ISS Curriculum Map 2012 2013

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ISS Curriculum Map 2012 2013

  1. 1. Title Page Economics - 3.4.3Government - 3.1.1 Geography - 1.1.1 - 3.2.1 - 4.1.1 - 1.1.2 - 3.2.2 - 4.1.2 - 1.2.1 - 3.2.3 - 4.1.3 - 1.2.2 - 3.3.1 - 4.2.1 - 1.3.1 - 3.3.2 - 4.2.2 - 1.3.2 - 3.3.3 - 4.2.3 - 1.3.3 - 3.3.4 - 4.2.4 - 3.4.1 - 4.3.1 - 3.4.2 - 4.3.2
  2. 2. Core ContentSS-HS-1.1.1Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. DOK 3Know Reason SkillsForms of government • Compare and contrast the purposes • Demonstrate an understanding of Democracy and sources of power of various the nature of government (illustrate, Representative forms of government in the world write, model, present, debate): Parliamentary • Evaluate/analyze how effective o Compare the purposes and Popular sovereignty various forms of government in the sources of power world have been in establishing o Analyze the effectiveness in Dictatorship order, providing security, and establishing order, providing Monarchy accomplishing common goals security, and accomplishing Republic • Analyze a variety of information from common goals print and non-print sourcesGovernments • Synthesize a variety of information People form them to establish order, from print and non-print sources provide security, and accomplish common goals Vary in terms of their sources of
  3. 3. power, purposes, & effectivenessLearning Targets  I can describe the characteristics of democracy, dictatorship, monarchy and republic by creating a Frayer Model (word, picture, definition, and sentence) of each term and completing the Government Purposes & Powers matrix.  I can compare and contrast the purposes and sources of power of democracy, dictatorship, monarchy and republic by…  I can analyze the effectiveness of a government in establishing order, providing security, and accomplishing common goals by…
  4. 4. Day 1: o Why do people form governments? o Discuss bellwork. o Discuss the set-up of the textbook. o Assign Frayer Models (word, definition in own words, sentence showing understanding, picture/symbol) of Democracy, Dictatorship, Monarchy, and RepublicDay 2: o From where do governments get their power? o Discuss bellwork. o Assign Government Purposes & Power matrix. Explain how the matrix follows the text. o Last 10 minutes have students pair up and check each other’s answers. If they don’t have same information, they should add to their charts.Day 3: o How might a system of government differ from a form of government? o Discuss bellwork. o Ask students to finish the matrix. As time allows, go over answers as a group.Day 4: o What economic system does the United States have? o Discuss bellwork. o Begin Nucountry Constitutional Convention o Move students into 7 groups. Explain that groups represent various factors in Nucountry.
  5. 5. o Have students read Nucountry background information. Ask what challenges Nucountry faces going into the Constitutional Convention? o Have students read about THEIR group. Ask them to list the characteristics of the group and the group’s main concerns. They should also create a picture or symbol representing their group and tape it to the wall. o If there’s time, Ask groups to choose one person to introduce their group to the Convention. (Hi, my name is…. My group is the … and (our characteristics). Our main concerns are…)Day 5: o What form of government, system of government and economic system does the US have? What challenges does the US face as a result of these choices? o Discuss bellwork. o Have students use their matrices to fill in their preferences and compromises for all three. o One student from each group acts as an ambassador, trying to convince other groups to vote their way. o Each group chooses a spokesman to explain the group’s preference. o Conduct voting. o Discuss.Day 6: o How might a government provide security? o Discuss bellwork. o Hand out Priority Equations and explain directions.
  6. 6. Core ContentSS-HS-1.1.2Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2Know Reason SkillsGovernments • Analyze how conflicts within and • Demonstrate an understanding of People form them to establish order, among different governments impact the nature of government (illustrate, provide security, and historical or current events write, model, present, debate): accomplish common goals • Analyze a variety of information from o Examine conflicts within and Vary in terms of their sources of print and non-print sources among different governments power, purposes, & • Synthesize a variety of information (1.1.2) effectiveness from print and non-print sources o Analyze their impacts onLiberties historical and current eventsConstituents (1.1.2) “Governments” I can statements covered above. I can define liberties and constituents by… I can analyze how conflicts within and among governments impact historical or current events by…
  7. 7. Core ContentSS-HS- 1.2.2Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protectionof minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.”DOK 3Know Reason SkillsLimited government • Interpret the principles of limited Rule of law government • Evaluate the how effective the Federalism principles of limited government are Checks & Balances in protecting individual rights and Majority rule promoting the common good Protections of minority rights • Analyze a variety of information from Separation of power print and non-print sourcesCommon good • Synthesize a variety of information Homeland security from print and non-print sources • Examine issues related to the intent Environmental regulations of the Constitution Search & seizureGovernment of US Established by the Constitution
  8. 8. Embodies the purposes, values and principles of American representative democracy I can describe the six principles of limited government: rule of law, federalism, checks & balances, majority rule, protection of minority rights, separation of power. I can describe the “common good”. I can interpret the intent of the Constitution using the principles of limited government by… I can evaluate the effectiveness of the principles of limited government at protecting individual rights and promoting the “common good”.
