geography: world cultures mr. aaron bbs. day one objective: course overview and understanding...

GEOGRAPHY: WORLD CULTURESMR. AARON

DAY ONEOBJECTIVE: COURSE OVERVIEW AND UNDERSTANDING META-COGNITION

Warm Up

• Why are you taking this geography course? What do you want learn about the world? What do you hope to learn about yourself and place in the world?

• What is Geography?

Course Introduction

• Syllabus• Classroom routines & rituals• Classroom rules and expectations

Meta-Cognition Discussion/Reading

• Geography Text “Critical Thinking” (pages s2-4)

Student Activity

• “Writing about Geography” (s5-6)

General Q&A

Homework

• Finish writing prompt• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)

EXPECTATIONS• Be an active listener; participate in class discussions by raising your

hand and not speaking over anyone. Listen to your peers and ask questions!

• Be completely prepared for class with all materials (textbook, charged laptop, writing utensils, etc…). This is a backpack free zone.

• Bottled water is allowed. No other food or drink is allowed.

• Take care of your restroom needs before entering class. You have five minutes for a passing period.

• Leave your desk and surrounding area cleaner than how you found it!

• Accept the responsibility of your work.

• Cheating, plagiarism, or academic dishonesty of any kind will result in consequences outlined by the BBS HS Guide.

• Most importantly, respect yourself, respect others, and respect the space.

WRITING ABOUT GEOGRAPHY

Step One:Write a paragraph or short paper about your community for a visitor (Mr. Rob). When you have finished your draft, review it and then mark and correct any errors in grammar, spelling, sentence structure, or punctuation. At the bottom of your draft, list any key resources—such as a dictionary—that you used to check and correct your work.

Step Two:Then write your final draft. When you are finished with your work, use pencils or pens of different colors to underline and identify the topic sentence, body, and conclusion of your paragraph.

DAY TWOOBJECTIVE: SKILLS REVIEW

Warm Up

• Paragraph Response Sharing• Comparing and contrasting what you heard, what conclusions can

you draw from your peers about these communities?

Skills Lecture

• Define: Research, Analysis, Organizing, Active Reading• Cornell Note Taking Overview

Student Activity

• Read s6-16• Take notes

• I will be checking notes tomorrow.

Homework

• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)

SKILLS REVIEW• Research: Planning, Organizing, and Completing

• Analysis: Study material, consider audience, check bias, compare sources

• Organizing: Cause and Effect, Comparing and Contrasting, Sequencing, Problem and Solution

• Active Reading: Preview, Question, Predict, Infer, Connect, Summarize, Evaluate

CORNELL NOTES

DAY TWOOBJECTIVE: SKILLS REVIEW

Warm Up

• Paragraph Response Sharing• Comparing and contrasting what you heard, what conclusions can

you draw from your peers about these communities?

Skills Lecture

• Define: Research, Analysis, Organizing, Active Reading• Cornell Note Taking Overview

Student Activity

• Read s6-16• Take notes

• I will be checking notes tomorrow.

Homework

DAY THREEOBJECTIVE: FIVE THEMES OF GEOGRAPHY

Warm Up

• In what ways do you think people/society use geography?

Five Themes of Geography Lecture

• Movement, Region, Place, Location, Human Interaction

Student Activity

• Five Themes of Geography Book• Feel free to use pages 3-8 in the textbook• Teacher will check notes during this time

Closing

• In what ways do people/society use geography?

Homework

• Journal One (Due 9/7)• Signed syllabus (Due 9/14)• Register for course on Moodle (Due 9/14)

FIVE CHARACTERISTICS OF GEOGRAPHY

THE FIVE THEMES OF GEOGRAPHYThere are five ways to look at the earth

When geographers work, they are guided by two basic questions:

1) Where are things located?

2) Why are they there?

To find these answers, geographers use five themes to organize information

THEME 1: LOCATION

Where is It?

Why is It There?

Two Types of Location

•Absolute

•Relative

ABSOLUTE LOCATION

• A specific place on the Earth’s surface

• Uses a grid system

• Latitude and longitude

• A global address

RELATIVE LOCATION

• Where a place is in relation to another place

• Uses directional words to describe

• Cardinal and intermediate directions

THEME 2: PLACEPHYSICAL CHARACTERISTICS

• Land Features

• Mountains, plains, and plateaus

• Climate

• Bodies of Water

THEME 2: PLACEHUMAN CHARACTERISTICS

• People

• Culture

• Language

• Religion

• Buildings and Landmarks

• Cities

THEME 3: HUMAN ENVIRONMENT INTERACTION

How People Interact With Their Environment

People . . .

