning, and agriculture.
Marrakech, Morocco
HUMAN GEOGRAPHY: POPULATION
Population
• The branch of geography that studies human populations is called demography. Geographers who study it are called demographers.
• Demographers look at population size, density, and age trends.
Growth Issues
• Generally, high population growth rates will hinder a country’s economic development. High rates can lead to scarcity of resources and jobs.
HUMAN GEOGRAPHY: ECONOMYTypes of Economic Activities
• Primary Industries: Directly involve natural resources or raw materials.
• Examples include farming, mining, and logging.
• Secondary Industries: Change the raw materials created by primary activities into finished products.
• Examples include a sawmill that turns a tree into lumber.
• Tertiary Industries: Handle goods that are ready to be sold to consumers.
• Examples include stores, banks, and government agencies.
• Quaternary Industries: People with specialized skills not dealing with goods.
• Examples include people working with information such as researchers, managers, and administrators.
HUMAN GEOGRAPHY: ECONOMYEconomic Indicators
• Gross National Product (GNP)• The value of all goods and services that a country produces in one year. This includes
goods and services made by factories owned by that country’s citizens but located in foreign countries.
• Gross Domestic Product (GDP)• Includes only those goods and services produced within a country. Most geographers
tend to use this to study a country opposed to GNP.
• These are common means for an country to measure its economy.
Development
• Developed Countries: Highly industrialized countries• Developing Countries: Countries moving toward industrialization. 2/3 of the world lives
in developing nations.
Systems
• Free Enterprise Economy• People, not the government, decide what to make, sell, or buy
• Command Economy• The government owns most of the industries and makes most of the economic decisions.
HUMAN GEOGRAPHY: ECONOMY
McDonald’s Restaurant
HUMAN GEOGRAPHY: GOVERNMENTS
Unlimited Government
• Total control over all aspects of citizens lives. There are no legal controls placed on their actions.
Limited Government
• Limited control over aspects of citizens lives through constitutions and electoral processes. These limitations help protect citizens and societies from abuses of power.
DAY EIGHTEENOBJECTIVE: HUMAN GEOGRAPHY
Warm Up
• Quiz Three
Human Geography Lecture
• Take notes• I will be checking your notes from today’s lecture during the final five
minutes of class.
Closing Activity
• Note Check• Exit Ticket
• Submit in the tray on your way out of class
Homework
• Study for Unit One Test
DAY NINETEENOBJECTIVE: TEST REVIEW
Warm Up
• What is the difference between GNP and GDP?
Test Expectation Review
• Expectations• Procedures• Rules
Student Activity
• Complete Unit Tutorial
Closing Activity
• Distribution of Answer Key
Homework
• Study for Unit One Test
DAY TWENTYOBJECTIVE: TEST
Test
• Complete test review packet.
Homework
• Journal Four
BLOCK THREE: JOURNAL FOURIn at least one paragraph, respond to this question:
Why do you think some peoples must work to preserve their cultures in the modern world?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
BLOCK SEVEN: JOURNAL FOURIn at least two paragraphs, respond to this question:
Why do you think some peoples must work to preserve their cultures in the modern world?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least two paragraphs).