Kansas common core standards for high school world geography
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Kansas Common Core Standards for High School World Geography . Piper High School World Studies Mr. Curtis Hamilton . Things we do everyday in World: Studies and How they relate to Common Core Standards.

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Kansas Common Core Standards for High School World Geography

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Kansas Common Core Standards for High School World Geography

Piper High School World Studies

Mr. Curtis Hamilton

Things we do everyday in World: Studies and How they relate to Common Core Standards

Bell Ringers : Various questions that check the past learning experiences of the students as well as check there retention of material already covered in World Studies. Done at the beginning of class these questions are normally Remembering or Understanding questions . ( Standard Varies with Questions)

In- Class Readings: The students are presented with various medias such as maps, charts, and literature in which they use to answer higher level thinking questions. These are in line with Anchor Standard of the Common Core Literacy in History Standards (9-10 RH.2, RH .3, RH.4,RH.5 , RH.6 )

Guided Readings: Guided Readings are given as homework assignments each coincide with the World Studies textbook. The student must pull information from the text to complete the various activities on the Guided Readings. (9-10 RH.2, RH .3, RH.4,RH.5 , RH.6 )

Review Journals : Students write on various questions posed to encompass the current unit of study and to stimulate higher level thinking. ( 9-10 WHST.1, WHST.3 )

Course Expectations

The World Geography course familiarizes students with the world using the five geographic themes and essential elements. Students should develop skills and knowledge about location, place, human/environmental interaction, movement, and regions. The course should compare and contrast these themes across all continents. Special attention must be given to the most essential skills and knowledge of the discipline. The course should focus on geographic habits of mind to promote higher level thinking and problem solving. The course should require students to apply skills and knowledge to content information involving different regions of the world. The course should be rigorous and relevant with instruction that integrates thinking skills, historical processes, and content so that students are able to apply the learning to their own lives. Students are able to apply their geographic knowledge to their community, state, nation, world, and themselves. Instruction should also include the integration of concepts and principles from economics, civics, history, and humanities.

Examples on How students are meeting Course Expectations in World Studies

  • Habits of the mind- Each Unit the students use knowledge to solve various issues in the region which is being studied while using different media such as maps, NBC Learn Videos, and primary sources ! Ex. How can the countries of western hemisphere stop the illegal drug trade?

  • Being able to apply the knowledge to their own lives- Ex. Comparing the standard of living in regions such as South America to the standard of living in the United State! Difference between the United States democratic habits and those of countries such as Venezuela or Egypt!

  • Locations- Students complete various map each unit in which assess the major physical, political, and various geographical features. The students then create there own map which emphasize the location of these various features

  • Place, Human/Environmental interaction, and movement: Student analyze throughout unit how the physical environment affects the way of life of the people in that region- Example: The economic impact of tourism in the Yucatan Peninsula. The students examine and assess the toll humans have on the environment in each region- Ex. The destruction of the Amazon Rain Forest by human and the affect on the environment. Students evaluate the movement of population through history and how it has changed the region. Ex. The movement of Mexico’s citizens to the border towns!

Suggested Units


For the purpose of instruction, educators have great flexibility in how instructional content is organized. The units listed below are provided as a planning guide. The state performance assessment prompts and primary/secondary source libraries used as part of the assessment process are based on this unit organization.

State performance assessments will measure students’ ability to integrate content as part of their understanding of the Standards and Benchmarks. It is this ability to use content in authentic ways that will be assessed, not simply the content itself.

So the specific content contained in these units is not mandated, but is made available as a suggested grade level scope and sequence to assist in the planning of local lessons and units. It should be remembered that during this planning, emphasis must be placed on the “doing” of geography rather than simple acquisition of content knowledge.

•Geography Themes and Skills

•Latin America


•North Africa and the Middle East

•Sub-Saharan Africa

•North Asia

•South Asia

•Australia, Antarctica, and the Pacific World

Units in World Studies at Piper High School

Unit 1 Studying Geography: Geography Themes and Skills

Unit 2: Earth in Space, Weather and Climate- Geography Themes and Skills

Unit 3: Physical Geography :Geography Themes and Skills

Unit 4: Human and Cultural Geography: Geography Themes and Skills

Unit 5 : United States : Connecting with Past Learning

Unit 6 Canada: Connecting with Past Learning

Unit 7: Mexico and Caribbean: Latin America

Unit 8: South America : Latin America

Unit 9: Northern Europe, Western Europe and Southern Europe: Europe

Unit 10 : Russia and Former Soviet Nation: Europe

Unit 11 : Middle East and North Africa

Unit 12 : Sub Saharan Africa

Unit 13:North Asia

Unit 14: Indian Perimeter : South Asia

Unit 15 : Southeast Asia and the Pacific World : South Asia and Australia, Antarctica, and the Pacific world


  • Choices have consequences.