• Adapt to Their Environment

• Modify Their Environment

• Depend on Their Environment

http://www.fotosearch.com/comp/corbis/DGT119/BAG0017.jpg

THEME 4: MOVEMENT

The Mobility of• People• Goods• Ideas

How Places are linked to one another and the world

THEME 5: REGIONS

What Places Have in Common

• Political Regions

• Landform Regions

• Agricultural Regions

• Cultural Regions

DAY THREEOBJECTIVE: FIVE THEMES OF GEOGRAPHY

Warm Up

• In what ways do you think people/society use geography?

Five Themes of Geography Lecture

• Movement, Region, Place, Location, Human Interaction

Student Activity

• Five Themes of Geography Book• Feel free to use pages 3-8 in the textbook• Teacher will check notes during this time

Closing

• In what ways do people/society use geography?

Homework

JOURNAL ONE

In at least one paragraph, respond to this question:

Why is geography important?

All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).

DAY FOUROBJECTIVE: FIVE THEMES OF GEOGRAPHY

Warm Up

• What questions/concerns do you have about the Five Themes of Geography Book?

• At the end of each week, please submit your weekly warm up document in the tray at the end of the period.

Student Activity

• Five Themes of Geography Book• Feel free to use pages 3-8 in the textbook

Homework

JOURNAL ONE

Why is geography important?

DAY FIVEOBJECTIVE: THE GEOGRAPHER’S TOOLS

Warm Up

• Quiz• For all quizzes, you will have ten minutes• Nothing is to be on top of your desk-You should only have something to write

with• Talking/Communicating/Noise is not tolerate-automatic zero and phone call

Geographer’s Tools Lecture

• Take notes based on the tools covered during the lecture• Pages 9-20• I will be checking notes at the end of the week

Student Activity

• In pairs, read Section Two: Using the Geographer’s Tools• Continue notes

Homework

THE GEOGRAPHER’S TOOLS

MR. AARON

MAPS AND GLOBES

A geographer’s tools include maps, globes, and data that can be displayed in a variety of ways.

Globe: Three-dimensional representation of earth. It provides a way to view the earth as it travels through space.

MAPS AND GLOBES

Maps: Two-dimension graphic representations of selected parts of the earth’s surface.

MAPS AND GLOBES

Map Projection: A manner to draw the earth’s surface that reduces distortion caused by presenting a round earth on flat paper.

Cartographer: A mapmaker

TYPES OF MAPS

There are three types of maps

• General Reference Maps (Topographic Map): A representation of natural and man-made features on earth.

• Thematic Maps: Emphasize specific kinds of information, such as climate or population density.

• Navigational Maps (Charts): Assist users to plot a course through water or air.

TECHNOLOGY

Technology helps cartographer’s create maps by using surveying methods, such as satellites, geographic information systems (GIS), and global positioning system (GPS).

DAY FIVEOBJECTIVE: THE GEOGRAPHER’S TOOLS

Warm Up

• Quiz• For all quizzes, you will have ten minutes• Nothing is to be on top of your desk-You should only have something to write

with• Talking/Communicating/Noise is not tolerate-automatic zero and phone call

Geographer’s Tools Lecture

• Take notes based on the tools covered during the lecture• Pages 9-20• I will be checking notes at the end of the week

Student Activity

• In pairs, read Section Two: Using the Geographer’s Tools• Continue notes

Homework

DAY SIXOBJECTIVE: DECISION AND PROBLEM SOLVING

Warm Up

• Describe the steps you take in the decision making/problem solving process for working in groups.

Decision and Problem Solving Lecture

• Take notes based on the techniques

Student Activity: Looking for Buried Treasure

• In pairs, complete the “Looking for Buried Treasure” activity

Closing

• What did you learn about the decision making/problem solving process with this activity?

Homework

DECISION-MAKING AND PROBLEM SOLVING

GEOGRAPHY

DECISION MAKING

Identify a situation that requires a decision.

Gather information.

Identify your options.

Make predictions about consequences.

Take action to implement a decision.

PROBLEM SOLVING

Identify the problem.

Gather information.

List and consider options.

Examine advantages and disadvantages.

Choose and implement a solution.

Evaluate the effectiveness of the solution.

DAY SIXOBJECTIVE: DECISION AND PROBLEM SOLVING

Warm Up

• Describe the steps you take in the decision making/problem solving process for working in groups.

