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 of agricultural land use, including von Stages of Economic Growth and Wallerstein’s Thünen’s model World Systems Theory • Settlement patterns associated with major • Geographic critiques of models of industrial agricultural types: subsistence, cash cropping, location: bid rent, Weber’s comparative costs plantation, mixed farming, monoculture, of transportation and industrial location in pastoralism, ranching, forestry, fishing and relation to resources, location of retailing and aquaculture service industries, and local economic • Land use/land cover change: irrigation, development within competitive global desertification, deforestation, wetland systems of corporations and finance destruction, conservation efforts to protect or b. Social and economic measures of development restore natural land cover, and global impacts • Gross Domestic Product and GDP per capita • Roles of women in agricultural production and • Human Development Index farming communities • Gender Inequality Index d. Issues in contemporary commercial agriculture • Income disparity and the Gini coefficient • Biotechnology, including genetically modified • Changes in fertility and mortality organisms (GMO) • Access to healthcare, education, utilities, and • Spatial organization of industrial agriculture, sanitation including the transition in land use to large- c. Contemporary patterns and impact of industrialization scale commercial farming and factors affecting and development the location of processing facilities • Spatial organization of the world economy • Variations in levels of development (uneven development) • Deindustrialization, economic restructuring, and the rise of service and high technology economies • Globalization, manufacturing in newly industrialized countries (NICs), and the international division of labor • Natural resource depletion, pollution, and climate change • Sustainable development • Government development initiatives: local, regional, and national policies • Women in development and gender equity in the workforce

Quarter 4

Unit Topic(s): Cities and Urban Land Use; Exam Review; Careers in Geography

I. Cities and Urban Land Use • Characteristics and types of edge cities: a. Development and character of cities boomburgs, greenfields, uptowns • Origin of cities; site and situation e. Contemporary urban issues characteristics • Housing and insurance discrimination, and • Forces driving urbanization access to food stores • Borchert’s epochs of urban transportation • Changing demographic, employment, and development social structures • World cities and megacities • Uneven development, zones of abandonment, • Suburbanization processes disamenity, and gentrification b. Models of urban hierarchies: reasons for the • Suburban sprawl and urban sustainability distribution and size of cities problems, land and energy use, cost of • Gravity model expanding public education services, home • Christaller’s central place theory financing and debt crises • Rank-size rule • Urban environmental issues: transportation, • Primate cities sanitation, air and water quality, remediation c. Models of internal city structure and urban of brownfields, and farmland protection development: strengths and limitations of models • Burgess concentric zone model II. AP Exam Review • Hoyt sector model a. Review of Multiple Choice Questions & Free-Response • Harris and Ullman multiple nuclei model Writing • Galactic city model b. Review of topics c. Exam discussion • Models of cities in Latin America, North America and the Middle East, sub-Saharan d. Practice AP Exam Africa, East Asia, and South Asia III. Careers in Geography d. Built environment and social space a. Urban Planning/Community Development • Types of residential buildings b. Cartographer • Transportation and infrastructure c. GIS Specialist • Political organization of urban areas d. Climatologist • Urban planning and design (e.g., gated e. Transportation Management communities, New Urbanism, and smart- f. Environmental Management growth policies) g. Emergency Management • Census data on urban ethnicity, gender, h. Demographer migration, and socioeconomic status

Unit 1: Geography: Its Nature and Perspectives Stage 1 Desired Results ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… Common Core • Use and analyze maps and spatial data sets. • Understand and interpret the implications of associations among phenomena in place. RH.1-Cite specific textual evidence to support • Recognize and interpret at different scales the relationship among patterns and processes. analysis of primary and secondary sources, • Define regions and evaluate the regionalization process. connecting insights gained from specific details • Characterize and analyze changing interconnections among places. to an understanding of the text as a whole. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS RH.2-Determine the central ideas or information Students will understand that… • What is Human Geography? of a primary or secondary source; provide an • Geography, as a field of inquiry, looks at • What are Geographic Questions? accurate summary that makes clear the the world from a spatial perspective. • Why do Geographers use maps, and what do relationships among the key details and ideas. • Geography offers a set of concepts, maps tell us? skills, and tools that facilitate critical RH.7-Integrate and evaluate multiple sources of • Why are Geographers concerned with scale thinking and problem solving. and connectedness? information presented in diverse formats and • Geographical skills provide a foundation • What are geographic concepts, and how are media (e.g., visually, quantitatively, as well as in for analyzing world patterns and they used in answering geographic words) in order to address a question and solve processes. questions? a problem. • Geospatial technologies increase the capability for gathering and analyzing RH.8-Evaluate an author’s premise, claims, and geographic information with evidence by corroborating or challenging them applications to everyday life. with other information. • Field experiences continue to be important means of gathering RH.9-Integrate information from diverse geographic information and data. sources, both primary and secondary, into a coherent understanding of an idea or event , Acquisition noting discrepancies among sources. Students will know… Students will be skilled at… WHST.1-Write arguments focused on discipline- • Geographic fieldwork • Analyzing thematic maps and specific. • Globalization understanding the false impressions we • Spatial arrangement of places and may gather from them. WHST.2-Write informative/explanatory texts, phenomena • Identifying the different types of maps and projections. including the narration of historical events, • Spatial distribution of a phenomenon • Defining small scale and large scale. scientific procedures/experiments, or technical • Medical geography • Explaining GPS and GIS technologies processes. • Five themes of geography • Location theory and their uses. • Human-Environment Interactions • Describing the five themes of WHST.6-Use technology to produce, publish, and • Perceptions of Place geography. update individual or shared writing products in • Movement • Explaining the three different types of response to ongoing feedback, including new • Cultural Landscape regions. arguments or information. • Sequent Occupance • Summarizing the types of diffusion and • Cartography providing examples of each of them. WHST.7-Conduct short as well as more • Reference and thematic maps sustained research projects to answer a question • Global Positioning System (GPS) or solve a problem; synthesize multiple sources • Geocaching on the subject, demonstrating understanding of • Absolute and Relative locations the subject under investigation. • Mental Maps • Remote sensing WHST.9-Draw evidence from informational texts • Geographic Information Systems to support analysis, reflection, and research. • Scale • Formal Region NJCCCS • Functional Region 6.1.12.D.14.f- Determine the influence of • Perceptual Region multicultural beliefs, products (i.e., art, food, • Culture music, and literature), and practices in shaping • Cultural Diffusion contemporary American culture. • Environmental Determinism • Possibilism 6.1.12.A.16.a- Examine the impact of media and • Cultural and Political Ecology technology on political and social issues in a global society.

6.1.12.D.16.a- Analyze the impact of American culture on other world cultures from multiple perspectives.

6.2.12.D.5.c- Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

Unit 1: Geography: Its Nature and Perspectives Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ Ferris Bueller’s Day Off Project- performance on lesson assessments; 4 – Innovating: Student was able to apply Students will demonstrate understanding of the five themes of geography by analyzing the film knowledge learned during unit, worked Ferris Bueller’s Day Off. In the film, Ferris and his friends will spend the day in Chicago. Track where independently or collaboratively with group and when Ferris is during the course of the day in order to conclusively prove whether or not Ferris members, and showed effort. All steps of the could have done all the things he does in the film in real life. assignment demonstrated application, innovation, and higher leveled thinking. View Ferris Bueller’s Day Off. Document Ferris’ adventures on a map. Students will research online 3 – Applying: Student worked independently or the absolute locations of some of the places depicted in the scenes of the movie and create an collaboratively with group members and original map of his route. showed effort. All steps of the assignment demonstrated student could apply new Group 1- knowledge. Use evidence in the film to prove that Ferris Bueller could have completed everything in one day. 2 – Developing: Student was able to work Each student should write a separate persuasive essay (minimum of three paragraphs, along with individually or collaboratively most of the time, pertinent facts and evidence from the movie and the mapping activity) to make your argument. and showed some effort. The steps in the Identify the five themes of geography and their relationship to the arguments used. Give a complete assignment demonstrated student could apply timeline of the days' events, and highlight three events/reasons why Ferris COULD complete his most of the knowledge learned throughout unit. excursion in one day. All opinions must be completely backed up with facts and figures. Graphs, 1 – Beginning: Student was only able to apply charts, and other illustrations should be included. new knowledge learned during unit with Group 2- assistance. Student had difficulty working Use evidence from the film to prove that Ferris could NOT have completed everything in one day. independently or collaboratively with others Each student should write a separate persuasive essay (minimum of three paragraphs, along with and did not work to best of ability. pertinent facts and evidence from the movie and the mapping activity) to make the arguments. Identify the five themes of geography and their relationship to the arguments used. Give a complete timeline of the days' events, and highlight three events/reasons why Ferris COULDN’T complete his excursion in one day. All opinions must be completely backed up with facts and figures. Graphs, charts, and other illustrations should be included. Original Map- 10 points Essay- 25 points Debate Performance- 15 points

