District Course Syllabus
All SPPS courses need to have an up-to-date district syllabus. A district course syllabus is a legal document
that informs teachers of the standards, scope and sequence, assessments and materials expected of that course.
Its audience is usually school and district personnel and the Minnesota Department of Education.
Organizations such as the NCAA, post-secondary institutions and school districts nationwide also rely on
district syllabi to assess the rigor and credit-worthiness of a course. A district syllabus differs from a classroom
course syllabus.
1. Course Title *
Human Geography
2. Course Number * If this course has yet to be approved, please write, "Pending"
H402211
2a. Is there a required or recommended pre-requisite course? * Please enter the name and course number. If
none, please enter 'None'.
Recommended - H302251 Global Studies 8
5. Suggested Grade(s)- check all that apply *

9, 10, 11,
12
6. Length of Course * Choose each that applies.

36 weeks (36 weeks of content taught every day for a school year)
7. Standards addressed in this course * Choose each that applies.

Minnesota K-12 Academic Standards in English Language Arts (2010)

Minnesota K-12 Revised Academic Standards for Social Studies (2011)
8a. Course Description
Human Geography, 1 credit, 1 full year
Students in Human Geography pursue in-depth study of geo-spatial skills, places and regions and human
systems to equip them with the knowledge and skills required for success in postsecondary education (i.e.,
freshman level courses), the skilled workplace and civic life. The amount of content in the standards for
human geography corresponds to the course credit graduation requirements identified in Minn. Stat. §
120B.024 which for SPPS is one full credit achieved after one full year of study. (Minnesota Department of
Education, Saint Paul Public Schools).
SPPS high school Human Geography has ownership of an argument writing product that fulfills Common
Core State Standards for History and MN State Standards for Social Studies Geographic Thinking Skills. This
writing product can be fulfilled through participation in Model UN.
Content / Instructional Materials / Instructional Practices
9. What content or instructional materials are necessary to teach this course? * List textbook/book titles
and authors.
Adopted text: Contemporary Human Geography, Pearson
Supplemental: Geography Alive! Regions and People (high school), TCI
Global Classroom curriculum, United Nations Association-MN http://www.unamn.org/unamn/home.html
SPPS Common Core Rubric for Argument Writing Product
Key Skills and Content for Every Unit Key Geo-spatial Skills and Content for Every Unit
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9.3.1.1.1 Create tables, graphs, charts, diagrams and various kinds of maps including symbol, dot and
choropleth maps to depict the geographic implications of current world events or to solve geographic
problems.
9.3.1.1.2 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. 9.3.1.2.2
Use geospatial technologies to develop plans for analyzing and solving local and regional problems that have
spatial dimensions.
10. How will the needs of English Language Learners be addressed in this course? * Think texts,
non-print media, use of technology to ensure access to content, instructional strategies.
By it's nature, Social Studies content lends itself to the sharing of personal narratives. Many ELL students
have a wealth of experiences and points of view that can enhance their understanding and deepen fellow
students' understanding. A safe classroom environment is essential for these students to share these assets.
Social Studies as a content will also:
1.) Use text variety such graphic organizers, graphs, charts, maps, poems, literature, images, video, music
and art.
2.) Use variety of text levels, modified texts and differentiated texts from multiple sources.
3.) Intentional use of pre-reading, during reading and post reading strategies to help all students access
text. (for example, graphic organizers, AVID strategies).
4.) Intentional identification by the teacher of vocabulary essential to understanding the text, content,
context and concepts.
5.) Integrate ELL students with groups of all levels.
6.) Engage students through a variety of speaking, listening, reading and writing lessons that are aligned
with Common Core State Standards for Reading and Writing in Content.
7.) Use of rigorous curriculum that is aligned with MN State Standards for Social Studies and Common
Core State Standards for Reading and Writing in Content.
8.) Connect with building ELL teachers to identify the students needs.
9.) When available, utilize TAs/EAs to support Special Education student.
11. How will the needs of students receiving Special Education services be addressed in this course?
* Think texts, non-print media, use of technology to ensure access to content, instructional strategies.
1.) Use text variety such graphic organizers, graphs, charts, maps, poems, literature, images, video, music
and art.
2.) Use variety of text levels, modified texts and differentiated texts from multiple sources.
3.) Intentional use of pre-reading, during reading and post reading strategies to help all students access
text. (for example, graphic organizers, AVID strategies).
4.) Intentional identification by the teacher of vocabulary essential to understanding the text, content,
context and concepts.
5.) Integrate Special Education students with groups of all levels.
6.) Engage students through a variety of speaking, listening, reading and writing lessons that are aligned
with Common Core State Standards for Reading and Writing in Content.
7.) Use of rigorous curriculum that is aligned with MN State Standards for Social Studies and Common
Core State Standards for Reading and Writing in Content.
8.) Contact with Special Education students' case managers to identify the student’s needs and goals.
Willingness to attend IEP and 504 meetings to identify student goals and connect with family.
9.) When available, utilize TAs/EAs to support Special Education student.
12. How will the acceleration needs of students be addressed in this course? * Think about students
identified as Gifted and Talented and/or students who enter the course meeting benchmark proficiency.
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SPPS Social Studies recognizes that All students will benefit from the practices listed below and will be
applied with all students.
1.) Open ended tasks and questions that allow students to inquire, explore and discuss to support
metacognition and leadership.
