Course: World Geography
2010 – 2011
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Concept (Big Idea): Human Systems
Enduring Understanding:
Foundations of Geography – Human Geography:
The study of human geography focuses on the patterns and
processes that shape human interaction, including patterns
related to economics, population, culture, and urbanization.
Concept Pacing: 24 days
Essential Questions:
1. How has the absolute and relative location of a region affected its history and way of life?
2. What elements of culture make us similar to some people and different from others?
3. What processes act to change or cause culture to spread?
4. What factors cause population to be distributed unevenly throughout the earth?
5. What kinds of economic activities do people engage in to meet their basic needs?
Unit 1: Human Geography
Vocabulary: culture, society, ethnic group, innovation, diffusion, acculturation, dialect,
religion, birthrate, mortality rate, infant mortality, rate of increase, population pyramid,
push-pull factors, population density, carrying capacity, state, nation, nation-state,
democracy, monarchy, dictatorship, communism, urban geography, city, suburb,
metropolitan area, urbanization, central business district, economy, economic system,
command economy, market economy, natural resources, infrastructure, per capita
income, GNP, GDP
Unit Pacing: 24 days
Mandated by Texas Administrative Code (19 TAC §74.4), the English
Language Proficiency Standards (ELPS), present standards that outline the
instruction school districts must provide to ELLs in order for them to have the
full opportunity to learn English and to succeed academically. The rule also
clarifies that the ELPS are to be implemented as an integral part of the
instruction in each foundation and enrichment subject of the TEKS. Please
review the standards at: http://ritter.tea.state.tx.us/curriculum/biling/elps.html
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; Why is geography important to our lives today? (National Geographic); Google Earth.
Arc 1: Elements of Culture
Arc Pacing: 4 days
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; Google Earth.
Matrix #
603
827
604
Established Goals
TEKS Knowledge & Skill
WG16 Culture. The student
understands how the components
of culture affect the way people
live and shape the characteristics
of regions.
WG23 Social studies skills. The
student uses problem-solving and
decision-making skills, working
independently and with others, in
a variety of settings.
WG17 Culture. The student
understands the distribution,
patterns, and characteristics of
different cultures.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
WG16B give examples of ways
various groups of people view
cultures, places, and regions
differently
Students Will Know…
WG23D Use a decision-making
process to identify a situation that
requires a decision, gather
information, identify options,
predict consequences, and take
action to implement a decision
WG17A Describe and compare
patterns of culture such as
language, religion, land use,
systems of education, and
customs that make specific regions
of the world distinctive

Course




Students will be able to….
Key vocabulary terms: culture,
diffusion, society, ethnic group,
acculturation, religion
The ways in which culture
affects a society
The characteristics,
distribution, and complexity of
Earth's cultural mosaics.
The ABC’s of culture
The basic tenets of world
religions
World Geography
Page 1 of 10





Apply the ABC’s of culture
to their own lives
Analyze different aspects
of cultures
Discuss examples of
cultural diffusion that have
occurred over time
Create a culture collage
using the main tenets of
culture
Write an essay that
compares and contrasts
different religions
updated 9/27/10
Course: World Geography
2010 – 2011
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks
 Students will create a project that uses the characteristics of culture. (The
ABC’s of culture)

Vocabulary quiz over key vocabulary
 Students will produce a culture collage (using the ABC’s of culture) using
pictures from magazines and write a summary justifying the picture they
chose.

2nd six weeks comprehensive district exam

Students will write a two paragraph paper comparing and contrasting
different world religions.