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • Mental Map Project performance on free response questions; Directions: Students will create a Mental Map of their lives. 4 – Innovating: Student accurately interprets verbal descriptions, maps, graphs, photographs, 1. (10 points) Students will create maps that include their home, MTHS, and ANY other and/or diagrams, analyzes and evaluates important locations. If the important places are located outside of Monroe Township (other geographical concepts thoroughly, supplies states, other countries, the students should include them as well. appropriately selected and well-explained real- a. Provide detail to make the maps accurate in terms of what is important to them, world examples to illustrate geographic such as the places they eat, work, walk, recreate, etc. concepts, and synthesizes different topical areas b. (DO NOT REFERENCE A STREET MAP TO CREATE YOUR MENTAL MAP.) successfully. 2. (5 points) Students will make sure to include a key and design symbols. 3 – Applying: Student interprets verbal a. landmarks (prominent points of interest- shop, work, eat, etc.), descriptions, maps, graphs, photographs, and/or b. pathways (streets, routes to…), diagrams, analyzes and evaluates geographical c. districts (Neighborhoods, etc…), concepts sufficiently, supplies appropriately d. nodes (meeting places, centers where streets or pathways cross), and selected and real-world examples to illustrate e. edges (obvious breaks or boundaries between areas).

geographic concepts, and synthesizes different 3. (5 points) Students will use color, pictures, and words to best represent their perspective topical areas minimally. on the world they live in. 4. Questions: 2 – Developing: Student interprets verbal 1. (3 points) What do you personally consider to be the most important features you descriptions, maps, graphs, photographs, and/or drew on your map? Why? diagrams with minor errors, analyzes and 2. (3 points) How long have you lived in the Monroe Township area? How has this evaluates geographical concepts minimally and affected your mental map? may contain errors, does not supply 3. (3 points) How do you get around? Car? Bicycle? Public Transport? Walk? How has appropriately selected and well-explained real- this affected your mental map? world examples to illustrate geographic 4. (3 points) Take a look at a street map of the Monroe Twp, NJ area using google concepts consistently, and does not synthesize maps or equivalent. When you get there, type in Monroe Township for the city and different topical areas. NJ for the state, then, zoom into the map. How does your mental map compare to the street map? Consider differences in detail, distances, directions, etc… 5. (3 points) What do the differences between the way you think of the Monroe 1 – Beginning: Student interprets verbal descriptions, maps, graphs, photographs, and/or Township area and the way it "actually" is on a street (cartographic) map imply? diagrams with some errors, analyzes and evaluates geographical concepts minimally and • Unit 1 Assessment: Multiple Choice and Free Response Questions may contain errors, does not supply any real- • FRQ Examples: world examples to illustrate geographic • 2003 FRQ #2, 2009 FRQ #1 concepts, and does not synthesize different topical areas.

Unit 1: Geography: Its Nature and Perspectives Stage 3 – Learning Plan Summary of Key Learning Events and Instruction • Read Fouberg, Chapter 1 and Rubenstein Appendix • Conduct an inquiry based discussion around PowerPoint Notes/lecture. • Kuby, Chapters 1 & 3- “True Maps, False Impressions” and “Tracking AIDS Epidemic in the United States: Diffusion Through Space and Time” • Where Children Sleep Photograph Analysis- Student will describe 5 photographs of where children sleep around the world. Students will explain what the images tell us about each child’s life. Students will take a photograph of their own room and share it with the class. Then they will inquire: What impressions would an outsider have of them? • Identification of different types of maps/projections using class notes and Goode’s Atlas. • The students will complete a survey on what state they would like to live in. They will rank each state from 1-5. After the classes’ data has been collected, the students will create choropleth maps of the findings. • Describe the site, situation, and mathematical location of our school. • Explore Google Earth technology through Geoguesser Game- https://geoguessr.com/world/play • Activity: Matching Informal U.S. Regional Characteristics (New England, Middle Atlantic, Midwest, Deep South, Southwest, Pacific Coast etc.) • Name three formal regions that this school is located within and give a reason for each. Do the same for functional and vernacular regions. • Activity: What type of Region is it? (Middle East, Bible Belt, Hanford Area, Wash, Caribbean • Discuss Current Events: Ebola- Contagious Diffusion http://healthmap.org/ebola/# • Video Clips: o The West Wing- Why are we changing maps? https://www.youtube.com/watch?v=eLqC3FNNOaI o Region- . http://www.youtube.com/watch?v=3LVXiM_u_UM&feature=youtu.be . https://www.youtube.com/watch?v=3LVXiM_u_UM

• Globalization Socratic Seminar: The effects of globalization are more evident every day. New places are becoming connected, bringing in new ideas and innovations. However, on the flipside of positive outcomes there is the loss of regionalization to consider. Cite specific evidence to support: Do you think that globalization is a positive or negative force in our world? Be sure to utilize some original examples to support your point of view. • Clothing Location Activity: Students will locate 20 items of clothing. Create a list of the type of clothing (shirt, shoes, jeans, belt, etc.) and the country in which it was made. o Create a dot density map that demonstrates where each article of clothing was produced. o Then answer the following questions:

1. From which region(s) of the world did the majority of the clothing come from? o Did the answer surprise you? Why or why not? 2. Did many of the articles of clothing come from the United States? o Did the answer surprise you? Why or why not? 3. What reasons would exist for many articles of clothing to be produced within the region(s) you identified within question 1? 4. Analyze the patterns that appeared on your map and predict if they are likely to change. Support the conclusion with specific evidence. 5. Select one brand of clothing from your list (Nike, Levi's etc.) Research the locations of their: o Headquarters o Store locations o Production centers

Unit 2: Population and Migration Stage 1 Desired Results ESTABLISHED GOALS Transfer Common Core Students will be able to independently use their learning to… • Use and analyze maps and spatial data sets. RH.1-Cite specific textual evidence to support • Understand and interpret the implications of associations among phenomena in place. analysis of primary and secondary sources, • Recognize and interpret at different scales the relationship among patterns and processes. connecting insights gained from specific details • Define regions and evaluate the regionalization process. to an understanding of the text as a whole. • Characterize and analyze changing interconnections among places.

RH.2-Determine the central ideas or information of a primary or secondary source; provide an Meaning accurate summary that makes clear the UNDERSTANDINGS ESSENTIAL QUESTIONS relationships among the key details and ideas. Students will understand that… • Where in the world do people live and RH.7-Integrate and evaluate multiple sources of • Knowledge of the geographic patterns why? Why do populations rise and fall information presented in diverse formats and and characteristics of human in particular places? populations facilitates understanding of media (e.g., visually, quantitatively, as well as in • Why does population composition cultural, political, economic, and urban words) in order to address a question and solve matter? systems. a problem. • How does the geography of health • Populations grow and decline over time influence population dynamics? and space. RH.8-Evaluate an author’s premise, claims, and • How do governments affect population • Causes and consequences of migration evidence by corroborating or challenging them change? are influenced by cultural demographic, with other information. • What is migration? Why do people economic, environmental, and political migrate? RH.9-Integrate information from diverse factors. • Where do People Migrate? sources, both primary and secondary, into a • How do governments affect migration? coherent understanding of an idea or event , noting discrepancies among sources. Acquisition Students will know… Students will be skilled at… WHST.1-Write arguments focused on discipline- • Age-Sex Diagram • Analyzing population pyramids. specific. • Carrying capacity • Identifying the phases of the

• Crude Birth Rate demographic transition model. WHST.2-Write informative/explanatory texts, • Crude Death Rate • Describing the various population including the narration of historical events, • Demographic equation problems around the world. scientific procedures/experiments, or technical • Demographic momentum • Explaining the push and pull factors of processes. • Demographic regions migration.

• Demographic Transition model • Evaluating the migration policies WHST.6-Use technology to produce, publish, and • Dependency ratio established by governments. update individual or shared writing products in • Diffusion of fertility control (birth response to ongoing feedback, including new control) arguments or information. • Disease diffusion • Doubling time WHST.7-Conduct short as well as more • Ecumene sustained research projects to answer a question • Epidemiological Transition model or solve a problem; synthesize multiple sources • Gendered space on the subject, demonstrating understanding of • Infant mortality rate the subject under investigation. • Malthus, Thomas • Megalopolis WHST.9-Draw evidence from informational texts • Mortality to support analysis, reflection, and research. • Natality • Neo-Malthusian NJCCCS • Overpopulation • Population densities 6.1.12.C.8.a -Analyze the push-pull factors that • Arithmetic led to the Great Migration. • Physiologic • Population distributions 6.1.12.A.13.c- Determine the extent to which • Population explosion changes in national policy after 1965 impacted • Population projection immigration to New Jersey and the United • Population pyramid States. • Rate of natural increase- Equation • Sex/Gender ratio 6.1.12.B.14.a-Determine the impact of recent • Standard of living immigration and migration patterns in New • Total Fertility Rate Jersey and the United States on demographic, • Underpopulation social, economic, and political issues. • Vectored-Non-vectored Disease • Zero population growth 6.2.12.B.5.c- Determine the impact of migration • Activity space on the way of life (e.g., social, economic, and • Chain migration political structures) in countries of origin and in • Cyclic movement adopted countries. • Distance decay • Forced migration 6.2.12.D.5.d-Analyze how feminist movements • Gravity model and social conditions have affected the lives of • Internal migration women in different parts of the world, and • Intervening opportunity evaluate women’s progress toward social • Migration patterns equality, economic equality, and political • Intercontinental equality in various countries. • Interregional • Rural-urban 6.2.12.B.6.a - Determine the global impact of • Periodic movement increased population growth, migration, and • Push-pull factors changes in urban-rural populations on natural • Ravenstein- Laws of Migration resources and land use. • Refugee • Step migration 6.2.12.C.6.d- Determine how the availability of • Transhumance scientific, technological, and medical advances • US Immigration Waves impacts the quality of life in different countries. • US Immigration Policies • Voluntary Migration

