August 2013
Human Geography, Grade 10
Unwrapped Priority Benchmarks
Steps 1-5
Scope
Sequence
Unit I Geo-Spatial Technology and Geographic Inquiry
2 units per
quarter
Unit II Population and Migration
Quarter 1
42 days (11/02)
Unit III Agriculture and Land Use
Quarter 2
45 days (01/18)
Quarter 3
45 days (04/05)
Unit IV Resources
Unit V Economic Development and Industrialization
Unit VI Political Geography
Quarter 4
44 days (06/07)
May 17th AP test
Unit VII Cultural Geography (floating)
Unit VIII Urban Geography (floating)
Resources
Hungry Planet
Goode’s Atlas
Nystrom Desk Atlas
Geo-thentic http://lt.umn.edu/geothentic/
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August 2013
Unit I: Geo-Spatial Technology and Geographic Inquiry
Priority benchmarks:
Concepts
9.3.1.1.1 Apply geographic information from a variety of print and electronic sources to
interpret the past and present and plan for the future; provide rationale for using specific
technologies for each application
Skills (Bloom)
Interpret
Rationale
Provide
9.3.1.1.2 Use geospatial technologies to develop plans for analyzing and solving local and
regional problems that have spatial dimensions
Geography
Map skills
Geographic
information
Geospatial
GIS
9.3.2.3.1 Make inferences and draw conclusions about the physical and human characteristics
of places based on a comparison of maps and other geographic representations and geospatial
technologies
Physical
Human
Region
Infer
Conclude
Big Ideas
Statements of enduring ideas
Analyze
Solve
Overarching/Essential Questions
Establishes learning goals
Resources:
Chapter 1: Thinking Geographically
Maps are an essential source of
geographic information.
How do we use different maps for different
information?
http://www.whydontyoutrythis.com/2013/04/thetrue-size-of-africa-erroneousmap.html#sthash.gGrOj3mK.dpbs
Geospatial technologies are an
essential tool for geographers.
How do we analyze maps for data, purpose
and author intent?
What are geospatial technologies?
How can we make inferences about places
and regions using maps and geospatial
technology?
Arcgis.com
Esri BAO (business analyst online) APP
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Learning Targets
* I can analyze a variety of maps for geographic information.
* I can use geo-spatial technologies to learn about places and regions.
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August 2013
Unit II: Population and Human Migration: Chapters 2 and 3
Priority benchmarks:
Concepts
9.3.3.5.1 Describe the patterns of human population distribution in the United States and major regions
of the world.
9.3.3.5.3 Compare the population characteristics of places at a range of scales using population
pyramids, birth and death rates, and other key demographic variables.
9.3.3.5.2 Use the demographic transition model to analyze and explain the impact of changing birth and
death rates in major world regions.
9.3.3.5.4 Explain migration patterns in the modern era at a range of scales, local to global.
Skills (Bloom)
Where?
Why?
Population
pyramids
Demographics
IPAT Equation
(human
Impact=
Population (x)
Affluence (x)
Technology)
Birth/death rate
Demographic
Transition Model
Birth/death rate
Migration
Push
Pull
Human
Trafficking
Describe
Compare
Analyze
Explain
Explain
Unit I Priority Benchmarks
9.3.1.1.1, 9.3.1.1.2, 9.3.1.2.1, 9.3.2.3.1
Big Ideas
Statements of enduring ideas
Humans choose to live based on resources,
climate and culture.
Population pyramids and demographics are
tools for comparing populations.
Population impacts the environment.
Overarching/Essential Questions
Establishes learning goals
Where do humans live and why?
Demographics change over time.
How does the Demographic Transition Model explain
or not explain the impact of changing birth rates and
death rates?
How do we compare populations using population
pyramids and demographics?
How does population impact the environment?
Resources
Census.gov population pyramid data
Population Reference Bureau
Case Study of China, India, Brazil etc.
Urban Agriculture.
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August 2013
Push and pull factors affect why and where
people move.
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What are motivating factors for migration?
Learning Targets
* I can describe where people live and why.
* I use demographics to compare populations from local to national to global.
* I can explain/analyze impact of birth rates and death rates using the DTM.
* I can use push and pull factors to explain varieties of migration.
Unit III: Agriculture and Land Use: Chapter 10
Priority benchmarks:
Concepts
9.3.2.4.3 Explain how technological and managerial changes associated with the third
agricultural revolution, pioneered by Norman Bourlaug, have impacted regional patterns of
crop and livestock production.