Religion Museum
 Students will read and complete a graphic organizer covering the world
religions.
Model Lesson/Activity/Module
Culture of Me Project
Teacher Resource
Peace Corps lesson plans
Culture Collage
Lesson plans over culture and
identity at
http://www.thinkfinity.org/
World Religions
Lizzie’s Morning
Learning Plan
Student Resource
Technology (Media, website, etc.)
http://www.nationalgeographic.com/xpeditions/
Other
http://www.pbs.org/frontlineworld/educators/cult
ure.html
Lizzie’s Morning ,National
Geographic Expeditions
Arc 2: Population Geography
Arc Pacing: 4 days
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; www.earth.google.com
Matrix
201
Established Goals
TEKS Knowledge & Skill
Established Goals
TEKS Student Expectation
Students Will Know…
Students will be able to….
WG6 Geography The student
understands the types and patterns of
settlement, the factors that affect where
people settle, and processes of
settlement development over time.
WG6A Locate settlements and observe
patterns in the size and distribution of cities
using maps, graphics, and other
information


229
© 2010 Austin Independent School District
WG6B Explain the processes that have
caused cities to grow such as location
along transportation routes, availability of
resources that have attracted settlers and
economic activities, and continued access
to other cities and resources
Course
World Geography

Key terms: birthrate,
fertility rate, mortality rate,
infant mortality rate, rate
of natural increase,
population pyramid,
population density,
carrying capacity,
migration, push-pull
factors
The factors involved in
the world's population
growth (women's rights,
pandemic diseases, infant
Page 2 of 10



Create a population
pyramid using a specific
set of data.
Analyze data from a
population pyramid.
Describe some factors
that influence population
density and carry capacity
Map the world’s
population density and
draw conclusions based
on their map.
updated 9/27/10
Course: World Geography
Matrix
205
Established Goals
TEKS Knowledge & Skill
WG7 Geography The student
understands the growth, distribution,
movement, and characteristics of world
population.
231
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Established Goals
Students Will Know…
TEKS Student Expectation
WG7A Construct and analyze population
pyramids and use other data, graphics, and
maps to describe the population
characteristics of different societies and to
predict future growth trends
WG7B Explain the political, economic,
social, and environmental factors that
contribute to human migration such as how
national and international migrations are
shaped by push-and-pull factors and how
physical geography affects the routes,
flows, and destinations of migration
WG7C Describe trends in past world
population growth and distribution
230
227





WG7D Develop and defend hypotheses on
likely population patterns for the future

601
611
WG16 Culture. The student
understands how the components of
culture affect the way people live and
shape the characteristics of regions.
WG16A describe distinctive cultural
patterns and landscapes associated with
different places in Texas, the United
States, and other regions of the world, and
how these patterns influenced the
processes of innovation and diffusion
WG18 Culture. The student
understands the ways in which cultures
change and maintain continuity.
WG18A describe the impact of general
processes such as migration, war, trade,
independent inventions, and diffusion of
ideas and motivations on cultural change
© 2010 Austin Independent School District
Course
World Geography

mortality rate, availability
and quality of health
care).
Explain where the
majority of the world's
population lives and why
they live there.
Analyze data from
population periods and
discuss trends.
How to read a population
density map
The processes, patterns,
and functions of human
settlement.
A general history of
migration trends in the
United States
How migration affects the
lives of people and the
character of places
How language both unites
and divides people.
Page 3 of 10
2010 – 2011
Students will be able to….







Read a population density
map and determine
where the majority of the
world’s population lives.
Identify the role of
industrialization has
played on population
growth
Read and analyze a
population density map
and create inferences
based on their findings.
Create a migration poster
illustrating key vocabulary
terms
Use verbal skills to
conduct an interview
Read and formulate an
opinion based on factual
information.
Articulate a position
verbally on immigration
policies on the local, state
and federal levels during
a Socratic seminar.
updated 9/27/10
Course: World Geography
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks

Illustrate key vocabulary and write an appropriate sentence using the terms

Research census data to create population pyramids using grid paper.

Research current events relating to world population.

Create population pyramids looking at current population data in Texas and
population trends in the United States from 1950-2010.
 Color a map of world population density and write a paragraph summary
based on information.