Unit 2: Population and Migration Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ Population Public Service Announcement performance on lesson assessments; 4 – Innovating: Student was able to apply Directions: Students will create a public service announcement using IMovie for a country in the knowledge learned during unit, worked world. Students will identify the population issues the country is experiencing and offer a possible independently or collaboratively with group solution/s to the problems cited. members, and showed effort. All steps of the Resources: assignment demonstrated application, http://www.prb.org/Publications/Datasheets/2014/2014-world-population-data-sheet.aspx innovation, and higher leveled thinking. Facts on File Database: World Geography and Culture Online 3 – Applying: Student worked independently or collaboratively with group members and Requirements: showed effort. All steps of the assignment demonstrated student could apply new • Identify Problems (30 points) knowledge. • Plan of Action (20 points) Student was able to work 2 – Developing: Slogan individually or collaboratively most of the time, o and showed some effort. The steps in the • Statistics: (Can be visually or verbally identified) (20 points) assignment demonstrated student could apply CDR most of the knowledge learned throughout unit. CBR 1 – Beginning: Student was only able to apply TFR new knowledge learned during unit with RNI assistance. Student had difficulty working Gross Domestic Product (per person) independently or collaboratively with others Infant Mortality Rate and did not work to best of ability. Emigration Immigration • 7 Photographs (7 points) • 3 Graphs/Maps (3 points) • Creativity (Music etc.) (10 points) • Works Cited- Formal (10 points)

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • Unit 2 Assessment- Multiple Choice and Free Response Questions performance on free response questions; • FRQ Examples: 4 – Innovating: Student accurately interprets • 2003 FRQ #3, 2004 FRQ #3, 2005 FRQ #2, 2006 FRQ #1, 2008 FRQ # 2, #3, 2010 FRQ #3, verbal descriptions, maps, graphs, photographs, 2012 FRQ #3, 2013 FRQ #2 and/or diagrams, analyzes and evaluates geographical concepts thoroughly, supplies appropriately selected and well-explained real- world examples to illustrate geographic concepts, and synthesizes different topical areas successfully.

3 – Applying: Student interprets verbal descriptions, maps, graphs, photographs, and/or diagrams, analyzes and evaluates geographical concepts sufficiently, supplies appropriately selected and real-world examples to illustrate geographic concepts, and synthesizes different topical areas minimally. 2 – Developing: Student interprets verbal descriptions, maps, graphs, photographs, and/or diagrams with minor errors, analyzes and evaluates geographical concepts minimally and may contain errors, does not supply appropriately selected and well-explained real- world examples to illustrate geographic concepts consistently, and does not synthesize different topical areas.

Unit 3: Cultural Patterns and Processes Stage 1 Desired Results ESTABLISHED GOALS Transfer Common Core Students will be able to independently use their learning to… • Use and analyze maps and spatial data sets. RH.1-Cite specific textual evidence to support • Understand and interpret the implications of associations among phenomena in place. analysis of primary and secondary sources, • Recognize and interpret at different scales the relationship among patterns and processes. connecting insights gained from specific details • Define regions and evaluate the regionalization process. to an understanding of the text as a whole. • Characterize and analyze changing interconnections among places.

RH.2-Determine the central ideas or information of a primary or secondary source; provide an Meaning accurate summary that makes clear the UNDERSTANDINGS ESSENTIAL QUESTIONS relationships among the key details and ideas. Students will understand that… • Where are folk and popular leisure RH.7-Integrate and evaluate multiple sources of • Concepts of culture frame the shared activities distributed? information presented in diverse formats and behaviors of a society. • How is popular culture diffused? media (e.g., visually, quantitatively, as well as in • Culture varies by place and region. • Why is access to folk culture and popular culture unequal? words) in order to address a question and solve a problem. • What is identity and how are identities constructed? RH.8-Evaluate an author’s premise, claims, and • How do places affect identity, and how evidence by corroborating or challenging them can we see identities in places? with other information. • Why do conflicts arise among ethnicities? Why do ethnicities engage RH.9-Integrate information from diverse in ethnic cleansing and genocide? sources, both primary and secondary, into a • How Does Geography Reflect and Shape coherent understanding of an idea or event , Power Relationships Among Groups of noting discrepancies among sources. People?

WHST.1-Write arguments focused on discipline- Acquisition specific. Students will know… Students will be skilled at… • Acculturation • Explaining the difference between folk WHST.2-Write informative/explanatory texts, • Assimilation and popular culture. including the narration of historical events, • Commodification • Describing regional variations in scientific procedures/experiments, or technical • Cultural adaptation popular food preferences. processes. • Cultural Appropriation • Defining race and ethnicity. • Identifying the causes and aftermath of • Cultural core/periphery pattern • Core/Domain/Sphere (Kuby) several 20th century ethnic conflicts. WHST.6-Use technology to produce, publish, and • Cultural Landscape- (Unit 1) • Researching the issues and concerns of update individual or shared writing products in • Landscape Homogeneity women in the 21st century. response to ongoing feedback, including new • Culture (Unit 1) • Summarzing the experiences of arguments or information. • Culture Region (Unit 1) Sudanese refugees that resettled in the • Formal United States. • WHST.7-Conduct short as well as more • Functional Identifying language families and how they are distributed across the earth. sustained research projects to answer a question • Vernacular • Debating if English will be the lingua or solve a problem; synthesize multiple sources • Cultural Relativism Franca in 2100. on the subject, demonstrating understanding of • Custom • Describing the role of places of worship the subject under investigation. • Diffusion types (Unit 1) in various religions, why places are • Expansion- hierarchical, contagious, sacred in universalizing religions, and WHST.9-Draw evidence from informational texts stimulus to support analysis, reflection, and research. the ways in which the landscape is used • Relocation in religious significant ways.

• Field Work • Classifying toponyms. NJCCCS • Globalization (Unit 1) • Identifying the distribution of the major • Habit religions, including their branches, and 6.1.12.D.5.d - Relate varying immigrants’ • Innovation Adoption the distribution of ethnic religions. experiences to gender, race, ethnicity, or • Maladaptive Diffusion • Summarizing the basic tenets of the occupation. • Material Culture major world religions. • Nonmaterial Culture 6.1.12.A.12.c -Explain how the Arab-Israeli conflict influenced American foreign policy. • Placelessness • Adaptive Strategies 6.1.12.D.14.e- Evaluate the role of religion on • Built environment cultural and social mores, public opinion, and • Folk culture political decisions. o Folk housing o Folk songs 6.1.12.D.14.f- Determine the influence of • Food attractions/Food taboos multicultural beliefs, products (i.e., art, food, • Popular Culture music, and literature), and practices in shaping • Popular Housing contemporary American culture. o Bungalow o Ranch 6.1.12.D.15.c- Explain how and why religious o Split-Level tensions and historic differences in the Middle o Minimal Traditional East have led to international conflicts, and o Neo-Tudor analyze the effectiveness of United States policy o Neo-Colonial o Single vs. Double Pile and actions in bringing peaceful resolutions to • Barrio • Chain Migration (Unit 2) the region. • Enfranchisement • Ethnic Cleansing 6.1.12.D.16.a- Analyze the impact of American culture on other world cultures from multiple • Ethnic Conflict- Examples perspectives. • Ethnic enclave • Ethnic Groups in U.S.- Majority 6.2.12.D.3.d - Analyze the extent to which racism • Ethnic Neighborhoods was both a cause and consequence of • Ethnicity imperialism, and evaluate the impact of • Ethnocentrism imperialism from multiple perspectives. • Gender • Gender Gap 6.2.12.A.4.c - Analyze the motivations, causes, • Gendered Spaces and consequences of the genocides of • Ghetto Armenians, Roma (gypsies), and Jews, as well as • Nationality the mass exterminations of Ukrainians and • Nationalism Chinese. • Power Relationships 6.2.12.A.4.d - Assess government responses to • Queer Theory incidents of ethnic cleansing and genocide. • Race-Categories • Racism 6.2.12.A.5.d- Analyze the causes and • Segregation- Examples consequences of mass killings (e.g., Cambodia, • Creole Rwanda, Bosnia-Herzegovina, Somalia, Sudan), • Dialect and evaluate the responsibilities of the world • Indo-European languages community in response to such events. • Isogloss • Language 6.2.12.A.5.e- Assess the progress of human and • Language family civil rights around the world since the 1948 U.N. • Language group Declaration of Human Rights. • Language Laws • Language subfamily 6.2.12.D.5.c- Assess the influence of television, • Lingua franca the Internet, and other forms of electronic • Monolingual/multilingual communication on the creation and diffusion of • Official language cultural and political information, worldwide. • Pidgin 6.2.12.D.6.a- Assess the role of increased • Proto-Indo European Origins personal and business electronic • Standard Language • Toponymy- Types communications in creating a “global” culture, • Animism and evaluate the impact on traditional cultures • Buddhism and values. • Christianity • Confucianism • Ethnic religion • Exclave/enclave

• Fundamentalism • Geomancy (feng shui)

• Hadj • Hinduism • Interfaith boundaries • Islam • Jainism • Judaism • Landscapes of the dead

• Monotheism/polytheism • Mormonism

• Muslim pilgrimage • Proselytic religion • Reincarnation • Religion (groups, places, diffusion) • Religious architectural styles • Religious conflict • Sacred space • Secularism • Shamanism • Sharia law • Shintoism • Sikhism • Sunni/Shia • Syncretism • Taoism • Theocracy • Universalizing Religion • Zoroastrainism