  9. 9. Day 1: o What ideas might have given birth to the world’s first modern democratic nation? o Discuss bellwork. o Vocabulary Concept Map: Common Good o Group students into 3s or 4s o Give each group a concept map o Have them fill in the oval with Common Good. Explain that this is the term we’re exploring. o Put “Ideals of Government” in the triangle. Explain that this is the category. o Ask students to brainstorm attributes of “Common Good” and to write them on the lines below the oval. o Share. o If these are the attributes, then what are some examples of “common good”? o Share. o What are other “Ideals” of government that are similar in nature to common good, but still different from it.Day 2: o From where did ideas about our government come? o Discuss bellwork. o Roots of democracy. o Hand out “tree”. o Ask students to tape the illustration of a tree to the top of a page in their notebook. For each root on the tree, identify at least two ideas that shaped colonial views on government. Describe each idea and explain why it is important. o Read Section 3.2 (page 42) in order to complete this assignment.
  10. 10. Day 3: • Bell (political cartoon analysis) • In “general” classes, took notes to fill in blanks of the tree. • See attached PowerPointDay 4: • Bellwork (political cartoon analysis) • Living Statues o Use Meet Me At… to break into side-by-side pairs. o Explain “Living Statues” activity to students. o Give each pair Student Handout 3A, Preparing for the Interview  Read through directions with students and ensure that they understand what is being asked of them. o Give each pair one of the biographies from Student Handout 3B. o Allow them this class period to prepare for their roles the next day. o Walk around and make sure that each pair is on track and has the proper information for the next day.Day 5:
  11. 11. • Bellwork (political cartoon analysis) • Living Statues o Some groups may need about 5 minutes to finish up… o (I took each class outside or to a larger area like the auditorium or library.) o Pass out Student handout 3D to each pair. o For the first 4 rounds, person A will be the statue and person B will be the reporter. During following rounds, positions will be reversed. o Explain that reporters will have 3 minutes to interview each statue and answer the questions about each historical figure. The teacher will tell them when time is up. o (Had a couple of classes that didn’t manage to get to every station. Took 15 minutes of the next class to finish up. o Follow with discussion questions:  Where did ideas about our government come from?  Which of the ideas do you think was the most unique or interesting? Why?  Which of the ideas do you think had the most influence on the development of democratic government in the United States?Day 6: • Bellwork (political cartoon analysis)
  12. 12. • Federalists & Anti-Federalists o Introduce the two factions who were arguing about whether to ratify the Constitution. o Ask students to create a t-chart in their notebooks. o They should identify at least three arguments for each side. o Then answer the question: How was the debate over the ratification of the Constitution resolved?Day 7 & 8: • Bellwork (political cartoon analysis) • Principles of Government Matrix o Introduce the Six Principles of Limited Government: Rule of Law, Federalism, Checks & Balances, Majority Rule, Protection of Minority Rights, and Separation of Power. o Explain that each of these principles is represented in the Constitution. o Pass out Principles of Government matrix.  Ask students to use their text to define each of the principles. Give them the definition for Protection of Minority Rights: “Protect minority rights by allow the minority to express its view on issues.” o Explain that students will be using the Constitution to find two examples of each principle. Students will tell the Article/Section/Clause in which they found the example. They also need a direct quote from the Constitution. o Shared Article 6 Clause 3 as an example of Rule of Law. o I allowed them to have a partner. Took two days (some took three). o General Classes may need Principles of Limited Government PPT. For Honors, I shared the slides on federalism.Day 9:
  13. 13. • Open Response
  14. 14. Core ContentSS-HS- 1.2.1Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3Know Reason SkillsPreamble • Analyze how the powers ofBill of Rights government are distributed and shared among levels and branchesConstitution to reflect the common good Establishes a government of limited • Evaluate how this distribution of powers, shared among powers protects the common good different branches • Analyze a variety of information from Allowed US government to change print and non-print sources over time to meet changing • Synthesize a variety of information needs of society from print and non-print sourcesBranches of GovernmentPowers of governmentLimited governmentCommon goodJudicial reviewFederalism
  15. 15.  I can identify the parts of the U.S. Constitution. I can describe the powers of each branch and level of government. I can analyze how the powers of government are distributed and shared among levels and branches to reflect the common good by… I can evaluate how the distribution of powers protects the common good by…
  16. 16. Day 1: • Bellwork: Political Cartoon analysis • Assign Frayer models of Due process, independent judiciary, strict construction, loose construction, judicial review. • Term • Definition in your own words • Picture/symbol • Sentence that shows understanding • Before passing out Notebook Handout 4, explain that students will take on the role of law students progressing through three years of law school. To be accepted into law school, they must first pass the Law School Admissions Test. Part of the LSAT requires them to demonstrate logical and analytical reasoning. This first task will test whether they can logically piece together an incomplete outline of the Constitution in a timed exam. o Pass out Notebook Handout 4. Ask students to use a pencil, so they can correct mistakes later. Give them a few minutes (5) to complete. o Project Information Master 4A, and have students check and correct their work. Have them put the handout in their notebooks • Explain that students will now learn how the Constitution, despite being over two centuries old, still guides our government and courts in day- to-day decision making. They will examine the document in depth to learn how the framers distributed power in order to protect us from abuses of power as well as how they assigned power to different branches of government and to the states.Day 2: • Bellwork: Political Cartoon Analysis • Ask students to read Section 4.1 (introduction). Ask the following questions: o Why did Dwight Lopez file a lawsuit against his school district?