Conduct an interview of a family member to gather information to put on
Migration poster

Create a personal migration story poster about how their family migrated to
Texas using key vocabulary terms

Socratic seminar discussion over different immigration opinions

Read articles about current immigration issues, take notes and write a onepage opinion paper taking a stance on the issue.
Model Lesson/Activity/Module
World in the Balance
Migration Story poster
Teacher Resource
http://www.pbs.org/wgbh/nova/
worldbalance/
(A plethora of lessons and
information regarding world
population)
http://www.gapminder.org/
(Show interactive trends in
mortality rate; can track
different countries from 18002000. Also video clips about
population growth and the
wealth and poverty of nations)

Write a summary about factors that influence population distribution
after watching World in the Balance and taking notes

World in the Balance notes and quiz

Quiz over key terms related to world population

Essay on after Socratic seminar discussion. Did you change your
opinion after the discussion? Why or why not? What is your proposed
solution to the United States current issues on immigration issue?
Learning Plan
Student Resource
http://www.breathingear
th.net/
(Interactive site that
shows birth and
mortality rates by
country)
http://animoto.com/
Create videos of
students work products.
http://www.prb.org/Educators/L
essonPlans/2005/PopulationB
uildingaFoundation/Activities/A
ctivity3.aspx
(Lesson plans over population
and population pyramids)
© 2010 Austin Independent School District
2010 – 2011
Course
Technology (Media, website, etc.)
http://www.pbs.org/wgbh/nova/worldbalance/demographer.html
(A plethora of lessons and information regarding world population,
interactive map, quizzes and activities)
http://www.nationalgeographic.com/earthpulse/population.html
(Interactive site showing maps of population, quality of life, human
impact and food and water. Also shows case studies with different
topics)
http://www.nytimes.com/ref/world/20070622_CAPEVERDE_GRAP
HIC.html
(Shows a snap shot of world migration patterns: places immigrants
or leaving and going, and the economics of immigration)
http://talwg.tamu.edu/materials.html
Teaching and learning World Geography website to access more
lesson plans.
http://www.census.gov/prod/2002pubs/censr-4.pdf
Create population pyramids using Population by Age and Sex for
the United States: 1900 to 2000
World Geography
Page 4 of 10
updated 9/27/10
Course: World Geography
2010 – 2011
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Arc 3: Urban Geography
Arc Pacing: 4 days
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; www.earth.google.com
Matrix #
201
Established Goals
TEKS Knowledge & Skill
Established Goals
TEKS Student Expectation
Students Will Know…
Students will be able to….
WG6 Geography The student
understands the types and
patterns of settlement, the factors
that affect where people settle, and
processes of settlement
development over time.
WG6A Locate settlements and
observe patterns in the size and
distribution of cities using maps,
graphics, and other information




W

229
Key terms: urban geography,
city, suburb, metropolitan area,
urbanization, central business
district
Why people settle in distinct
areas.
Why cities continue to grow
and flourish in specific areas.
Compare and contrast
examples of urban
developments.
Read and understand different
types of city development
plans.
WG6B explain the processes that
have caused cities to grow such as

location along transportation
routes, availability of resources
that have attracted settlers and
economic activities, and continued
access to other cities and
resources
Student Work Products/Assessment Evidence



Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks
 Students will create a city based on geographic information provided by
teacher and provide reasons why they chose a specific site.
 Examine a map of a city and correctly label key vocabulary terms.
© 2010 Austin Independent School District

Create an appropriate
sentence using vocabulary
terms.
Examine different maps
showing settlement patterns
and draw conclusions based
on their findings.
Identify reasons for settlement
patterns in writing
Plan a city based on
surrounding geographic
features.
Interpret satellite images of
different types of planned
cities.
Course

