World Geography Summer School Curriculum: First Semester
Teacher Information
For Geography Alive! Mapping Lap
Challenges, prepare materials and
stations for Challenges before class.
For Geography Alive! Lessons,
prepare materials located in files
provided to you. You may wish to
view the Digital Teacher Resources
DVD for further instructions. Lessons
will also be found in “Lessons Guide”
(LG) in your teacher materials.
Geography Alive! will be referred to
as GA.
Interactive Student Notebook—ISN
For Geography Alive!
Assessments, teachers can go to
DTR and create assessments as
appropriate.
Objectives are listed in blue—you
may wish to include more. This is
what you want students to know
and/or be able to do.
Essential Question(s) listed in red.
Students should be able to answer the
question during and at the end of the
period.
In addition to your teacher
materials provided to you by the
curriculum department, please
consult your TEKS and Course
Overviews found on the social
studies website at
www.austinschools.org/curriculum.
Formative Assessments should be
included in your lessons every few
minutes to ensure student
understanding and student
engagement in the lesson. These
may include questioning, activities
such as think-pair-share or quizzes.
Items in GREEN have been loaded
on your computer from our shared
file. Most are PDF copies. Most
should be used as a grade. Not
optional unless specified. These
are NOT GA activities.
It is imperative that you look at the
TEKS listed at the bottom of each
“Day” column. Those TEKS must
be covered in their entirety whether
or not they are explicit in GA.
Day 1
Introduction to Course
Basics of Geography:
1. Geography Alive! Chapter One
“The Tools of Geography”—Lesson 1
and Assessment 1. Key Terms—
Absolute Location and Relative
Location. Review/teach parts of a
map, significance of grids, longitude
latitude, scale and map legend (key).
2. Lesson 2 “Seeing the World Like a
Geographer”—Lesson 2 and
Assessment 2.
*Analyze six thematic maps to gather
information about the world.
*Why do geographers use a variety of
maps to represent the world?
3. Activity—Fighting Cholera With
Maps—
4. To define and explain “tectonic
activity” as per TEKS 3b, use handout
from World Geography textbook
“Internal and External Forces Shaping
the Earth” and apply significant
vocabulary as necessary to reinforce
plate tectonics, OR if you wish to use
Russia as a case study, use GA Ch.
17 “Russia’s Varied Landscape:
Physical Processes at Work”. Either
accomplishes the same purpose. Be
sure if using GA Ch. 17 you mention
external and internal forces. Look at
climagraphs.
Pay particular attention to the
‘landforms” definition on pgs 26-28.
*How do physical processes shape
Earth’s landscape?
Transparencies 1through 6, Ch 17 in
the GA kit (or on the DTR) are the
resources you will need to explain
these processes visually.
Formative Assessment: Handout
DBQ- Earthquakes and Volcanoes.
Assessment 17—Mastering the
Content.
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2A 3A 3B 3C 4A 4B 4C 8B 9A 9B 20A
Day 2
1. Elements of Culture, Culture
Change and Cultural Diffusion—
Introduce common elements of
culture *Define culture and explain
its impact. *Explain how culture
changes and spreads. Read sections
of “The Elements of Culture” handout
from W Geo text . Students will create
a Culture Web (optional) based on
their own culture. Teacher can
prepare ahead by bringing magazines
that students can use to create their
culture web, or you can make this a
short term project done outside of
class. Emphasize term “diffusion”.
2. “One 100% American” .
3. View picture on p. 154 of GA
text. Have students brainstorm/
discuss elements of culture they see
in this picture, & make a prediction or
draw a conclusion about the people in
this picture. Then, look at the picture
on p. 150 of GA text. Discuss same
ideas about this one.
4. *How do indigenous peoples
preserve their traditional culture while
adapting to modern life? (p. 151).
This ch. (10) illustrates idea of cultural
adaptation. Use all of Lesson 10 or
parts to fit today’s time period.
Writing task for students--task on p.
238 of LG (see sample response and
rubric on p. 239). Additional vocab to
be covered: population density,
political geography, urban geography,
economic geography and resources.
5. Types of Government and
Economic Systems handouts on
your computer (discuss tertiary,
quaternary, etc.).
6.Graphing Aging in the U.S. Refer
to handout to discuss Population
Pyramids. Refer to Population
Density map on p. 35 of GA text to
reinforce this term.
Complete Assessment 2 with added
questions from vocab above.