  • Individuals have rights and responsibilities.

  • Societies are shaped by beliefs, idea, and diversity.

  • Societies experience continuity and change over time.

  • Relationships between people, place, idea, and environments are dynamic.

Examples from a unit and How we are meeting the Standards

These are just one example from South America (Unit 8 ) that we cover. There are many other scenarios in which we covering encompassing each standard

1. Choices have consequence - South America- Students examine the nationalization of Venezuelan Oil and its consequences on the Venezuelan people and environment. ( Unit 8)

2. Individuals have rights and responsibilities- South America- Examine the Race and Segregation issues in South America. Where does the problem come from? How can it be fixed ? (Unit 8)

3. Societies Shaped by beliefs, idea, and diversity! - South America- Examining the Colonial period and how it shaped South America and it current issues. (Unit 8)

4. Societies experience continuity and change over time- Examining the Gauchos in Argentina and how their way of life has changed over time and the similarities to the Great American West

5. Relationships between people, place, idea, and environment are dynamic. Ex. How Guyana has such a diverse population which includes a rather large South Asia population.

Connecting with Best Practices and Literacy Expectations

  • It is the process of applying foundational knowledge, not rote memorization of content, which prepares students for the 21st century. It is vital that Kansas K-12 students acquire the ability to analyze, interpret, evaluate, and communicate at high levels. These discipline-specific process skills are best learned through integrating them into the content of world geography.

  • The skills are more clearly articulated in the Benchmarks and Best Practices and Literacy Expectations, and reflect the influence of the Kansas College and Career Ready Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (KCCRS), often referred to as the Common Core. It is this nuanced balance of process skills, historical and social science foundational knowledge, and the KCCRS that best prepares students for college, career, and citizenship.

  • State assessments will focus on the Standards and Benchmarks, not specific content. The following Instructional Narrative and Content Outline may be used as a grade level scope and sequence to assist in the planning of lessons and units. But it should be remembered that during this planning, emphasis must be placed on the “doing” of geography rather than simple acquisition of content knowledge.

  • As they prepare to teach the World Geography course teachers should review the Profile of the 21st Century Learner and the Kansas Social Emotional and Character Development Model Standards endorsed by the Kansas State Board of Education and “Geography for Life: National Geography Standards, Second Edition” from the National Council for Geographic Education (NCGE).

Examples of Literacy Expectations in World Studies

  • Projects in which students asses diverse media and create a hypothesis from the information gathered! Ex : Weather Prediction Project and Population Project

  • Student asses various sources and are able to contrast between and primary and secondary source: Lesson in Collaboration with the Librarian- EX. Research project for second semester.

  • Students are expected to use parenthetical citation as well as submit a bibliography- All projects in World Studies

  • Students evaluate various media such as Maps, Charts, Journals, and Writings in every unit and use the information to answer various questions and to write short essays dealing with issues in the world! Ex. Review Journals and In- class readings.

Connecting with Past Learning

Students should possess a general understanding of Kansas geography, symbols, industry, culture, and identify with a community or region of the state. They should have basic geography skills and an awareness of the different regions of the U.S. They will be familiar with geography themes and general physical and human geography, U.S. History to 1800 and World History to about 1500. They should have experience with the Best Practices and Literacy Expectations and should be aware of the discipline’s specific ways of thinking or habits of mind. Students will be able to link their understanding of geography with events in integrated courses such as World and U.S. History. They possess understanding and needed background knowledge in geography and other social studies disciplines. Students should have experience reading, writing, and speaking about geography. Students should also be able to recognize, evaluate, analyze, and investigate specific topics in order to draw conclusions or parallels between those topics and others.

Connecting With Past Learning in World Studies

In World Studies one unit is devoted to reviewing the United States history, culture, and geography which includes Kansas. The unit is broken up in to regions based on geographical and historical similarities.

In every regional unit in World Studies the students examine the history of the region as well as the present. Making inferences and connecting the history to present and its influence on the current issues and culture in the region. We also devote several units to reviewing geographical terms and skills which have been taught in previous Geography classes.

Connecting with Future Learning

Students will be asked to link their understanding of geography with events in future integrated courses such as world and U.S. History. This understanding will provide needed background knowledge in other courses such at literature, science, and other technical subjects, as well as post-secondary pursuits. The skills and content taught at this grade level may be used as background and prior knowledge for the future. Critical components of their experience in world geography should include reading, writing, and speaking about geography. Students should become more familiar with specific habits of mind that make up the history, government, and social studies disciplines. Students should also be able to recognize, evaluate, analyze, and investigate specific topics in order to draw conclusions or parallels between those topics and others.