Vocabulary quiz

Write a two paragraph essay citing reasons people settle in specific areas
worldwide and provide examples.
World Geography
Page 5 of 10
updated 9/27/10
Course: World Geography
Model Lesson/Activity/Module
Plan your own city
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Learning Plan
Teacher Resource Student Resource Technology (Media, website, etc.)
2010 – 2011
Other
http://geology.com/satellite/cities/
To access satellite images of U.S. cities.
http://geology.com/world-cities/
To access satellite images of world cities.
http://www.youtube.com/watch?v=JVohAv1MnKI&NR=1
Examples of Urban model student’s projects.
http://www.hawaii.edu/hga/urban00/images/urban.gif
Three Urban Model handout
http://school.discoveryeducation.com/lessonplans/programs/urbanGrowthAmer/
Urban Growth in America lesson plan.
Settlement map activity
http://mage.geog.macalester.edu/mngeog/MnCitiesLessons05/KerriWestgaard/BuildLessonA
ll.pdf
Urban Geography lesson plans.
http://world.nycsubway.org/us/kenosha/index.html
Analyze Kenosha, Wisconsin study case about sustainability.
Arc 4: Economic Geography
Arc Pacing: 4 days
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; www.earth.google.com
Matrix #
Established Goals
Established Goals
Students Will Know…
Students will be able to….
TEKS Knowledge & Skill
301
WG10 Economics The student
WG10C Compare the ways people  Key terms: economy,
 Create an appropriate
understands the distribution and
satisfy their basic needs through
economic system, command
sentence using vocabulary
characteristics of economic
the production of goods and
economy, market economy,
terms.
systems throughout the world.
services such as subsistence
natural resources,
 Map the locations of different
agriculture versus market-oriented
infrastructure, per capita
types of economies activities.
agriculture or cottage industries
income, GNP, GDP.
 Compare and contrast in
versus commercial industries
 The different types of
writing the different economic
economic
systems.
systems.
317
WG10A Describe the

The
different
countries

To determine which
characteristics of traditional,
associated
with
these
economic system is more
command, and market economies
economic systems.
effective at allocating goods
318
WG10B Explain how traditional,
 The patterns and networks of
and services.
command, and market economies
economic interdependence on  Create maps that identify
operate in specific countries
Earth's surface.
geographic locations for
319
WG11 Economics The student
WG11A Map the locations of
 How to compare and contrast
primary, secondary, tertiary
understands the reasons for the
different types of economic
different economic examples
and quaternary activities.
location of economic activities
activities
in relation to each other.
(primary, secondary, tertiary, and
320
WG11B Identify factors affecting
 Specific geographic reasons
quaternary) in different economic
the location of different types of
that effect the location of
systems.
economic activities
© 2010 Austin Independent School District
Course
World Geography
Page 6 of 10
updated 9/27/10
Course: World Geography
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
2010 – 2011
Arc 4: Economic Geography
Arc Pacing: 4 days
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; www.earth.google.com
338
WG11 Economics The student
WG11C Describe how changes in
primary, tertiary, secondary
understands the reasons for the
technology, transportation, and
and quaternary activity
location of economic activities
communication affect the location
(primary, secondary, tertiary, and
and patterns of economic activities
quaternary) in different economic
systems.
327
WH14 Economics The student
WH14C compare the relationships
understands the historic origins of
between and among contemporary
contemporary economic systems.
countries with differing economic
systems
329
WG12 Economics The student
WG12A compare global trade
understands the economic
patterns at different periods of time
importance of, and issues related
and develop hypotheses to explain
to, the location and management
changes that have occurred in
of key natural resources.
world trade and the implications of
these changes
310
WG12 Economics The student
WG12B analyze how the creation
understands the economic
and distribution of resources
importance of, and issues related
affects the location and patterns of
to, the location and management
movement of products, capital,
of key natural resources.
and people
336
© 2010 Austin Independent School District
WG12C evaluate the geographic
and economic impact of policies
related to the use of resources
such as regulations for water use
or policies related to the
development of scarce natural
resources
Course
World Geography
Page 7 of 10
updated 9/27/10
Course: World Geography
2010 – 2011
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks

Write an essay comparing and contrasting different economic
systems. Include key vocabulary terms. Draw conclusion about which
economic system is most effective.
Create an interactive map on poster paper in groups. Each group will
choose a product and research where the primary, secondary, tertiary
and quaternary activity is located. Explain why each activity is in exact
geographic location. Track the route of the product worldwide.

Model Lesson/Activity/Module
Globalization-Texas State lesson
Teacher Resource
http://www.econedlink.org/lessons/
Economic lesson plans.