Unit 3: Cultural Patterns and Processes Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ How to Become a “Windshield Geographer” performance on lesson assessments; The Local Cultural Landscape 4 – Innovating: Student was able to apply Believe it or not, most people never associate the cultural aspects of the local landscape of their knowledge learned during unit, worked communities with geography. Surprisingly, one’s local cultural landscape is the most accessible of all independently or collaboratively with group geography. As teachers and students of geography, we must seize these opportunities to become members, and showed effort. All steps of the better geographers and promote not only the field of geography but also an awareness of our own assignment demonstrated application, geographic surroundings. Once the awareness is made, students of geography can learn to analyze innovation, and higher leveled thinking. all that is around them. After completing this lesson, the students should become “windshield 3 – Applying: Student worked independently or geographers.” collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new INSTRUCTIONS knowledge. 1. Students will work in groups agreed upon in class. *Make sure that among the group 2 – Developing: Student was able to work members they have access to a car, computer, camera and the internet. individually or collaboratively most of the time, 2. Field Work - Drive and walk around Monroe Township/Jamesburg. and showed some effort. The steps in the • Observe the material culture: housing types, signs, sign names, religious sites, assignment demonstrated student could apply businesses, business names, restaurants (ethnic food), schools, school names, most of the knowledge learned throughout unit. monuments, parks and other evidence. Use these and other elements to identify the 1 – Beginning: Student was only able to apply various culture(s) and cultural imprints on Monroe Township/Jamesburg. new knowledge learned during unit with • Take photos, shoot video, which both typify and show what you find. ALSO – do the assistance. Student had difficulty working same for possible anomalies (weird out of place things) in the cultural landscape. independently or collaboratively with others 3. Imovie/Prezi - The group will photograph evidence on the landscape. and did not work to best of ability. • The group should take at least 25 photos that represent the cultural landscape. • Create a video which includes the representation of the landscape you are observing. • Each photo or a group of photos on a slide MUST HAVE A CAPTION or minimal text which fully explains the information you are trying to convey. . Remember to keep text on slides to a minimum! 4. Oral Interview – Each member of the group needs to interview AT LEAST ONE local resident(s). (30 seconds each) • Ask how the cultural landscape of where they live has changed since the time they moved to or have been living there? . If the person interviewed has emigrated from somewhere to our local area, ask them how this new cultural landscape differs from that of where they moved from? . Try to interview someone who lives in an area that has been identified and documented as part of this project. • Include the findings of the interview in the presentation throughout or at the end. 5. Reflection paper - Each group member will write a minimum 1-2 page typed response that summarizes the impressions of the local cultural landscape. • For example, areas that students have never been to before, what surprised them, what was interesting, etc… For places they have been to before, discuss aspects of the landscape they never noticed before. • Students will explain what was learned from the person they interviewed. 6. Finally, the group will create an Imovie or Prezi.

Suggested Performance Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • Unit 3 Assessment- Multiple Choice and Free Response Questions performance on debate assessments; • FRQ Examples: 4 – Innovating: Student was able to present • 2002 FRQ #2, #3, 2007 FRQ #2, 2009 FRQ #1, their stance. Their position was stated clearly • Lingua Franca Debate and effectively. The facts were backed up and Position: English will remain as the lingua franca by 2100. clearly argued. 3 – Applying: Student was able to present their Directions: The class will be divided into two teams and will debate for or against stance and the position taken was clear. The the position above. facts were presented but not backed up. 2 – Developing: Student did not clearly present 1. Each team will research an assigned position: The ENGLISH team will their stance. Some points were made but may argue that English will remain the global lingua franca by 2100. The NOT not be relevant to the stance. Some points are ENGLISH team will argue that English will be replaced by another language factual. as the global lingua franca. 1 – Beginning: Student did not present their stance. No points were made or all points were 2. About 2/3 of the team will research the assigned position and about 1/3 of based on opinion, not fact. the team should research the opponents’ positions for the debate. 3. Use a table on the handout to record the data. Suggested Free Response Rubric: Use the 4. The debate will be POINT/COUNTERPOINT debate format. That is, one following or similar rubric to evaluate students’ team will go first and have 45 seconds to make a point. The opposing team performance on free response questions; will then have 30 seconds to rebut those points. Then, that team gets to 4 – Innovating: Student accurately interprets make their point for 45 seconds and the first team will then rebut. verbal descriptions, maps, graphs, photographs, and/or diagrams, analyzes and evaluates geographical concepts thoroughly, supplies appropriately selected and well-explained real- world examples to illustrate geographic concepts, and synthesizes different topical areas successfully.

2 – Developing: Student interprets verbal descriptions, maps, graphs, photographs, and/or diagrams with minor errors, analyzes and evaluates geographical concepts minimally and may contain errors, does not supply appropriately selected and well-explained real- world examples to illustrate geographic concepts consistently, and does not synthesize different topical areas.

o Arab/Israeli in the Middle East o Taliban/less conservative Muslim/Western supporters in Afghanistan o Muslim/Sikh/Hindu in Kashmir o Catholic/Protestant in Northern Ireland o Fundamental Christian/Chinese Communist in China o Fundamentalist Muslim/ Coptic /Egyptian government in Egypt o Tibetan Buddhists/Chinese government in Tibet o Hindu Tamil/Sinhalese Buddhist in Sri Lanka o Muslims/Christians in Eastern Europe

• Read Current Events Article on Israel and Palestine and Discuss • Video Clips: o Explaining the Amish Way of Life- http://www.youtube.com/watch?v=PAgSCTdnrhk o UNDP Fourth Conference for Women- https://www.youtube.com/watch?v=pFmP94NQ4jc o History of English in 10 minutes - https://www.youtube.com/watch?v=5JojjsE6Ox0&feature=player_detailpage

Unit 4: Political Organization of Space Stage 1 Desired Results ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… Common Core • Use and analyze maps and spatial data sets. RH.1-Cite specific textual evidence to support • Understand and interpret the implications of associations among phenomena in place. analysis of primary and secondary sources, • Recognize and interpret at different scales the relationship among patterns and processes. connecting insights gained from specific details • Define regions and evaluate the regionalization process. to an understanding of the text as a whole. • Characterize and analyze changing interconnections among places. RH.2-Determine the central ideas or information of a primary or secondary source; provide an Meaning accurate summary that makes clear the UNDERSTANDINGS ESSENTIAL QUESTIONS relationships among the key details and ideas. Students will understand that… • The contemporary political map has • Where are states distributed? RH.7-Integrate and evaluate multiple sources of been shaped by events of the past. • Why are nation-states difficult to information presented in diverse formats and • Spatial political patterns reflect ideas of create? media (e.g., visually, quantitatively, as well as in territoriality and power at a variety of • Why do boundaries cause problems? words) in order to address a question and solve scales. • Why do states compete with each other? a problem. • The forces of globalization challenge contemporary political-territorial

RH.8-Evaluate an author’s premise, claims, and arrangements. evidence by corroborating or challenging them with other information. Acquisition RH.9-Integrate information from diverse Students will know… Students will be skilled at… sources, both primary and secondary, into a • Annexation • Describing how space is politically coherent understanding of an idea or event , • Antarctica organized into states and nations. noting discrepancies among sources. • Benelux • Identifying the difference between state, • Border landscape nation, and nation-state. WHST.1-Write arguments focused on discipline- • Boundary, disputes (definitional, • Discussing current political disputes. specific. locational, operational, allocational) • Explaining the concept of • Boundary, origin (antecedent, gerrymandering and three ways that it WHST.2-Write informative/explanatory texts, subsequent, superimposed, relic) is done. including the narration of historical events, • Boundary, process (definition, • Defining Unitary and Federal States. scientific procedures/experiments, or technical delimitation, demarcation) • Researching Devolutionary Movements. processes. • Boundary, type (natural/physical, • Identifying the Types of Boundaries and ethnographic/cultural, geometric) Shapes of States with examples. • Buffer state • Applying the concepts of centrifugal and WHST.6-Use technology to produce, publish, and • Capitalism centripetal forces at the national scale. update individual or shared writing products in • Centrifugal • Describing supranationalism, and the response to ongoing feedback, including new • Centripetal future of the state. arguments or information. • City-state • Colonialism WHST.7-Conduct short as well as more • Confederation sustained research projects to answer a question • Conference of Berlin (1884) or solve a problem; synthesize multiple sources • Core/periphery on the subject, demonstrating understanding of • Decolonization the subject under investigation. • Devolution - Examples • EEZ (Exclusive Economic Zone) WHST.9-Draw evidence from informational texts • Electoral Geography to support analysis, reflection, and research. • Enclave/exclave • European Union NJCCCS • Federal • Frontier 6.1.12.D.11.e- Explain how World War II and the • Geopolitics Holocaust led to the creation of international • Gerrymander organizations (i.e., the United Nations) to protect • Heartland/Rimland human rights, and describe the subsequent • Irredentism impact of these organizations. • Israel/Palestine • Landlocked 6.1.12.A.12.c -Explain how the Arab-Israeli • Law of the Sea conflict influenced American foreign policy. • Mackinder, Halford J. • Median-line principle 6.1.12.D.12.a -Analyze the impact of American • Microstate governmental policies on independence • Nation-state movements in Africa, Asia, the Caribbean, and • NAFTA the Middle East. • Organic Theory • Peace of Westphalia 6.1.12.A.14.e- Evaluate the effectiveness and • Reapportionment fairness of the process by which national, state, • Religious conflict and local officials are elected and vote on issues • Reunification of public concern. • Robinson, KW • Satellite state 6.1.12.A.15.a-Analyze the factors that led to the • Self-determination fall of communism in Eastern European • Shatterbelt countries and the Soviet Union, and determine • Sovereignty how the fall influenced the global power • State structure. • Stateless nation • Supranationalism- Examples 6.1.12.A.15.c- Evaluate the role of diplomacy in • Territorial disputes developing peaceful relations, alliances, and • Territorial morphology (compact, global agreements with other nations. fragmented, elongated, prorupt, perforated) 6.1.12.A.15.e- Analyze the impact of United • Territoriality States support for the policies and actions of the • Theocracy United Nations and other international • Truman Proclamation organizations. • UNCLOS (United Nations Convention on the Law of the Sea)- I, II, III 6.1.12.D.15.c- Explain how and why religious • Unitary tensions and historic differences in the Middle • USSR collapse East have led to international conflicts, and • World Systems Theory analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region. 6.1.12.D.15.d- 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.