9.3.2.4.4 Describe patterns of production and consumption of agricultural commodities that are
traded among nations
1st and 2nd
agricultural
revolutions
3rd agricultural
revolution
crops
livestock
subsistence
commercial
Von Thunen
Production
Consumption
commodities
Skills (Bloom)
Explain
Describe
Unit I Priority Benchmarks
9.3.1.1.1, 9.3.1.1.2, 9.3.1.2.1, 9.3.2.3.1
Big Ideas
Statements of enduring ideas
Agriculture has evolved through three
Overarching/Essential Questions
Establishes learning goals
Resources
How has agriculture changed over time?
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August 2013
revolutions.
Modern agriculture is based on
production, trade and consumption.
What commodities are produced, traded and
consumed?
USDA.gov
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Learning Targets
* I can describe the 1st and 2nd agricultural revolutions.
* I can explain how the 3rd agricultural revolution has impacted global agriculture today.
* I can describe the production, trade and consumption of at least one agricultural product.
* I can describe WHY at least one agricultural product is grown where it is.
*I can describe at least two different types of farming.
Unit IV: Resources: Chapter 14
Priority benchmarks:
Concepts
9.3.4.9.1 Analyze the interconnectedness of the environment and Human environment-interaction
human activities (including the use of technology), and the impact Renewable resources
of one upon the other.
Non-renewable resources
Carbon footprint
9.3.4.10.1 Describe patterns of production and consumption of
Fossil fuels
fossil fuels that are traded among nations
Trade
Carbon footprint
OPEC
Big Ideas
Statements of enduring ideas
Skills (Bloom)
Analyze
Describe
Overarching/Essential Questions
Establishes learning goals
Human affect and in turn, are affected by the environment.
How does human use of resources impact the environment?
Fossil fuels are a major world commodity.
What global role
does production,
trade and
consumption of
fossil fuels play?
Resources:
OPEC
US Energy
Information
Administration
EIA.gov
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August 2013
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Learning Targets
* I can explain impact of human-environmental interaction on humans and the environment.
* I can describe the global production, trade and consumption of at least one fossil fuel.
Unit V: Economic Development and Industrialization: Chapter 9 and 11
Priority benchmarks:
Concepts
Skills (Bloom)
9.3.2.4.1 Apply geographic models to explain the location of economic activities and
land use patterns in the United States and the world.
Von Thuenen (see
Ag)
Weber
Core-Periphery
Globalization
Apply
Explain
9.3.2.4.2 Identify the primary factors influencing the regional pattern of economic
activities in the United States and the world.
Development
indicators (literacy,
GDP, HDI)
Primary, secondary,
tertiary, quaternary
Levels of
development
Identify
Unit I Priority Benchmarks
9.3.1.1.1, 9.3.1.1.2, 9.3.1.2.1, 9.3.2.3.1
Big Ideas
Statements of enduring ideas
Geographic models can explain how and
where humans use the land and resources.
Economic development varies among
countries and regions.
Overarching/Essential Questions
Establishes learning goals
Resources
How can models explain economic
activities and land use?
Why does economic development vary
among countries?
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August 2013
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Learning Targets
* I can explain at least one geographic economic model and apply it to at least one place.
* I can use demographics to explain the causes of differing levels of development.
* I can describe the effects of globalization on different scales.
* I can describe different types of jobs in relation to levels of development.
Unit VI: Political Geography: Chapter 8 and 7
Priority benchmarks:
9.3.3.8.1 Define the concepts of nationalism and sovereign political states and explain how
sovereignty is impacted by international agreements.
9.3.3.8.2 Describe the effects of nationalism and supranationalism on the establishment of political
boundaries and economic activities.
9.3.3.8.3 Analyze the impact of colonialism on the emergence of independent states and the tensions
that arise when the boundaries of political units do not correspond to the nationalities or ethnicities
of the people living within them.
Unit I Priority Benchmarks
9.3.1.1.1, 9.3.1.1.2, 9.3.1.2.1, 9.3.2.3.1
Big Ideas
Statements of enduring ideas
Nationalism and sovereignty affect nations and
states.
Overarching/Essential Questions
Establishes learning goals
What are nationalism and sovereignty?
Concepts
nationalism
sovereignty
treaties
State
Nation
Stateless nation
Nation-State
Political
Boundaries/Borders
Supranationalism
European Union
Colonialism
Ethnicities
Skills (Bloom)
Define
Explain
Describe
Analyze
Resources
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August 2013
The European Union is a supranational
organizations
European colonialism impacted the
nationalism and political boundaries of future
political units.
