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.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Piper High School World Studies
Mr. Curtis Hamilton
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 )
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.
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
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
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.
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.
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.
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.
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.
Sample Compelling Questions
Examples of Questions students are exposed to in each regional Unit