6.2.12.B.1.a- Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.

6.2.12.B.3.a- Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.

6.2.12.B.4.a - Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.

6.2.12.B.4.d - Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.

6.2.12.A.5.b- Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

6.2.12.B.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.B.5.d- Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

6.2.12.B.5.e- Assess the role of boundary disputes and limited natural resources as sources of conflict.

6.2.12.C.5.f- Assess the impact of the European Union on member nations and other nations.

6.2.12.A.6.a - Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

6.2.12.A.6.b - Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

6.2.12.A.6.d- Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

6.3.12.D.2- Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions.

Unit 4: Political Organization of Space Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ Devolution Movements performance on lesson assessments; Directions: Students will research one of the Devolution movements below and create a written 4 – Innovating: Student was able to apply analysis of the history and current status of the movements. knowledge learned during unit, worked independently or collaboratively with group 1. Basque members, and showed effort. All steps of the 2. Galicia assignment demonstrated application, 3. Corsica innovation, and higher leveled thinking. 4. Sardinia 3 – Applying: Student worked independently or 5. Scotland collaboratively with group members and 6. Wales showed effort. All steps of the assignment 7. Catalonia demonstrated student could apply new 8. Kaliningrad knowledge. 9. South Tyrol 2 – Developing: Student was able to work 10. Upper Silesia individually or collaboratively most of the time, 11. Trans-Dniester and showed some effort. The steps in the 12. Northern Cyprus assignment demonstrated student could apply 13. Padania most of the knowledge learned throughout unit. 14. Vojvodina/Montenegro/Kosovo 1 – Beginning: Student was only able to apply new knowledge learned during unit with Requirements: assistance. Student had difficulty working MLA Format independently or collaboratively with others 2 Typed Pages and did not work to best of ability. Works Cited Map

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • Unit 4 Assessment- Multiple Choice and Free Response Questions performance on free response questions; • FRQ Examples- 4 – Innovating: Student accurately interprets • 2002 FRQ #1, 2005 FRQ #1, 2006 FRQ #3, 2010 FRQ #2, 2012 FRQ #1, 2014 FRQ #2 verbal descriptions, maps, graphs, photographs, • Arab Spring Project- and/or diagrams, analyzes and evaluates • The students will select a medium to present their findings about the current changes geographical concepts thoroughly, supplies within many Arab and North African nations regarding modernization. Students should appropriately selected and well-explained real- select a presentation format that allows for the inclusion of audio clips (either spoken by world examples to illustrate geographic the student or news reports), images of the change, analysis of the methods used and concepts, and synthesizes different topical areas explanation of the catalyst for change. successfully.

Unit 5: Agricultural and Rural Land Use Stage 1 Desired Results ESTABLISHED GOALS Transfer Common Core Students will be able to independently use their learning to… RH.1-Cite specific textual evidence to support • Use and analyze maps and spatial data sets. analysis of primary and secondary sources, • Understand and interpret the implications of associations among phenomena in place. connecting insights gained from specific details • Recognize and interpret at different scales the relationship among patterns and processes. to an understanding of the text as a whole. • Define regions and evaluate the regionalization process. • Characterize and analyze changing interconnections among places. RH.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS RH.7-Integrate and evaluate multiple sources of Students will understand that… • Where did agriculture originate? information presented in diverse formats and • The development of agriculture led to • How did agriculture change with media (e.g., visually, quantitatively, as well as in widespread alteration of the natural industrialization? words) in order to address a question and solve environment. • Where does our food come from? a problem. • Major agricultural regions reflect physical • What imprint does agriculture make on geography and economic forces. the cultural landscape? RH.8-Evaluate an author’s premise, claims, and • Settlement patterns and rural land use are • Where is agriculture distributed? evidence by corroborating or challenging them reflected in the cultural landscape. • Why do farmers face economic with other information. • Changes in food production and difficulties? consumption present challenges and RH.9-Integrate information from diverse opportunities. sources, both primary and secondary, into a Acquisition coherent understanding of an idea or event , Students will know… Students will be skilled at… noting discrepancies among sources. • Agribusiness • Describing the origins of agriculture and • Agricultural location model (von explaining the theories of Jared WHST.1-Write arguments focused on discipline- Thunen) Diamond. specific. • Agricultural origins • Explaining Von Thunen’s Agricultural • Agriculture Land Model. WHST.2-Write informative/explanatory texts, • Animal domestication • Evaluating the criticisms of the modern including the narration of historical events, • Aquaculture food industry. scientific procedures/experiments, or technical • Collective farm • Identifying the land survey systems. processes. • Commercial agriculture (intensive, • Analyzing agricultural location maps. extensive) • Identifying the types of agriculture in • Core/periphery developed and developing regions. WHST.6-Use technology to produce, publish, and • Crop rotation • Discussing the strategies to increase the update individual or shared writing products in • Cultivation regions (maps) world food supply. response to ongoing feedback, including new • Dairying arguments or information. • Double cropping • Economic activity (primary, secondary, WHST.7-Conduct short as well as more tertiary, quaternary, quinary) sustained research projects to answer a question • Environmental modification (pesticides, or solve a problem; synthesize multiple sources soil erosion, desertification) on the subject, demonstrating understanding of • Extensive subsistence agriculture the subject under investigation. (shifting cultivation [slash-and- burn, milpa, swidden], nomadic WHST.9-Draw evidence from informational texts herding/pastoralism) to support analysis, reflection, and research. • First agricultural revolution • Genetically Modified Organisms NJCCCS • Globalized agriculture 6.1.12.C.12.b - Assess the impact of agricultural • Green revolution innovation on the world economy. • Hunting and gathering • Intensive subsistence agriculture 6.2.12.C.3.a -Analyze interrelationships among • Livestock ranching the “agricultural revolution,” population growth, • Market gardening industrialization, specialization of labor, and • Mediterranean agriculture patterns of land-holding. • Plant domestication • Plantation agriculture 6.2.12.B.6.a - Determine the global impact of • Renewable/nonrenewable increased population growth, migration, and • Rural settlement (dispersed, nucleated, changes in urban-rural populations on natural building material, village form) resources and land use. • Sauer, Carl O. • Second agricultural revolution • Specialization • Staple grains

• Survey patterns (long lots, metes and bounds, township-and-range)

• Sustainable yield • Third agricultural revolution (mechanization, chemical farming, food manufacturing) • Transhumance • Truck farm Unit 5: Agricultural and Rural Land Use Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ Agriculture Scavenger Hunt performance on lesson assessments; Directions: 4 – Innovating: Student was able to apply Students will go on a scavenger hunt at a local grocery store and will inquire: “Where does my food knowledge learned during unit, worked come from?” independently or collaboratively with group Requirements: members, and showed effort. All steps of the 1. Locate at least 20 items (students may do more). Students will identify a variety of items assignment demonstrated application, such as vegetables, meat, eggs, dairy, drinks, grains, pasta products, etc. innovation, and higher leveled thinking. 2. Student will provide evidence about each item: 3 – Applying: Student worked independently or a. What country is it from? collaboratively with group members and b. How many miles/kilometers did it travel? showed effort. All steps of the assignment c. What labels do you see like “wild caught,” “artificially flavored,” “naturally demonstrated student could apply new flavored,” “farm-raised,” “free range, “grain-fed”, “organic,” “cage-free,” and so on? knowledge. What does each of these labels mean? 2 – Developing: Student was able to work d. What labeling is there (if any) about allergens or other products being individually or collaboratively most of the time, processed in the same facility? Why are these labeled like this? and showed some effort. The steps in the e. Did you see any evidence on the packaging about the foods being GMO or GMF? If assignment demonstrated student could apply so, how or what? most of the knowledge learned throughout unit. f. What food item(s) traveled the farthest and shortest distances? If it is a local item, 1 – Beginning: Student was only able to apply describe how you got it. new knowledge learned during unit with 3. Create a map of the origins of the food (color a world map – color states in the US on the assistance. Student had difficulty working map) independently or collaboratively with others 4. Choose at least 10 items and take photographs of the food packaging labels. and did not work to best of ability. 5. For 2 of the food items (Students will choose the ones which traveled the longest and shortest distances) and make educated guesses about the geographic processes involved in growing, processing and transporting of these items. Write a short paragraph about each item and applying the principles of von Thünen in your writing. 6. Students will use the research to create either a Powerpoint, Prezi or IMovie.