How are we preparing students for World and US History in World Studies

In every unit of World Studies the students examine the History , Government, Economy, and Culture in the region of study.

In the United States unit students examine each region’s cultural and geographic history and make inferences to modern U.S. culture.

In each region of the world students examine the way the earlier civilizations lived and make inferences on the connection with the current culture of the region. In doing so the students take in consideration the role that the physical geography plays in shaping the history of the region as well.

Geography Themes and Skills

  • It is recommended that a review of “Geography Themes and Skills” be the initial unit in order to establish what students know and understand about Geography. Formative assessment of this unit is critical in developing future lessons, but the decision in which order units are taught remains with the local district.

  • In this unit students should address geographic themes, such as the five themes of geography, the essential elements, the National Geography standards, and the National Council for the Social Studies (NCSS) Thematic strands. In addition students should interpret various types of geographic information and how geographers look at the world. In this unit students should be introduced to existing and emerging technologies in geography. Students should be able to analyze the major geographic regions of the world using knowledge about geographic spatial terms, physical systems, human systems, and understand the relationships among people, places, and the environment. Students will be able to apply these skills to analyze and interpret the past, present, and future in area studies. This unit should include:

  • Geographic themes: location, place, human/environment interaction, movement, region

  • Maps and mapping: absolute and relative location, latitude, longitude, equator, Prime Meridian, International Date Line, poles, Tropics of Cancer and Capricorn, Arctic and Antarctic circles, and other important meridians/lines of latitude, a compass rose, including cardinal and intermediate directions, Locate continents, oceans, major physical and political regions on a map or globe, mountain ranges, river systems, ecosystems, plains, plateaus, deserts, valley, glacier, strait, peninsula, hills

  • Geographic Technology :satellite mapping, dynamic mapping systems, global :positioning systems (GPS), geographic information systems (GIS)

How do students acquire Geography Skills and Themes in World Studies

  • Unit 1: focuses on Subfields of Geography, Branches of Geography, and Geography Tools. Ex: Mapping tools and technology

  • Unit 2: focuses on Weather and How Weather is affected by Earth’s position in Space . Ex. Solar Energy ,Equinoxes, Solstices, High and Low pressure systems, Tornadoes, etc…..

  • Unit 3 focuses on the study of Physical Geography Themes. Ex: Hills, Mountains, Rivers, Oceans etc……

  • Unit 4: Focuses on Human Geographical Themes: Ex. Culture , Population, Movement of Populations , Humans and the Environment, etc……

  • Throughout the specific regional units the students use these geographical and mapping skills to evaluate the region of study!

  • In every unit students asses a wide range of maps and use these maps to compose an educated perspective of the region.

Regional Units

  • In each regional unit, students will examine the nations, regions, and areas defined. Students should be asked to recognize the physical features, characteristics, and human geography of the nations, regions, and areas. Each nation and/or region should be examined with consideration to the five geographic themes and essential elements. Students should be asked to recognize and evaluate critical choices and consequences, rights and responsibilities, beliefs, ideas and diversity, continuity and change, and dynamic relationships drawing conclusions about how the world works.

  • Physical Geography:physical features, climate, weather, resources, boundaries

  • Human Geography: demographics, migration, immigration, language, religion, government, economics, general culture, significant ,minorities

  • Interaction of Human/Physical Systemsenvironmental trends and issues, exploited resources and peoples

    Sample Compelling Questions

  • What critical decision about land use has had the most significant impact on the geography of the region? (Standard 1)

  • What are the circumstances surrounding human rights in the region? (Standard 2)

  • How have specific beliefs, ideas, and diversity impacted the geography of the region?(Standard 3)

  • How has the geography of the region changed over time? (Standard 4)

  • How has geography shaped the culture and relationships in the region? (Standard 5)

Regional Units in World Studies

  • In each regional unit of World Studies the students assess and create maps which emphasize the major geographical and political locations in the country

  • The students evaluate the history of the regions and infer how the history has shaped the current issues and culture in the region

  • Student compare and contrast each regions economy, government , history, and standard of living to the United States.

  • Students evaluate the human and physical features of the region to make connections.

    Examples of Questions students are exposed to in each regional Unit

  • How will a Oil Pipeline running through the United States change the U.S. economy? (Standard 1)

  • How can segregation in South America be changed? (Standard 2)

  • How did the colonial period influence the culture of Central America today? (Standard 3)

  • How has China’s government and economy changed in the past 20 years? (Standard 4)

  • How do the Rocky Mountains play a role in the current political issues in Canada? ( Standard 5)

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