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Curriculum Management System Curriculum Management System MONROE TOWNSHIP SCHOOLS Course Name: AP Human Geography Grade: 10-12 For adoption by all regular education programs Board Approved: June 2015 as specified and for adoption or adaptation byJ all Special Education Programs in accordance with Board of Education Policy # 2220. Table of Contents Monroe Township Schools Administration and Board of Education Members Page 3 Mission, Vision, Beliefs, and Goals Page 4 Core Curriculum Content Standards Page 5 Scope and Sequence Pages 6-10 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 11-61 Quarterly Benchmark Assessment Page 62-65. Monroe Township Schools Administration and Board of Education Members ADMINISTRATION Mr. Dennis Ventrello, Interim Superintendent Dr. Dori Alvich, Assistant Superintendent BOARD OF EDUCATION Mr. Doug Poye, Board President Mr. Tom Nothstein, Board Vice President Ms. Michele Arminio Mr. Marvin I. Braverman Ms. Jill Demaio Mr. Lew Kaufman Ms. Kathy Kolupanowich Mr. Anthony Prezioso Mr. Steven Riback Jamesburg Representative Mr. Robert Czarneski WRITERS NAME Jaclyn Abruzzese District K-12 Supervisor of Sciences and Social Studies Bonnie Burke- Casaletto Mission, Vision, Beliefs, and Goals Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment. Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Beliefs 1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child. Board of Education Goals 1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation. Common Core State Standards (CSSS) The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org Quarter 1 Unit Topic(s): Geography: Its Nature and Perspectives; Population and Migration I. Geography: Its Nature and Perspectives II. Population and Migration a. Geography as a field of inquiry a. Geographical analysis of population b. Major geographical concepts underlying the • Density, distribution, and scale geographical perspective: Location, Space, Place, Scale, • Implications of various densities and distributions Pattern, Nature and Society, Regionalization, Globalization • Composition: age, sex, income, education, and and Gender Issues ethnicity c. Key Geographical Skills • Patterns of fertility, mortality and birth • How to use and think about maps and geospatial data b. Population growth and decline over time and space • How to understand and interpret the implications of • Historical trends and projections for the future associations among phenomena in places • Theories of population growth and decline, • How to reorganize and interpret at different scales the including the Demographic Transition Model relationships among patterns and processes • Regional variations of demographic transitions • How to recognize and interpret at different scales the • Effects of national population policies: promoting relationships among patterns and processes population growth in some countries or reducing • How to define regions and evaluate the regionalization fertility rates in others process • Environmental impacts of population change on • How to characterize and analyze changing water use, food supplies, biodiversity, the interconnections among places atmosphere, and climate d. Use of geographic technologies, such as GIS, remote • Population and natural hazards: impacts on policy, sensing, global positioning systems (GPS), and online maps economy, and society e. Sources of geographical information and ideas: the field, c. Migration census data, online data, aerial photography, and satellite • Types of migration: transnational, internal, chain, imagery step, seasonal agriculture, and rural to urban f. Identification of major world regions • Major historical migrations • Push and Pull factors, and migration in relation to employment and quality of life • Refugees, asylum seekers, and internally displaced persons • Consequences of migration: socioeconomic, cultural, environmental, and political; immigration policies; remittances Quarter 2 Unit Topic(s): Cultural Patterns and Processes; Political Organization of Space I. Cultural Patterns and Processes II. Political Organization of Space a. Concepts of Culture a. Territorial dimensions of politics • Cultural Traits • The concept of political power and territoriality • Diffusion patterns • The nature, meaning, and function of • Acculturation, assimilation, and multiculturalism boundaries • Cultural Regions, vernacular regions, and culture • Influences of boundaries on identity, hearths interaction, and exchange • Globalization and the effects of technology on • Federal and unitary states, confederation, cultures centralized government, and forms of b. Cultural Differences and regional patterns governance • Language and communications • Spatial relationships between political systems • Religion and sacred space and patterns of ethnicity, economy, and gender • Ethnicity and nationalism • Political ecology: impacts of law and policy on • Cultural differences in attitudes towards gender the environment and environmental justice • Popular and folk culture b. Evolution of the contemporary political pattern • Cultural conflicts, and law and policy to protect • The nation-state concept culture • Colonialism and imperialism c. Cultural landscapes and cultural identity • Democratization • Symbolic landscapes and sense of place • Fall of communism and legacy of the Cold War • The formation of identity and place making • Patterns of local, regional, and metropolitan • Differences in cultural attitudes and practices governance toward the environment c. Changes and challenges to political- territorial • Indigenous peoples arrangements • Changing nature of sovereignty • Fragmentation, unification, cooperation • Supranationalism and international alliances • Devolution of countries: centripetal and centrifugal forces • Electoral geography: redistricting and gerrymandering • Armed conflicts, war, and terrorism Quarter 3 Unit Topic(s): Agricultural and Rural Land Use; Industrialization and Economic Development I. Agricultural and Rural Land Use • Environmental issues: soil degradation, a. Development and diffusion of agriculture overgrazing, river and aquifer depletion, • Neolithic Agricultural Revolution animal wastes, and extensive fertilizer and • Second Agricultural Revolution pesticide use • Green Revolution • Organic farming, crop rotation, value-added • Large-scale commercial agriculture and specialty foods, regional appellations, fair agribusiness trade, and eat-local-food movements b. Major agricultural production regions • Global food distribution, malnutrition, and • Agricultural systems associated with major famine bioclimatic zones • Variations within major time zones and effects II. Industrialization and Economic Development of markets a. Growth and diffusion of industrialization • Interdependence among regions of food • The changing roles of energy and development production and consumption • Industrial Revolution c. Rural land use and settlement patterns • Models of economic development: Rostow’s • Models
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