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • Unit 5 Test- Multiple Choice and Free Response Questions performance on free response questions; • FRQ Examples: 4 – Innovating: Student accurately interprets • 2001 FRQ #1, 2004 FRQ #2, 2007 FRQ #1, 2008 FRQ #1, 2009 FRQ #3, 2012 FRQ #2, 2014 verbal descriptions, maps, graphs, photographs, FRQ #3, and/or diagrams, analyzes and evaluates geographical concepts thoroughly, supplies appropriately selected and well-explained real- world examples to illustrate geographic concepts, and synthesizes different topical areas successfully.

Unit 6: Industrialization and Economic Development Stage 1 Desired Results ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… Common Core • Use and analyze maps and spatial data sets. RH.1-Cite specific textual evidence to support • Understand and interpret the implications of associations among phenomena in place. analysis of primary and secondary sources, • Recognize and interpret at different scales the relationship among patterns and processes. connecting insights gained from specific details • Define regions and evaluate the regionalization process. to an understanding of the text as a whole. • Characterize and analyze changing interconnections among places. RH.2-Determine the central ideas or information of a primary or secondary source; provide an Meaning accurate summary that makes clear the UNDERSTANDINGS ESSENTIAL QUESTIONS relationships among the key details and ideas. Students will understand that… • How is development defined and • The Industrial Revolution, as it diffused measured? How does geographical RH.7-Integrate and evaluate multiple sources of from its hearth, facilitated improvements in situation affect development? information presented in diverse formats and standards of living. • What are the barriers to and the costs of media (e.g., visually, quantitatively, as well as in • Measures of development are used to economic development? words) in order to address a question and solve understand patterns of social and economic • How do political and economic a problem. differences at a variety of scales. institutions influence uneven • Development is a process that varies across development within states? RH.8-Evaluate an author’s premise, claims, and space and time. • Where did the Industrial Revolution evidence by corroborating or challenging them • Sustainable development is a strategy to begin and how did it diffuse? with other information. address resource depletion and • How have the character and geography environmental degradation. of industrial production changed? RH.9-Integrate information from diverse • How have deindustrialization and the sources, both primary and secondary, into a rise of service industries altered global coherent understanding of an idea or event , economic activity? noting discrepancies among sources. Acquisition WHST.1-Write arguments focused on discipline- Students will know… Students will be skilled at… specific. • Core-Periphery Model • Defining the indicators of development • Dependency Theory including Gross Domestic Product, WHST.2-Write informative/explanatory texts, • Development Gross National Income, Literacy, % including the narration of historical events, • Foreign Direct Investment Agricultural Workers etc. • Describing the difference between more scientific procedures/experiments, or technical • Gender Inequality Index developed countries and less developed processes. • Gini Coefficient- income disparity countries. • Gross Domestic Product • Comparing Rostow’s Development WHST.6-Use technology to produce, publish, and • Gross National Product Model and Wallerstein’s Core-Periphery update individual or shared writing products in • Gross National Income Model. response to ongoing feedback, including new • Hans Rosling • Explaining the maquiladora system. arguments or information. • Human Development Index • Using Weber’s Least Cost Theory (transportation costs, agglomeration, • Less Developed Country and labor costs) to determine industrial WHST.7-Conduct short as well as more • Levels of Development sustained research projects to answer a question location. • Measures of Development or solve a problem; synthesize multiple sources • Identifying weight-gaining and weight- • More Developed Country on the subject, demonstrating understanding of reducing industries. • Neocolonialism the subject under investigation. • Explaining major world regions of • Newly Industrialized Country industrialization including the “Asian • NGO WHST.9-Draw evidence from informational texts Tigers” • Purchasing Power Parity to support analysis, reflection, and research. • Evaluating different types of • Rostow, W.W. transportation. “Stages of Growth Model NJCCCS o • Structuralist Model

• Third World 6.1.12.C.5.a- Analyze the economic practices of corporations and monopolies regarding the • World System Theory production and marketing of goods, and • Agglomeration determine the positive or negative impact of • Assembly line production/Fordism these practices on individuals and the nation and • Bid Rent Theory the need for government regulations. • Break of Bulk Point • Commodity Chain 6.1.12.B.6.a- Determine the role geography • Deglomeration played in gaining access to raw materials and • Deindustrialization finding new global markets to promote trade. • Economic Sectors • Entrepot 6.1.12.C.9.b- Explain how economic indicators • Fixed Costs (i.e., gross domestic product, the consumer • Footloose industry index, the national debt, and the trade deficit) • Four Tigers are used to evaluate the health of the economy. • Growth poles 6.1.12.C.14.d-Relate the changing • Industrial Location Theory manufacturing, service, science, and technology • Industrial Regions (place, fuel source, industries and educational opportunities to the characteristics) economy and social dynamics in New Jersey. • Industrial Revolution • Industry (receding, growing) 6.1.12.A.15.f- Evaluate the effectiveness of • Least-Cost Location United States policies and actions in supporting • Major Manufacturing Regions the economic and democratic growth of • Manufacturing/warehouse location developing nations. (industrial parks, agglomeration, shared services, zoning, transportation, taxes, 6.1.12.D.15.a- Compare United Nations policies environmental considerations) and goals (i.e., the International Declaration of • Maquiladora Human Rights and the United Nations • NAFTA Millennium Development Goals) intended to • Outsourcing promote human rights and prevent the violation • Plant Location (supplies, “just in time” of human rights with actions taken by the United delivery States. • Postindustrial 6.1.12.B.16.a- Explain why natural resources • Retail Location Theory (Hotelling) (i.e., fossil fuels, food, and water) continue to be • Special Economic Zones (china) a source of conflict, and analyze how the United • Threshold/range States and other nations have addressed issues • Transnational corporation concerning the distribution and sustainability of • Variable Costs natural resources. • Weber, Alfred • Weight-gaining 6.1.12.C.16.c- Assess the impact of international • Weight-losing trade, global business organizations, and overseas competition on the United States economy and workforce.

6.2.12.C.3.b- Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.

6.2.12.C.5.d- Determine the challenges faced by developing nations in their efforts to compete in a global economy.

6.2.12.D.5.a-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.C.6.a -Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

6.2.12.C.6.b- Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

Unit 6: Industrialization and Economic Development Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ Globalization Debate performance on lesson assessments; 1. Introduce globalization. 4 – Innovating: Student was able to apply Explain to students that globalization, in its simplest form, means a more connected world. knowledge learned during unit, worked Globalization is the movement and integration of goods and people among different countries. independently or collaboratively with group Globalization is driven by international trade and aided by information technology. Make sure members, and showed effort. All steps of the students understand that there are pros and cons to globalization, all of which have economic, assignment demonstrated application, social, political, and cultural impacts. Ask them to brainstorm what some pros and cons may be, and innovation, and higher leveled thinking. write them on the board. 3 – Applying: Student worked independently or 2. Distribute the worksheet and have students research globalization. collaboratively with group members and Distribute copies of the worksheet Decision Matrix. Students will use the provided websites to showed effort. All steps of the assignment conduct their own research and to learn more about the issues in the debate over globalization. demonstrated student could apply new They can also find resources at the school library or a local library. Students will record the knowledge. information they find on the worksheet. 2 – Developing: Student was able to work 3. Have students decide what they think about globalization. individually or collaboratively most of the time, Based on their research students will identify the arguments that they believe are most valid. and showed some effort. The steps in the 4. Have students write about globalization. assignment demonstrated student could apply Students write a bulleted list of information that supports the views they selected. Tell students they most of the knowledge learned throughout unit. can choose one aspect of globalization, such as economic costs and benefits, or can look at the issue 1 – Beginning: Student was only able to apply as a whole. new knowledge learned during unit with 5. Have students debate globalization. assistance. Student had difficulty working Divide the class into two groups. Students who focused on Pros and students who focused on Cons. independently or collaboratively with others The two groups debate the issue. Students back up any statements with factual information from and did not work to best of ability. reliable resources. Websites:

• PBS: Illicit—The Dark Trade • Yale University: Yale Center for the Study of Globalization • The Levin Institute: Globalization 101 • The World Bank: YouThink—Globalization

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • < Unit 6 Test- Multiple Choice and Free Response Questions performance on free response questions; • FRQ Examples: 4 – Innovating: Student accurately interprets • 2001 FRQ #3, 2004 FRQ #1, 2006 FRQ #2, 2007 FRQ #3, 2008 FRQ #3, 2010 FRQ #1, verbal descriptions, maps, graphs, photographs, 2011 FRQ #3, 2014 FRQ #1 and/or diagrams, analyzes and evaluates • Locational Theories Comparison geographical concepts thoroughly, supplies • Students will compare and contrast the locational theories of Losch, Hotelling and appropriately selected and well-explained real- Weber. First, for each theory students will write one paragraph that explains the basis of world examples to illustrate geographic the concept (using terms from the AP Human Geography content.) Next, students will concepts, and synthesizes different topical areas construct a visual aid that illustrates the principles of each theory. Finally, students will successfully. construct one paragraph that explains the strengths and weaknesses of each model. o Location Theories 3 – Applying: Student interprets verbal descriptions, maps, graphs, photographs, and/or • Weber's Least Cost Theory diagrams, analyzes and evaluates geographical • Locational Interdependence Theory (Hotelling) concepts sufficiently, supplies appropriately • Profit Maximization Theory (Losch) selected and real-world examples to illustrate geographic concepts, and synthesizes different topical areas minimally.