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What are states, nations, stateless nations and
nation-states?
How does nationalism affect boundaries?
What is supranationalism?
How did colonialism lead to civil conflict?
Learning Targets
* I can connect nationalism and sovereignty to nations and states.
* I can use nationalism and supra-nationalism to explain current geopolitical issues.
* I can explain how colonialism affects countries today.
Unit VII: Cultural Geography: Chapter 4,5 and 6
Priority benchmarks:
9.3.3.7.1 Explain the spread of culture using the concept of diffusion and diffusion models.
9.3.3.7.2 Describe the spatial distribution of significant cultural and/or ethnic groups in the United
States and the world and how these patterns are changing.
9.3.3.7.3 Explain how social, political and economic processes influence the characteristics of places
and regions.
Concepts
Trans-Culture
Diffusion
(Expansion,
Relocation,
Hierarchial,
Contagious)
Language v.
Dialect
Popular and Folk
Religion, Food
World Religions
Ethnic
Ex. Latino
Skills (Bloom)
Explain
Describe
Explain
Globalization
9.3.1.1.1, 9.3.1.1.2, 9.3.1.2.1, 9.3.2.3.1
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August 2013
Big Ideas
Statements of enduring ideas
Culture is spread through diffusion
Overarching/Essential Questions
Establishes learning goals
How do cultures diffuse?
There are cultural patterns of ethnic spatial
distribution.
Globalization has affected the culture of places
and regions.
How are ethnic groups distributed throughout the
world and the U.S.?
How has globalization impacted the cultural
landscape in places and regions?
Resources
Projects.nytimes.com
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Learning Targets
* I can explain cultural diffusion
* I can describe ethnic group distribution in the United States and around the world.
* I can explain the influence of globalization on cultural diffusion.
* How does language or religion unite or divide people?
Unit VIII: Urban Geography: Chapter 12 and 13
Priority benchmarks:
9.3.3.5.5 Describe the factors influencing the growth and spatial distribution of large cities in the
contemporary world.
9.3.3.5.6 Analyze how transportation and communication systems have affected the development of
systems of cities.
9.3.3.5.7 Describe how changes in transportation and communication technologies affect the patterns
and processes of urbanization of the United States.
9.3.3.5.8 Describe the factors (transportation, government policies, economic development, and
changing cultural values) that shape and change urban and suburban areas in the United States.
9.3.3.6.1 Use generally accepted models to explain the internal spatial structure of cities in regions of
the United States and other regions in the world
9.3.1.2.1 Use geospatial technologies to make and justify decisions about the best location for facilities
Concepts
Central Place
Theory –
Christaller
Primate cities
Concentric Ring
Theory
Von Thuen
Peripheral model
Suburbs
Urban sprawl
Infrastructure
Urban Renewal
Gentrification
Concentric zone
Sector model
Multiple nuclei
Urban Planning
GIS
Google Earth
Geo-thentic
Skills (Bloom)
Describe
Analyze
Describe
Describe
Explain
Justify
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August 2013
9.3.1.1.1, 9.3.1.1.2, 9.3.1.2.1, 9.3.2.3.1
Big Ideas
Statements of enduring ideas
Cities have spatial distribution.
Urban areas grow due to transportation and
communication.
Geospatial technologies assist in city planning.
Overarching/Essential Questions
Establishes learning goals
What determines the spatial distribution of cities
around the world?
What causes urban areas to grow?
Resources
What is urban planning?
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Learning Targets:
* I can explain the function and spatial distribution of cities.
* I can explain how transportation and communication influence the growth of urban areas.
* I can describe the process of urban planning.
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August 2013
American Studies
Opening Week Items to Review in Content Session
As a Teacher Lead, you were part of the process of prioritizing benchmarks and drafting a scope and
sequence. Lead your colleagues through the scope and sequence to make sure any inconsistencies are
caught. There is a district calendar in your folder.
* Should Cultural Geography and Urban Geography be made ‘floating’ units that allow PLCs to place
them where they think they fit best?
* Should Population and Migration be two separate units?
* Should Agriculture and Land Use be two different units?
* Using the 2012-2013 calendar, what is the Scope for each unit?
* Review the units with their priority benchmarks for…
* Any changes to unit titles
* PD needed for teaching a unit/benchmark
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