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1A 1B 2A 2B 7A 7C 7D 9A 10A 10B 11A
16B 16C 17A 17B 17C 17D 18A 18C 18D
Day 3
Review “Culture” and vocabulary terms
such as cultural diffusion, indigenous,
traditional culture, subsistence
farming. Have students turn in Culture
Webs (if assigned) and Writing Task
Assignment from yesterday.
Introduce Canada and the United
States. Pages 42 and 43 (GA) can be
used to complete the physical and political
maps on pages 22-23 of ISN(duplicate for
students if they are not using ISN ).
To reinforce ideas of population and
resources from the previous two days,
have students examine transparencies
7A-7G Consumption Patterns U. S. in the
GA kit. Note the cartograms used to
illustrate size and numbers.
3. Show cartograms . As a grade, you
may have students create a cartogram
(optional)—instructions are included on
CD or you may have other instructions.
4. From DTR`, have students do activities
from Settlement Patterns in Canada, with
Reading Notes, Geoterms & Graphic
Organizers. You may skip the games
(optional) unless you have time.
5. Ch. 4 GA—The Great Lakes.
*Evaluate the environmental health and
management of the Great Lakes
freshwater ecosystem.
*Examine the environmental challenges
facing global freshwater ecosystems and
the impending crisis in fresh-water
supplies.
Vocabulary: ecosystem, food chain, food
web, freshwater, watershed. Do Activity
4 Preview in ISN.
* Discuss some situations that may cause
water shortages and thus problems. How
can people best use and protect the
Earth’s freshwater ecosystems?
Flu Pandemics Past and Present —
Create a powerpoint for students,
discuss and process. (Diffusion,
pandemic, H1N1)
Test Day 5, Canada & U.S.
_______________________
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1A 2A 5A 6A 6B 7D 8C 9A 10C 11B 12A 12B
13A 17A 18D
Day 4
1. Formative Assessment: HandoutCompare the Asia & Australia Political Map
and Cartogram GNP .
2. Ch. 5—Urban Sprawl in North America.
*Identify some negative effects and possible
solutions to urban sprawl. Show students
transparency 5B, ask students how urban
sprawl affects people, planet.
Ask students whether a country that is rich
(developed) or poor (developing) would
create special problems regarding urban
sprawl. Define suburbs, boundaries,
infrastructure and metropolitan areas.
Handout Megalopolis
3. Introduce Ch. 7 in GA. Students read
section 7.1 Ask students to interpret
cartogram on text p. 107. (For your
reference, Lesson 7 Consumption Patterns
in your “day 4 folder” thoroughly references
this information.)
*How do American consumption patterns
affect people and the planet? Do all of
Lesson 7 in ISN, pg 58-63, includes
geoterms, reading notes, and processing of
concepts and terms regarding economic
geography. Section 7.8 includes the Global
Connection—opportunity to engage students
in conversation about the role of the U.S. in
the global picture regarding consumption of
resources. (Show Energy Consumption
cartogram.
4.Global Village Pie Chart Activity
5. Ch. 8—Migration, push-pull factors.
*How does migration affect the lives of
people and the character of places?
(Reference to Identity in conceptual
overviews—A strong history of cultural
diversity partnered by a rich variety of natural
resources, climates, and landforms have
contributed to the development of a unique
identity). Lesson in ISN pages 64-69.
Review for Canada/U.S. Test
Test Day 5
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5B 6B 7A 7B 10A 10B 12A 19B
World Geography Summer School Curriculum: First Semester
Teacher Information
Day 5
Day 6
For Geography Alive! Mapping Lap
Challenges, prepare materials and
stations for Challenges before
class.
You may allow a short time to review
for the Canada and U.S. Test.
1. Canada and U.S. Test
2. Introduce Latin America—Begin
Latin America Mapping Lab activities—
Challenges 1-5. *Identify characteristics
of the region’s physical and human
geography on a map. *Compare data on
the physical geography of Latin America.
*Practice layering geographic information,
similar to geographic information systems
(GIS).
*Apply the steps in the geographic inquiry
process (GIP).
*How are the landforms of the region both
an advantage and a disadvantage?
3. You may use the assessment at the
end of the Mapping Lab now or later if you
choose.
4. Mexico’s Northern Border Region
handout and questions.
Latin America Test on
Day 8
1. Ch. 9—Spatial Inequality in Mexico
City: *Describe the effects of
urbanization and migration to cities
(Mexico City for example).*Why does
spatial inequality exist in urban areas?