1 – Beginning: Student interprets verbal descriptions, maps, graphs, photographs, and/or diagrams with some errors, analyzes and evaluates geographical concepts minimally and may contain errors, does not supply any real- world examples to illustrate geographic concepts, and does not synthesize different topical areas. Unit 6: Industrialization and Economic Development Stage 3 – Learning Plan Summary of Key Learning Events and Instruction • Read Fouberg, Chapter 10 & 12 • Kuby Activities, Chapters 6 &7- Help Wanted: The Changing Geography of Jobs and Rags and Riches: The Dimensions of Development • Conduct an inquiry based discussion around PowerPoint Notes/lecture. • Analyze the World Cup of Everything Else to explore the indicators of development- • http://graphicsweb.wsj.com/documents/WORLDCUPTOEE/ • Analyze Human Development Index of countries in the world- http://hdr.undp.org/en/data/map • Analyze GDP Per Capita of countries in the world https://www.cia.gov/library/publications/the-world- factbook/rankorder/2004rank.html o Compare the data for HDI and GDP. What is the difference in the two indicators? • Video Clips: o Hans Rosling Video: Population Growth by Boxes- https://www.youtube.com/watch?v=fTznEIZRkLg o Hans Rosling Video: The Magic Washing Machine- https://www.youtube.com/watch?v=6sqnptxlCcw o Hans Rosling Video: New Insights into Poverty- https://www.youtube.com/watch?v=YpKbO6O3O3M o ABC- Made in America- https://www.youtube.com/watch?v=38MfZ17nT50&index=1&list=PL3E897541BD17C695 o Hotelling Video- https://www.youtube.com/watch?v=jILgxeNBK_8 o Eminem Detroit Commercial- https://www.youtube.com/watch?v=SKL254Y_jtc o Simpsons Outsourcing- http://www.metatube.com/en/videos/10420/The-Simpsons-India-Outsourcing/ • Compare and contrast Rostow’s ladder of development with Wallerstein’s three-tier system of the world economy as models for understanding. • Identify the Millennium Development Goals and evaluate the successes and work that still needs to be done- http://www.un.org/millenniumgoals/bkgd.shtml • Complete a Webquest on Maquiladoras • Read Types of Transportation Reading and create chart of pros and cons. • View Documentary “Life and Debt” and complete video guide • Analyze Maps of Global Exports and complete high export matching activity • Complete the Activity on Weber’s Least Cost Theory to understand the difference between weight gaining and weight losing industries. • View exceprts from Michael Moore’s Roger and Me and complete video guide • Read and discuss the articles “How Much Extra Would you Pay for “Made in the USA?” by Rich Smith Dec. 2013 and “The End of Cheap China: What to Soaring Chinese Wages Mean for Global Manufacturing? from the Economist, March 2012 Unit 7: Cities and Urban Land Use Stage 1 Desired Results ESTABLISHED GOALS Transfer Common Core Students will be able to independently use their learning to… RH.1-Cite specific textual evidence to support • Use and analyze maps and spatial data sets. analysis of primary and secondary sources, • Understand and interpret the implications of associations among phenomena in place. connecting insights gained from specific details • Recognize and interpret at different scales the relationship among patterns and processes. to an understanding of the text as a whole. • Define regions and evaluate the regionalization process. • Characterize and analyze changing interconnections among places. RH.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the Meaning relationships among the key details and ideas. UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… • When and why did people start living in RH.7-Integrate and evaluate multiple sources of • The form, function, and size of urban cities? information presented in diverse formats and settlements are constantly changing. • Where are cities located and why? media (e.g., visually, quantitatively, as well as in • Models help to understand the distribution • How are cities organized, and how do words) in order to address a question and solve and size of cities. they function? a problem. • Models of internal city structure and urban • How do people shape cities? development provide a framework for RH.8-Evaluate an author’s premise, claims, and urban analysis. evidence by corroborating or challenging them • Built landscapes and social space reflect the with other information. attitudes and values of a population. • Urban areas face economic, social, political, RH.9-Integrate information from diverse cultural, and environmental challengs. sources, both primary and secondary, into a coherent understanding of an idea or event , noting discrepancies among sources. Acquisition Students will know… Students will be skilled at… WHST.1-Write arguments focused on discipline- • Bid-rent theory • Analyzing the market areas of major specific. • Blockbusting league baseball. • Borchert, John- Epochs of • Describing the types of services offered WHST.2-Write informative/explanatory texts, Transportation and Communication in the urban hierarchy. including the narration of historical events, • CBD (central business district) • Classifying world cities into alpha, beta scientific procedures/experiments, or technical • Central-place theory and gamma cities. processes. • Christaller, Walter • Explaining rank size rule and primate • City city. • Colonial city • Comparing the different urban models WHST.6-Use technology to produce, publish, and • Commercialization around the world. update individual or shared writing products in • Commuter zone • Drawing and creating the urban models response to ongoing feedback, including new • Concentric zone model- Burgess in the United States. arguments or information. • Counterurbanization • Debating the pros and cons of suburban • Density Gradient sprawl. WHST.7-Conduct short as well as more • Early cities- Hearths • Identifying the characteristics of New sustained research projects to answer a question • Economic base (basic/nonbasic) Urbanism. or solve a problem; synthesize multiple sources • Edge city • Analyzing census data and comparing it on the subject, demonstrating understanding of • Entrepôt to observations during a field study. the subject under investigation. • Exurbs • Discussing gentrification and giving • Favela examples. WHST.9-Draw evidence from informational texts • Gateway city • Evaluating problems and solutions to support analysis, reflection, and research. • Galactic City Model/Edge City Model associated with growth and decline within urban areas. • Gentrification

• Global Cities NJCCCS • Greenbelt 6.1.12.B.5.b-Assess the impact of rapid • High-tech corridors urbanization on the environment and on the • Hinterland quality of life in cities. • Medieval cities • Megacities 6.1.12.B.13.a-Determine the factors that led to • Megalopolis/conurbation migration from American cities to suburbs in the • Metropolitan Statistical Area 1950s and 1960s, and describe how this • Model Cities (European, Latin American, movement impacted cities. African, Islamic, Southeast Asian city) • Multiple nuclei model- Harris and 6.1.12.B.14.b- Analyze how regionalization, Ullmann urbanization, and suburbanization have led to • Multiplier effect social and economic reform movements in New • New Urbanism Jersey and the United States. • Office park • Planned communities 6.2.12.C.3.d - Determine how, and the extent to • Postindustrial city which, scientific and technological changes, • Primate city transportation, and new forms of energy • Range brought about massive social, economic, and • Rank-size rule cultural changes. • Redlining • Restrictive covenants 6.2.12.D.3.b- Explain how industrialization and • Sector model-Hoyt urbanization affected class structure, family life, • Settlement form (nucleated, dispersed, the daily lives of men, women, and children, and elongated) the environment. • Site/situation • Slum • Squatter settlement • Street pattern (grid, dendritic; access, control) • Suburb • Suburbanization • Urban Hierarchy • Tenement • Threshold • Town • White Flight • Urbanization • Urban Sprawl • Zoning Laws

Unit 7: Cities and Urban Land Use Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ City Planning Project performance on lesson assessments; Students will create their own city based on one of the urban models, the city may be drawn (and 4 – Innovating: Student was able to apply scanned), may be 3D (with images submitted) or created with computer technology. knowledge learned during unit, worked independently or collaboratively with group • Students will include a name for your city. members, and showed effort. All steps of the • The sections of the map should be outlined in color and CLEARLY IDENTIFY THE MODEL assignment demonstrated application, selected (concentric, sector, multiple nuclei, peripheral). innovation, and higher leveled thinking. • Students will include all of the following (in the appropriate locations): 3 – Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment • 25 middle class houses demonstrated student could apply new • 10 tenements (apartment buildings in slums) knowledge. • 10 factories 2 – Developing: Student was able to work • 15 wealthy homes individually or collaboratively most of the time, • 3 schools (1 university) and showed some effort. The steps in the • 1 jail assignment demonstrated student could apply • 2 cemeteries most of the knowledge learned throughout unit. • 5 stores 1 – Beginning: Student was only able to apply • 2 houses of worship new knowledge learned during unit with • 5 restaurants assistance. Student had difficulty working • 1 hospital independently or collaboratively with others • 1 city hall and did not work to best of ability. • 1 theater • 1 museum • 2 railroad stations • 1 railroad • 1 canal • 2 bridges • Roads as appropriate (minimum of 10) • 2 green areas (common areas)

Script a written rationale to explain and defend the “urban” design selected. Reference each of the areas or zones of the model.