Vocabulary quiz over key terms

Opinion paper: What are the pros and cons to each type of economic
activity? Which economic system would you rather live in?
Learning Plan
Student Resource
The Global Sneaker-TCI
Globalization (Discovery Ed)
Technology (Media, website, etc.)
http://www.geoteach.org/teacher_resource
s/index.php
Globalization unit plan.
http://www.nationalgeographic.com/founda
tion/pdf/Why_Geo_Impt.pdf
Brochure to introduce economic
geography.
Other
Arc 5: Political Geography
Arc Pacing: 4 days
Resources: Adopted Text: McDougal Littell’s World Geography, Daniel D. Arreola, et. al. 2003; Supplemental Text: Geography Alive! Regions and People
(Chapter 1 and 2) published by Teacher’s Curriculum Institute; www.earth.google.com
Matrix #
412
Established Goals
TEKS Knowledge & Skill
WG13 Government The student
understands the characteristics of
a variety of political units.
.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
WG13A Prepare maps that
illustrate a variety of political
entities such as city maps showing
precincts, country maps showing
states, or continental maps
showing countries
Course
Students Will Know…
Students will be able to….



Key terms: state, nation,
nation-state, democracy,
monarchy, dictatorship,
communism
How the forces of cooperation
World Geography
Page 8 of 10

Prepare Oral presentations
using visuals, maps, pictures,
and other visual resources.
Create comparison charts over
different political systems.
updated 9/27/10
Course: World Geography
Matrix #
411
Established Goals
TEKS Knowledge & Skill
WG13 Government The student
understands the characteristics of
a variety of political units.
406 W WG14 Government The student
understands the geographic
processes that influence the
political divisions, relationships,
and policies.
436
© 2010 Austin Independent School District
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Established Goals
Students Will Know…
TEKS Student Expectation
WG13B Compare maps of voting
and conflict among people
patterns or political boundaries to
influence the division and
make inferences about the
control of Earth's surface.
distribution of political power
 List various political systems
and their characteristics.
 Describe the advantages and
disadvantages of each political
system.
 Identify natural divisions and
political divisions in maps.
 Mark the geographical range
of different international unions
on a world map.
 Discuss the reasons why
countries might form alliances.
WG14A Analyze current events to
infer the physical and human
processes that lead to the
formation of boundaries and other
political divisions
2010 – 2011
Students will be able to….

Read and interpret study
cases to identify causes and
effects.
WG14B Explain how forces of
conflict and cooperation influence
the allocation of control of Earth's
surface such as the formation of
congressional voting districts or
free trade zones
Course
World Geography
Page 9 of 10
updated 9/27/10
Course: World Geography
Matrix #
Established Goals
TEKS Knowledge & Skill
444
Austin ISD Curriculum Road Map
2nd 6 Weeks – October 4, 2010- November 5, 2010 (24 days)
Established Goals
Students Will Know…
TEKS Student Expectation
WG14C Explain the geographic
factors that influence a nation's
power to control territory and that
shape the foreign policies and
international political relations of
selected nations such as Iraq,
Israel, Japan, and the United
Kingdom
2010 – 2011
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks
 Create a political map of the state of Texas using data from last presidential
election and draw conclusions over findings.
 Examine changing maps of Germany from 1914 -1990. Students will
describe the
Model Lesson/Activity/Module
Territorial changes in Germany
(Holt World Geography map and
questions)

Vocabulary quiz over key vocabulary terms

District six weeks exam
Learning Plan
Student Resource
Teacher Resource
Spain’s Autonomous Communities
(Holt World Geography map and
questions)
© 2010 Austin Independent School District
Technology (Media, website, etc.)
http://mdk12.org/instruction/curriculum/h
sa/government/lesson_plan/Lesson_Tw
elve.pdf
Types of political systems lesson plan.
Other
http://www.nationalgeographic.com/xpe
ditions/lessons/13/g912/eurounion.html
Political Geography lesson plans.
Course
World Geography
Page 10 of 10
updated 9/27/10