Decision and Problem Solving Lecture

• Take notes based on the techniques

Student Activity: Looking for Buried Treasure

• In pairs, complete the “Looking for Buried Treasure” activity

Closing

• What did you learn about the decision making/problem solving process with this activity?

Homework

DAY SEVENOBJECTIVE: GEOGRAPHY OVERVIEW

Warm Up

• What did you learn about the decision making/problem solving process with the “Looking for Buried Treasure” activity?

• Expectation Review

Student Activity

• In pairs, find the treasure from the assigned map/directions. As partners, write a brief reflection addressing these questions:

• Did this group follow all instructions provided?• Was it challenging to find the treasure? Why?• What suggestions would you give to make the hunt more challenging?

• With the same partner, read chapter one and take notes from People, Places, and Change textbook

Exit Ticket

• How can spatial perspective be used to study the world?

Homework

EXPECTATIONS• Be an active listener; participate in class discussions by raising your

hand and not speaking over anyone. Listen to your peers and ask questions!

• Be completely prepared for class with all materials (textbook, charged laptop, writing utensils, etc…). This is a backpack and mobile/cell phone free zone.

• Bottled water is allowed. No other food or drink is allowed.

• Take care of your restroom needs before entering class. You have five minutes for a passing period.

• Leave your desk and surrounding area cleaner than how you found it!

• Accept the responsibility of your work.

• Cheating, plagiarism, or academic dishonesty of any kind will result in consequences outlined by the BBS HS Guide.

• Most importantly, respect yourself, respect others, and respect the space.

DAY SEVENOBJECTIVE: GEOGRAPHY OVERVIEW

Warm Up

• What did you learn about the decision making/problem solving process with the “Looking for Buried Treasure” activity?

• Expectation Review

Student Activity

• In pairs, find the treasure from the assigned map/directions. As partners, write a brief reflection addressing these questions:

• Did this group follow all instructions provided?• Was it challenging to find the treasure? Why?• What suggestions would you give to make the hunt more challenging?

• With the same partner, read chapter one and take notes from People, Places, and Change textbook

Exit Ticket

• How can spatial perspective be used to study the world?

Homework

DAY EIGHTOBJECTIVE: GEOGRAPHY OVERVIEW

Warm Up

• When and how do humans relate (interact) to the environment? Provide two examples of each.

Student Activity

• Individually or with your partner, continue to read Chapter One and take notes from People, Places, and Change textbook.

• When you finish your notes, choose ONE activity to complete and submit by the end of the period.

• Textbook Distribution

Homework

• Journal Two (Due 9/15)

JOURNAL TWO

How does studying geography help us understand the world?

DAY NINEOBJECTIVE: GROUP INQUIRY

Warm Up

• What is “diffusion”? Provide an explanation of one example.

Warm Up

• Chapter One Review

Group Inquiry Activity Overview

• What does inquiry mean?• Review of project requirements

• Example Infographics

Student Activity: Group Inquiry

• In groups of assigned groups of three, you will work on the group inquiry activity.

• Assign who is bringing what materials to class for next period

Homework

PEOPLE, PLACES, AND CHANGE: CHAPTER ONE REVIEW

GEOGRAPHY

DEVELOPING A GEOGRAPHIC EYE

Spatial Perspective

Geographic Studies

• Local

• Regional

• Global

THEMES AND ESSENTIAL ELEMENTS

Five Themes of Geography

• Location

• Place

• Human Environment Interaction

• Movement

• Region

BRANCHES OF GEOGRAPHY

Human Geography

Physical Geography

Meteorology

Climatology

Warm Up

Homework

WHAT IS INQUIRY?

INQUIRY: The act of asking questions in order to gather or collect information.

• When do we use inquiry?

• What questions can we come up with right now based on the five themes of geography?

GROUP INQUIRY ACTIVITYIn groups of three, you will be assigned one chapter from textbook People, Places, and Change.