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • Unit 7 Test- Multiple Choice and Free Response Questions performance on free response questions; • FRQ Examples: 4 – Innovating: Student accurately interprets • 2001 FRQ #2, 2002 FRQ #3, 2003 FRQ #1,2004 FRQ #3, 2005 FRQ #3, 2009 FRQ #2, 2011 verbal descriptions, maps, graphs, photographs, FRQ #1, 2013 FRQ #3, and/or diagrams, analyzes and evaluates • Field Study- Lower East Side, Manhattan NY geographical concepts thoroughly, supplies o Complete research on the demographics of the LES from www.census.gov appropriately selected and well-explained real- o Students take a tour of the Lower East Side of Manhattan offered by the LES world examples to illustrate geographic Tenement Museum. concepts, and synthesizes different topical areas o Students will answer the following questions after the tour: successfully. 1. Describe the impressions of the area. Did the field observations support the impressions formed by the census data? What were the differences? 3 – Applying: Student interprets verbal 2. Does the LES have an ethnic population that is significantly larger than the descriptions, maps, graphs, photographs, and/or metropolitan (county) average? If so, what visible landscape clues reinforce this diagrams, analyzes and evaluates geographical social geography? Pay attention to small details. How are the houses painted? What concepts sufficiently, supplies appropriately religious symbolism is apparent? Are there some characteristic land uses, such as selected and real-world examples to illustrate gardens, plazas, or noticeable recreational sites? What vegetation do people plant geographic concepts, and synthesizes different and grow? topical areas minimally. 3. Does the LES have a large population of children? If so, what can be observed about the uses of social space? Where do children play or hang out? What kinds of activities do they engage in? 2 – Developing: Student interprets verbal descriptions, maps, graphs, photographs, and/or 4. Does the LES have high-income residents? What can you observe about vehicles diagrams with minor errors, analyzes and parked in driveways, on the street, and in front of houses? Do many people ride the evaluates geographical concepts minimally and bus rather than drive? may contain errors, does not supply 5. How do your observations of housing compare to the statistical data from the appropriately selected and well-explained real- census? What is the relationship between housing data and the physical condition world examples to illustrate geographic and maintenance of houses or apartments? What types of housing prevail (i.e., concepts consistently, and does not synthesize apartments, row homes, duplexes, or single-family, detached houses)? Do people different topical areas. have large yards or common-use areas? Do people use backyards or front yards for socializing? 6. Have changes occurred since the 2010 Census? Cite examples. 1 – Beginning: Student interprets verbal 7. What other information did you gather about your area that you could not get from descriptions, maps, graphs, photographs, and/or census data alone? How does field observation help one to better understand the diagrams with some errors, analyzes and cultural environment? evaluates geographical concepts minimally and may contain errors, does not supply any real- world examples to illustrate geographic concepts, and does not synthesize different topical areas. Unit 7: Cities and Urban Land Use Stage 3 – Learning Plan Summary of Key Learning Events and Instruction • Read Fouberg, Chapter 9- Urban Geography • Kuby Activities, Chapters 9- Take me Out to the Ballgame: Market Areas and Urban Geography • Conduct an inquiry based discussion around PowerPoint Notes/lecture. • Complete Urban Hierarchies and Central Places Activity • Analyze the Services in Philadelphia- http://philadelphiaretail.com/loc-rittenhouse-square.aspx • View Video on Central Place Theory https://www.youtube.com/watch?v=ITHLjm45OBA • World Cities Classification- http://www.lboro.ac.uk/gawc/world2012t.html • View Urban Models Video Clip: https://www.youtube.com/watch?v=wQ4ZDv8SL18 • Create Lego Models of the Urban Models including Concentric Zone, Sector, and Multiple Nuclei • Analyze Suburban Housing Patterns http://www.houzz.com/ideabooks/6557287/list/Get-a-Bird-s-Eye-View-of-America-s-Housing- Patterns • Complete World Cities Activity- View Images from 20 world cities and identify them. • View the Film Radiant City and discuss the various flaws and advantages of suburban life. • Analyze the census data of the Lower East Side of Manhattan, New York and compare it to the entire metro area of NYC, NY. • Read Article and Discuss: The Four Stages of New Urbanism Unit 8 Exam Review and Post Exam Materials Stage 1 Desired Results ESTABLISHED GOALS Transfer Common Core Students will be able to independently use their learning to… RH.1-Cite specific textual evidence to support • Use and think about maps and spatial data sets. analysis of primary and secondary sources, • Understand and interpret the implications of associations among phenomena in place. connecting insights gained from specific details • Recognize and interpret at different scales the relationship among patterns and processes. to an understanding of the text as a whole. • Define regions and evaluate the regionalization process. • Characterize and analyze changing interconnections among places. RH.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the Meaning relationships among the key details and ideas. UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… • What is human geography? RH.7-Integrate and evaluate multiple sources of • The field of geography helps us • What is the importance of field study? information presented in diverse formats and understand the world and our • How does geography help us better media (e.g., visually, quantitatively, as well as in immediate surroundings. understand the world and its people? words) in order to address a question and solve • What careers can you explore using a problem. geography? Acquisition RH.8-Evaluate an author’s premise, claims, and Students will know… Students will be skilled at… evidence by corroborating or challenging them • Academic vocabulary from Units 1-7 • Constructing geographic questions. with other information. • Acquiring geographic information. • Organizing geographic information. RH.9-Integrate information from diverse • Analyzing geographic information. sources, both primary and secondary, into a • Answering geographic questions. coherent understanding of an idea or event , noting discrepancies among sources.

WHST.1-Write arguments focused on discipline- specific.

WHST.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.6-Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

WHST.7-Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9-Draw evidence from informational texts to support analysis, reflection, and research. Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the PERFORMANCE TASK(S): following or similar rubric to evaluate students’ Amazing Race Project: performance on lesson assessments; Students have been hired by the producers of The Amazing Race, a CBS Television reality 4 – Innovating: Student was able to apply competition show, to help plan an upcoming season. The show follows teams of two around the knowledge learned during unit, worked world as they race through challenges for a chance to win $1 Million. In this class, they will work in independently or collaboratively with group assigned teams of 3-5 to complete this project. members, and showed effort. All steps of the assignment demonstrated application, The producers of the show request the following: innovation, and higher leveled thinking. 3 – Applying: Student worked independently or • The trip should collaboratively with group members and showed o visit at least six continents effort. All steps of the assignment demonstrated o visit at least 8 different countries (4 MDC’s and 4 LDC’s) student could apply new knowledge. o have a total of 12 stops (this includes starting point and final destination) 2 – Developing: Student was able to work o visit urban, suburban, and rural areas individually or collaboratively most of the time, o NOT USE any current war zones for a stop. Television producers would not risk the and showed some effort. The steps in the lives of their contestants or camera technicians by placing them in such locations. assignment demonstrated student could apply most of the knowledge learned throughout unit. • Each stop should include at least one challenge that relates to cultural, historical, and/or 1 – Beginning: Student was only able to apply physical geographical issues related to the location (i.e. rappelling into an inactive volcano, new knowledge learned during unit with bungee jumping from over a prominent river, eating something “exotic”, etc) assistance. Student had difficulty working • The entire trip should be able to be completed within a timeframe of 21 to 25 days. independently or collaboratively with others and did not work to best of ability. • The flow of the trip should not be complicated and should follow a sensible order. o Limit the amount of crisscrossing around the globe (don’t fly from Russia to Brazil to Japan). o Make sure that contestants could actually make airline journeys with 2 or fewer connecting flights.

When planning a trip: • Student will write clues for each challenge and new travel destination (i.e. “Travel by plane to Baltimore, Maryland. When you arrive use one of the marked cars and drive yourselves to Camden Yards to receive your next clue” and then “Go inside Camden Yards and find the head groundskeeper; he will give you the rules for your next challenge”).

• Include challenges that visit all of the following: local festival, museum, historical site, artistic performance (theater, music, visual art), local market, making and/or eating indigenous food, and religious house of worship. Of course you can visit other locations, too.

• Identify the method of transportation to reach each destination (provide the name of each airport and train station as well as the length of the journey in miles). Make use of a variety of vehicular modes of transportation (i.e. self driving, taxis, bicycles, mass transit, rickshaws, etc).

Student growth assessed on: Visual Presentation: I Movie a. Create a map of the world with route of trip shown b. Visual representation of each stop, including a large scale map (i.e. map, picture of a landmark, image of the “exotic” food being eaten, picture of special mode of transportation) c. The challenges described via audio or text. d. Each I movie will be uploaded to Ebackpack. 1) Written Portfolio: submitted on the due date with the following information: a. All clues and itinerary of the trip (detailed descriptions of the rules for each challenge are to be included) b. Country Profile (one for each country visited) Each group member completes 2. i. See Attached c. MLA Works Cited Page

Suggested Free Response Rubric: Use the OTHER EVIDENCE: following or similar rubric to evaluate students’ • AP Human Geography Practice Examination/Released Exam performance on free response questions; • Complete AP Grand Review Packet 4 – Innovating: Student accurately interprets • Create a Power Point explaining one of the following careers in Geography verbal descriptions, maps, graphs, photographs, a. Urban Planning/Community Development and/or diagrams, analyzes and evaluates b. Cartographer geographical concepts thoroughly, supplies c. GIS Specialist appropriately selected and well-explained real- d. Climatologist world examples to illustrate geographic e. Transportation Management concepts, and synthesizes different topical areas f. Environmental Management successfully. g. Emergency Management h. Demographer 3 – Applying: Student interprets verbal • Write a reflection of the film Slum Dog Millionaire. Identify and analyze the significance descriptions, maps, graphs, photographs, and/or of the examples from the film regarding population, migration, development, religion, diagrams, analyzes and evaluates geographical and urban geography. concepts sufficiently, supplies appropriately selected and real-world examples to illustrate geographic concepts, and synthesizes different

topical areas minimally.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction • Review Key Topics from the Units of Study • Administer an AP Human Geography Practice Exam • Discuss Exam strategies • Final Performance Assessment and Other Evidence

Benchmark Assessment Quarter 1

1. Students will choose from the Quarter 1 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to Geography: It’s Nature and Perspectives, Population, and Migration.

Benchmark Assessment Quarter 2

1. Students will choose from the Quarter 2 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to Cultural Processes and Political Geography.

Benchmark Assessment Quarter 3

1. Students will choose from the Quarter 3 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to Agriculture and Rural Land Use, and Industrialization and Economic Development.

Benchmark Assessment Quarter 4

1. Students will choose from the Quarter 4 Essential Questions, and reflect upon and respond to the enduring understandings pertaining to Cities and Urban Land Use.