Geoterms/ understanding problems
created by urbanization (haves vs. havenots) & analysis of map of urban sprawl in
text p. 145.
2. Display transparency 9G (also on
pages 148-149 in GA text). Ask students
to explain why some countries have a
higher or lower HDI ranking than
expected. *How do patterns of spatial
inequality change over time? (Recall Ch.
10 was covered on Day 2).
3. Ch. 11—Dealing with Extreme
Weather—(support from Grolier online-http://www2.scholastic.
com/browse/article.jsp?id=5183)
Geoterms/ Reading Notes—p 85-87 in
ISN. Two Climate wksts.
4. Ch. 12—Land Use Conflict in the
Amazon *Describe uses of the rainforest.
Explain the social costs of destroying the
rainforest. Discuss how destruction of the
rainforest can be prevented. *How should
the resources of rainforests be used and
preserved? Article from CNN.com on
Maya nut ex.-- sustainable
development .
Review material from previous day.
1. Ch. 13—Life in the Central Andes:
Adapting to a Mountainous Region.
*Describe adaptation to life in the
mountainous Andes climate. *How do
people adapt to living in a mountainous
region?
Have students complete preview,
Geoterms and reading notes for chapter
13 on pages 96-100 of ISN.
2. Review Latin America material from
previous days.
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Overview of Mapping Lab: In these
Mapping Labs, students work in
pairs to complete a series of
geography challenges that spiral in
difficulty. First they label a
physical and a political map of
regions such as Latin America to
learn about the region’s physical
and human geography. Then, to
answer questions about the region,
students simulate the use of
geographic information systems
(GIS) with thematic maps and
transparency overlays. Finally,
students follow the steps in the
geographic inquiry process (GIP) to
interpret a field photograph from
the region.
Mapping Labs beginning with Latin
America here are required lessons
for HS summer school World
Geography classes. If you choose,
you may use the Mapping Lab
located on the DTR for the United
States and Canada. All mapping
lab activities are found on the DTR,
and in the Lesson Guide (LG).
Assessment activities are found
within the mapping lab, and also on
the DTR for you to pick and choose
questions to use.
1A 1B 2B 9A 13A 17A 20A
1A 2A 6B 7A 8A 8C 10D 11B 11C 12A
12B 19A 19C 20B
Day 7
Test tomorrow. Students may work in
pairs or groups to answer review
questions. Teacher can create a jeopardy
game or other review activity.
Day 8
You may use a short amount of time to
review for the Latin America Test.
1. Latin America Test
2. Mapping Lab for Europe and
Russia—Challenges 1-5 Introducing
the Region: Physical and Human
Geography.
* The student understands the physical
characteristics of the environment.
*The student understands how to
translate and analyze geographic data.
*The student understands how the
physical environment affects and interacts
with the human environment.
If there is no time available for Mapping
Lab Assessment, have students
complete on Monday.
Latin America Test tomorrow.
5A 6A 10C 11B 16A 16B 16D 18C
______________________________
1A 5A 5B 9A 13A 16A 17A
World Geography Summer School Curriculum: First Semester
Teacher Information
Teachers should create formative
assessments or use formative
assessment strategies as needed
to make sure students are
following the lessons. Teachers
may also create powerpoint
presentations to assist with
presentation of material. Please
include powerpoint presentations
in your notes to curriculum
personnel at the end of the summer
session, so that we may include
them in future curriculum packets.
Some excellent strategies for
formative assessment and
engaging students in rigorous
instruction include:
Think-Pair-Share,
Jigsaw in small groups, sentence
starters and sentence stems,
writing answers to reflection
questions, then sharing out.
Day 9
If Europe and Russia Mapping
Lab assessment was not done
Thursday, this can be done at
this time.
1. Chapter 14—Supranational
Cooperation in the European
Union
*Examine issues facing the
European Union.
*What forces work for and against
supranational cooperation among
nations?
Complete the Experiential
Exercise on pgs 317-323 of LG.
Students will further understand
and review the reasoning behind
interpreting cartograms. Complete
the Mastering the Content
Assessment on page 324 of LG
(answers are in Lesson Guide and
complete the tasks on pgs 325
regarding analyzing a Cartogram.
Centripetal and Centrifugal Forces
graphic organizers in LG pgs 337339 from 14.3, 14.4 and 14.5 in GA
text. If you complete Travel Map
and Currency activity, compare
what you read to what you
experienced in class.