Your group is responsible for creating one infographic board and submitting it by the end of the period on

• BLOCK 3: Thursday, September 18

• BLOCK 7: Sunday, September 21

Boards must include

• Summary for Each Section

• Five Vocabulary Words

• Five Images

• One Thematic Map (Corresponding to Assigned Chapter)

• Five Inquiry Questions Pertaining to Chapter

• Paragraph Connection to Each of the Five Themes of Geography

Make sure to bring photos, statistics, poster board, citations, glue, scissors, writing utensils, etc…

ASSESSMENT RUBRICAssessment Rubric

____/20 points: Summary for Each Section

____/5 points: Vocabulary Words

____/5 points: Images

____/5 points: Appropriate Thematic Map

____/5 points: Paragraph Connections to Each of the Five Themes of Geography

____/5 points: Inquiry Questions Pertaining to Chapter

____/5 points: Spelling, Grammar, Mechanics

Total project worth: 50 points

Warm Up

Homework

DAY TENOBJECTIVE: GROUP INQUIRY

Warm Up

• Quiz Two• For all quizzes, you will have ten minutes• Nothing is to be on top of your desk-You should only have something

to write with• Talking/Communicating/Noise is not tolerated-automatic zero and

phone call home

• In assigned groups of three, you will work on the group inquiry activity.

Closing Activity

• We will clean up the last five minutes of class

Homework

DAY ELEVENOBJECTIVE: GROUP INQUIRY

Warm Up

• What aspects of the problem solving/decision making process have you applied to this group project?

Inquiry Overview

Homework

INQUIRY OVERVIEW

DAY ELEVENOBJECTIVE: GROUP INQUIRY

Warm Up

• What aspects of the problem solving/decision making process have you applied to this group project?

Inquiry Overview

Homework

DAY TWELVEOBJECTIVE: GROUP INQUIRY GALLERY WALK

Warm Up

• Gallery Walk Protocol• What do you hope to learn from today’s gallery walk?

Review of Information

• Overview of Chapters Two, Three, Four, and Six

Student Activity

• Group Inquiry Gallery Walk• Groups are expected to complete associated worksheet• Individually, you are to take notes on the information

Exit Ticket

• Inquiry Question

Homework

GALLERY WALK PROTOCOL

In your groups, you will visit four stations today.

At each station, it is your responsibility to record important information based on the infographic board. The teacher will provide the organizer in which to record the information.

We must use our inside voices while visiting each station in order to read and write effectively.

You will have eight minutes at each station.

Warm Up

Student Activity

Exit Ticket

Homework

PEOPLE, PLACES, AND CHANGECHAPTER OVERVIEW

GEOGRAPHY

CHAPTER TWO: PLANET EARTH

The Sun, Earth, and Moon

Water on Earth

The Land

CHAPTER THREE: WIND, CLIMATE, AND NATURAL ENVIRONMENTS

Wind and Ocean Currents

Earth’s Climate and Vegetation

Natural Environments

CHAPTER FOUR: EARTH’S RESOURCES

Soil and Forests

Water and Air

Minerals

Energy Resources

CHAPTER SIX: THE UNITED STATES

Physical Geography

History and Culture

The Economy

Warm Up

Student Activity

Exit Ticket

Homework

DAY THIRTEENOBJECTIVE: CHAPTER NOTES

Warm Up

• What is the purpose of posing an inquiry question?

• Chapters Two, Three, Four, and Six Notes

Student Activity

• Map Activity• This is individual work and should be treated as such. Conversations

and movement must be limited in order for you and others to complete the task.

Homework

• Complete Map Worksheets

PEOPLE, PLACES, AND CHANGECHAPTER OVERVIEW

GEOGRAPHY

CHAPTER TWO: PLANET EARTHThe Sun, Earth, and Moon

Water on Earth

The Land

• Earth is the third planet away from the Sun

• 71% of the Earth is water

• Solstice is the longest day and Equinox is the shortest.

• Solstice happens in the Summer and the Equinox comes in the winter

• The Earth is divided into three parts The Core, The Tectonic plates, and The Crust.

• Cold areas as cold because they get indirect rays from the Sun

• Three things that control the Earth are the Rotation, The Revolution, and The Tilt

CHAPTER THREE: WIND, CLIMATE, AND NATURAL ENVIRONMENTS

Wind and Ocean Currents

Earth’s Climate and Vegetation

Natural Environments

• Soils can lose their fertility through erosion and leaching.

• Weather is the condition of the atmosphere in a short period of time

• Climate is the condition of the atmosphere in a long period of time

• Earth is separated into different pressure zones depending on the latitude

• Humus is a natural component for soil and is necessary for agriculture.

• Elevation plays a major roll in determining climate.

• People raised in a climate can adapt faster than people who migrate to certain climate.

• There are five types of climates : low latitude, dry, middle latitude, high latitude, high lands.