2.) Activities that require higher order thinking skills.
3.) Opportunities for academic extra-curricular programs like World Savvy, Model UN, service learning,
etc.
4.) Use of rigorous curriculum that is aligned with MN State Standards for Social Studies and Common
Core State Standards for Reading and Writing in Content.
5.) Use text variety that includes graphic organizers, graphs, charts, maps, poems, literature, images,
video, music and art.
6.) Use instruction that incorporates multiple intelligences.
7.) Flipped model may be used by some teacher
8.) Encouragement of students to choose Accelerated or Advance Placement course when available.
13. What are some examples of culturally responsive teaching practices teachers should use when
teaching this course?
1.) Teacher connects content to students' experiences and lives.
2.) Formative assessment is used in a timely manner.
3.) Instructors have attended district professional development for awareness of how to evaluate materials
for bias, multiple perspectives and absent narratives.
4.) Content and curriculum intentionally include multiple perspectives and absent narratives to ensure
students see themselves reflected in the curriculum.
5.) Content and curriculum aligns with SPPS scope and sequence and MN State Standards for Social
Studies.
6.) Classroom learning is student centered.
7.) Differentiation in instruction and learning.
8.) Culturally responsive pedagogy guides teaching and learning.
8.) SPPS Social Studies is aligned with the SPPS Racial Equity Policy, especially Section C Teaching and
Learning.
14. How is integrated learning, using technology, being fully utilized in this course? * Be as specific
as possible.
1.) Instructor regularly uses an LCD projector with speakers and/or SMART board.
2.) Online software programs are utilized.
3.) Available technology is utilized.
4.) Utilize available technology to deliver instruction in a flipped model.
5.) Use of online assessments.
Scope and Sequence
15. Quarter One
1) Unit I: Geo-Spatial Technology and Geographic Inquiry, 4 weeks
2) Priority: 9.3.1.1.1, 9.3.1.1.2, 9.3.2.3.1
3) Learning Targets for Benchmark Assessment
* I can analyze a variety of maps for geographic information.
* I can use geo-spatial technologies to learn about places and regions.
4) Learning and assessments are aligned to unit Essential Questions
* How do we use different maps for different information?
* How do we analyze maps for data, purpose and author intent?
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* What are geospatial technologies?
* How can we make inferences about places and regions using maps and geospatial technology?
1) Unit II: Population and Migration, 5 weeks
2) Priority: 9.3.3.5.1, 9.3.3.5.2, 9.3.3.5.3, 9.3.3.5.4
3) Learning Targets for Benchmark Assessment
* I can describe where people live and why.
* I use demographics to compare populations from local to national to global.
* I can the impact of birth rates and death rates using the DTM.
* I can use push and pull factors to explain varieties of migration.
4) Learning and assessments are aligned to unit Essential Questions
* Where do humans live and why?
* How do we compare populations using population pyramids and demographics?
* How does population impact the environment?
* How does the DTM explain or not explain the impact of changing birth rates and death rates?
* What are motivating factors for migration?
16. Quarter Two
1) Unit III: Agriculture and Land Use, 4 weeks
2) Priority: 9.3.2.4.3, 9.3.2.4.4
3) Learning Targets for Benchmark Assessment
* 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.
4) Learning and assessments are aligned to unit Essential Questions
* How has agriculture changed over time?
* What commodities are produced, traded and consumed?
1) Unit IV: Resources, 4 weeks
2) Priority: 9.3.4.9.1, 9.3.4.10.1
3) Learning Targets for Benchmark Assessment
* 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.
4) Learning and assessments are aligned to unit Essential Questions
* How does human use of resources impact the environment?
* What global role does production, trade and consumption of fossil fuels play?
17. Quarter Three
1) Unit V: Economic Development and Industrialization, 4 weeks
2) Priority: 9.3.2.4.1, 9.3.2.4.2
3) Learning Targets for Benchmark Assessment
* I can explain at least one geographic economic model and apply it to at least one place.
* I can use demographics to explain causes of differing levels of development.
4) Learning and assessments are aligned to unit Essential Questions
* how can models explain economic activities and land use?
* Why does economic development vary among nations?
1) Unit VI: Political Geography, 4 weeks
2) Priority: 93.3.8.1, 9.3.3.8.2, 9.3.3.8.3
3) Learning Targets for Benchmark Assessment
* I can connect nationalism and sovereignty to...
* I can use nationalism and supra-nationalism to explain...
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* I can explain how colonialism affects countries today.
4) Learning and assessments are aligned to unit Essential Questions
* What are nationalism and sovereignty?
* What are states, nations, stateless nations and nation-states?
* How does nationalism affect boundaries?
* What is supranationalism?
* How did colonialism lead to civil conflict?
18. Quarter Four
1) Unit VII: Cultural Geography, 4 weeks
2) Priority: 9.3.3.7.1, 9.3.3.7.2, 9.3.3.7.3
3) Learning Targets for Benchmark Assessment
* 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.
4) Learning and assessments are aligned to unit Essential Questions
* How do cultures diffuse? * How are ethnic groups distributed throughout the world and the U.S.?
* How has globalization impacted the cultural landscape in places and regions?
1) Unit VIII: Urban Geography, 4 weeks
2) Priority: 9.3.3.5.5, 9.3.3.5.6, 9.3.3.5.7, 9.3.3.5.8, 9.3.3.6.1, 9.3.1.2.1
3) Learning Targets for Benchmark Assessment
4) Learning and assessments are aligned to unit Essential Questions
* What determines the spatial distribution of cities around the world?
* What causes urban areas to grow? * What is urban planning?
19. Use the space below to include anything else relevant to the proper instruction of this course.
Model UN is a program sponsored by the United Nations Association-Minnesota. Participation in the program
allows students to investigate global issues and complete the argument writing product.
The scope for Human Geography is designed for two units per quarter. The Cultural Geography and Urban
Geography units may be placed in the sequence per a PLCs decision.
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