GA! Lesson 14 is on file.
Formative assessment question:
What kinds of international
organizations do countries join?
(p 222 text)
If time, begin Ch 15 Population
Dilemmas in Europe (information
and lessons found in Day 10
folder).
___________________________ ___
2A 5A 9A 13B 14A 14B 14C 15A 15B
16A 16B 16C
Day 10
Chapter 15—Population Dilemmas
in Europe
*Define and explain the importance
of these key geographic terms:
demography, dependency ration, life
expectancy, replacement rate and
total fertility rate.
*Analyze population pyramids to
examine population trends
*Explore three population dilemmas
in Europe: negative population
growth, aging population, and
declining workforce
*Investigate the relationship between
population growth rates and
development levels throughout the
world
*How do population trends affect a
country’s future?
1. Geoterms Graphic Organizer
and Lesson 15 Phase 1 Analyzing
World Population Trends and
Phase 2: Exploring European
Population Dilemmas (Lesson
Guide pages 344-349)
2. Assessment on 350-353.
This assessment covers
Mastering the Content, Analyzing
Population Pyramids, and
Exploring the Essential Question
3. Assessment continues with
further analysis of Dilemmas 1-3
(see LG pages 360-361)
Quick assessment to use as an
exit—chart Population Data for
Four Central American Countries
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2A 5B 7A 7C
Day 11
Chapter 16—Invisible Borders:
Transboundary Pollution in
Europe
Case Study: Will there be a
United States of Europe? (What
are pros/cons of creation of
European Union?)
*Investigate the sources and spread
of acid rain worldwide.
*How can one country’s pollution
become another country’s problem?
Geoterms and Reading Notes
Activity: Fighting Cholera With
Maps
*Investigate how maps can be used
to solve problems.
*Understand how maps can provide
useful information about an issue
*Examine maps to draw conclusions
about cholera deaths in London
**On the subject of transboundary
pollution, discuss the “volcanic
ash” dilemma that developed
April, 2010, when the Icelandic
volcano erupted, spewing ash,
glass and glacial ice into the
atmosphere surrounding Europe,
stranding passengers in airports
who were waiting to board flights,
including the President of the
U.S., who would have been en
route to the funeral of the Polish
president.
_________________________________
3C 16C 19C
Day 12
1. Hungary Planet Poster-Based
Activity
*Compare the ways people satisfy
their basic needs through the
production of goods and services
such as subsistence agriculture
versus market-oriented agriculture or
cottage industries versus
commercial industries.
*How do the availability of resources
influence the standard of
living/quality of life in an area? How
do nations make up for their lack of
resources?
(Student Worksheet 3. Posters
included in your resources.
Complete Activity/worksheet 3, then
have students do next activity:
2. Unequal Resources
Vocabulary—resources,
inequality, scarcity and
interdependence.
Optional Reading—The History of
Pencils (on CD).
Optional Activity—Radio Program
on Deforestation (CD)
3. Chapter 18—New Nation States
from the Old Soviet Empire: Will
they Succeed?
*Analyze some of the factors that
may determine the success of the
nation-states that have developed
out of the former Soviet Union.
Lesson Preview and Graphic
Organizer
*What factors contribute to the
success or failure of new nationstates?
Writing for Understanding activity
in Lesson Guide p 403—Writing a
Letter of Proposal . Global
Connections Map p 406 of LG.
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5B 10A 10B 10C 11B 12A 12B 14A 18A
World Geography Summer School Curriculum: First Semester
Teacher Information
Tests—Teachers should create
appropriate assessments for
students that cover the
objectives being taught after
each major unit, or after a
particular concept.
Appropriate vocabulary,
concepts and content should be
reviewed and the test created
to measure whether or not the
students fully comprehended
the material. Two tests have
been created for you over the
United States and Canada and
Latin America. You may use
all or parts of these tests. The
final exams, however, must be
used as they were created.
Please remember that the
material that has been
prepared in this curriculum
CD has been approved by the
curriculum department and is
the approved curriculum for
the summer program. The
mentor teacher must approve
in advance any deviations from
this program.
Note: There is an abundance
of material to be covered
during the summer sessions in
a short amount of time. If
there is too much material for
one day, you may carry
activities over to the next day.
Please make sure you plan
accordingly, so as to prepare
students for the final exam at
the end of each session.
Day 13
Teacher-created
engaging review activity
for Final Exam
Day 14
Final Exam—First
Semester