CHAPTER FOUR: EARTH’S RESOURCESSoil and Forests

Water and Air

Minerals

Energy Resources

• The energy we use comes from three main fossil fuels: coal, petroleum, and natural resources.

• First fertilizers that were used: manures

• Soil is a renewable resource

• Solar power has been recently used for energy

• From pressure and heat, these plants and animals changed to fossil fuels which are nonrenewable resources

• Minerals are broken down into 2 parts: metallic and nonmetallic

• Air pollution is a main cause of global warming

• Natural gas comes from earth’s crust through natural openings

CHAPTER SIX: THE UNITED STATESPhysical Geography

History and Culture

The Economy

• There are 5 regions in the United States

• The Europeans colonized North America in the 1500s

• The US has 11 different climates (more than any country)

• The US is made up of 50 states, and each state has it’s own culture

• The Rocky Mountains are in the US, and has more than fourteener

• The US has a democratic government, where people elect leadership

• Regions help us with info like climate and demographic

DAY THIRTEENOBJECTIVE: CHAPTER NOTES

Warm Up

• What is the purpose of posing an inquiry question?

• Chapters Two, Three, Four, and Six Notes

Student Activity

• Map Activity• This is individual work and should be treated as such. Conversations

and movement must be limited in order for you and others to complete the task.

Homework

• Complete Map Worksheets

DAY FOURTEENOBJECTIVE: WHEN DISASTER STRIKES

Warm Up

• Define renewable and nonrenewable resources. Provide two examples of each.

Bloom’s Taxonomy Lecture

• Take Notes

Student Activity

• When Disaster Strikes Activity• In your group of three, you have the next three class periods, today

included to submit final videos to me.• Block 3: Due Sunday, September 28 (end of period)• Block 7: Due Monday, September 29 (end of period)

Homework

• Collect and bring supplies for filming for next class period.

BLOOM’S TAXONOMYGEOGRAPHY BBS

2014-2015

BLOOM’S LEVELS

Level 1: Remember

Level 2: Understand

Level 3: Apply

Level 4: Analyze*

Level 5: Evaluate*

Level 6: Create

*Our inquiry questions should be at these levels!

DAY FOURTEENOBJECTIVE: WHEN DISASTER STRIKES

Warm Up

• Define renewable and nonrenewable resources. Provide two examples of each.

Bloom’s Taxonomy Lecture

• Take Notes

Student Activity

Homework

• Collect and bring supplies for filming for next class period.

DAY FIFTEENOBJECTIVE: WHEN DISASTER STRIKES

Warm Up

• What are three new pieces of information that you have learned about your chosen natural disaster?

Student Activity

Closing Activity

• Q&A

Homework

DAY FIFTEEN AOBJECTIVE: WHEN DISASTER STRIKES

Warm Up

• What do you have left to complete for this activity today/tomorrow.

Student Activity

included to submit final videos to me.• Block 3: Due Monday, September 29 (end of period)• Block 7: Due Monday, September 29 (end of period)

Closing Activity

• Q&A

Homework

DAY SIXTEENOBJECTIVE: WHEN DISASTER STRIKES

Warm Up

• Write one inquiry question about your natural disaster.• Remember to use the question starters given to you last week during

class if necessary.

Student Activity

included to submit final videos to me.• Block 3: Due Monday, September 29 (end of period)• Block 7: Due Monday, September 29 (end of period)

Closing Activity

• Submit work

Homework

• Journal Three• Due 7:00am tomorrow

BLOCK THREE: JOURNAL THREEIn at least one paragraph, respond to this question:

How are climate and weather different? How does the influence they have differ?

BLOCK SEVEN: JOURNAL THREEIn at least two paragraphs, respond to this question:

How are climate and weather different? How does the influence they have differ?

All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least two paragraphs).

DAY SIXTEENOBJECTIVE: WHEN DISASTER STRIKES

Warm Up

• Write one inquiry question about your natural disaster.• Remember to use the question starters given to you last week during

class if necessary.

Student Activity

Closing Activity

• Submit work

Homework

• Journal Three• Due 7:00am tomorrow

DAY SEVENTEENOBJECTIVE: WHEN DISASTER STRIKES VIDEO PREMIERES

Warm Up

• What is one question you have about the upcoming test?

Student Activity

• When Disaster Strikes Video Premieres• Complete reflection document based on videos

Closing Activity

• Exit Ticket• Submit in the tray on your way out of class

Homework

• Study for Unit One Test

DAY EIGHTEENOBJECTIVE: HUMAN GEOGRAPHY

Warm Up

• Quiz Three

Human Geography Lecture

• Take notes• I will be checking your notes from today’s lecture during the final five

minutes of class.

Closing Activity

• Note Check• Exit Ticket

• Submit in the tray on your way out of class

Homework

HUMAN GEOGRAPHY

GEOGRAPHY

2014-2015

HUMAN GEOGRAPHY: CULTURE

Culture: A learned system of shared beliefs and ways of doing things that guides a person’s daily behavior.

There are seven elements of culture

• Social Organization: Family patterns, structures, social classes

• Customs/Traditions: Rules of behavior• Religion: Meaning/purpose of life• Language: Spoken/written• Arts/Literature: Products of human imagination to pass on culture’s

beliefs

• Forms of Government: Provide order and needs• Economic Systems: Production of what, how, and for whom

HUMAN GEOGRAPHY: CULTUREEthnic Groups/Race

• Ethnic Groups are cultural groups of people who share learned beliefs and practices

• Race is a group of people who share inherited physical or biological traits. However, many argue that race is a social construct.

Cultural Change

• Cultures change over time through diffusion and acculturation. Acculturation is the practice of borrowing aspects of another culture as a result of long-term contact.

Cultural Differences

• Symbols are often times used to differentiate between cultures. Symbols can be a word, shape, color, or even a flag.

Development of Culture

• Culture is developed based on a region’s history, physical environment, landscape, city planning, and agriculture.

Marrakech, Morocco

HUMAN GEOGRAPHY: POPULATION

Population

• The branch of geography that studies human populations is called demography. Geographers who study it are called demographers.

• Demographers look at population size, density, and age trends.

Growth Issues

• Generally, high population growth rates will hinder a country’s economic development. High rates can lead to scarcity of resources and jobs.

HUMAN GEOGRAPHY: ECONOMYTypes of Economic Activities

• Primary Industries: Directly involve natural resources or raw materials.

• Examples include farming, mining, and logging.

• Secondary Industries: Change the raw materials created by primary activities into finished products.

• Examples include a sawmill that turns a tree into lumber.

• Tertiary Industries: Handle goods that are ready to be sold to consumers.

• Examples include stores, banks, and government agencies.

• Quaternary Industries: People with specialized skills not dealing with goods.

• Examples include people working with information such as researchers, managers, and administrators.

HUMAN GEOGRAPHY: ECONOMYEconomic Indicators

• Gross National Product (GNP)• The value of all goods and services that a country produces in one year. This includes

goods and services made by factories owned by that country’s citizens but located in foreign countries.

• Gross Domestic Product (GDP)• Includes only those goods and services produced within a country. Most geographers

tend to use this to study a country opposed to GNP.

• These are common means for an country to measure its economy.

Development

• Developed Countries: Highly industrialized countries• Developing Countries: Countries moving toward industrialization. 2/3 of the world lives

in developing nations.

Systems

• Free Enterprise Economy• People, not the government, decide what to make, sell, or buy

• Command Economy• The government owns most of the industries and makes most of the economic decisions.

HUMAN GEOGRAPHY: ECONOMY

McDonald’s Restaurant

HUMAN GEOGRAPHY: GOVERNMENTS

Unlimited Government

• Total control over all aspects of citizens lives. There are no legal controls placed on their actions.

Limited Government

• Limited control over aspects of citizens lives through constitutions and electoral processes. These limitations help protect citizens and societies from abuses of power.

DAY EIGHTEENOBJECTIVE: HUMAN GEOGRAPHY

Warm Up

• Quiz Three

Human Geography Lecture

• Take notes• I will be checking your notes from today’s lecture during the final five

minutes of class.

Closing Activity

• Note Check• Exit Ticket

• Submit in the tray on your way out of class

Homework

DAY NINETEENOBJECTIVE: TEST REVIEW

Warm Up

• What is the difference between GNP and GDP?

Test Expectation Review

• Expectations• Procedures• Rules

Student Activity

• Complete Unit Tutorial

Closing Activity

• Distribution of Answer Key

Homework

DAY TWENTYOBJECTIVE: TEST

• Complete test review packet.

Homework

• Journal Four

BLOCK THREE: JOURNAL FOURIn at least one paragraph, respond to this question:

Why do you think some peoples must work to preserve their cultures in the modern world?

BLOCK SEVEN: JOURNAL FOURIn at least two paragraphs, respond to this question:

Why do you think some peoples must work to preserve their cultures in the modern world?

All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least two paragraphs).

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