  17. 17. o Is the issue Lopez presented a constitutional issue? In other words, is it a case in which the Constitution will be consulted in order to make a decision? o If you were the lawyer assigned to represent Lopez in this case, on what grounds might you argue that his constitutional rights were violated? • Pass out the Elements of the Constitution sheet. o Reiterate the importance of being familiar with the constitution, not only with what it says, but also with its make up. Have students read section 4.2 and complete the sheet. o I gave about 5 minutes and then went over my answer for Preamble, to ensure that students understood how to fill in the example portion.Day 3-6 • Bellwork: Political Cartoon Analysis • Constitutional Law 1 Matrix (Student Handout 4B) o Congratulate students on being accepted into law school. To survive the next three years, they will need extensive knowledge of the Constitution and its principles. Each part of this activity will further familiarize them with the provisions of the Constitution, as well as how it embodies some basic governing principles and acts as the foundation for our government. o Pair students in side-by-side pairs from their Meet Me At… sheet. o Tell students that Challenge 1 will acquaint them with the rules and operation of the U.S. government as enumerated in the Constitution. o Pass out Student Handout 4B. Explain the layout of the sheet and what will be expected from students. Tell students that theyw ill find the answer to each question directly in the Constitution (page 378) and can use their outlines to guide them to the right article and section.
  18. 18. o As pairs record answers on the matrix, have them retrieve new cards from a “cad bank” of remaining cards. Check answers as they go. • Debriefing o Project Information Master 4B and review with students. o Ask:  What do you notice about how the Constitution deals with power?  Based on your examination of the Constitution so far, what are some ways that the framers distributed power in the Constitution?  Why do you think they distributed power as they did?Day 7-8 • Bellwork: Political Cartoon Analysis • Guiding Principles of the Constitution o Need to explain that the 6 principles of limited government overlap with, but are not exactly the same as, the Guiding Principles of the Constitution. o Review the 6 principles of limited government: rule of law, separation of power, checks & balances, majority rule, minority rights, federalism. o Explain that two new ideas have been added: independent judiciary and popular sovereignty.  Ask students to complete Frayers of these words from the reading (starting on 70). Instead of writing a sentence, they should include an example from the Constitution. • Constitutional Law 2 Matrix o Congratulate students on successfully completing 1L. Explain that as 2L students, they will now be expected to understand the larger principles embodied by the Constitution. For the next challenge, they will be asked to look up certain provision and decide which of the six guiding principles is being exemplified.
  19. 19. o Divide students into pairs using Meet Me At… o Give each pair a copy of Information Master 4C Guiding Principles of the Constitution. o Give each pair one or two cards. Explain that they must find the article, section, and clause listed on the card and read that provision of the Constitution. They will record as many principles as they believe are exemplified within that provision and a short explanation of why those principles apply. As pairs record their answers, have them retrieve new cards from the card bank and check their answers with you. • Project Completed Constitutional Law 2 Matrix. o Ask:  How do these principles embody the concerns that the framers had about a government with too much power?Day 9 • Ask students to read section 4.5 and complete the Three Landmark Court Cases chart. • Understanding Constitutional Law o (If time demands, you may only want to do 1 or 2 of these, instead of all 3) o Give each pair a copy of Student Handout 4E: Background on Three Constitutional Cases. o Project Transparency 4A: Constitutional Case 1 and play CD track 1, which in addition to the handout, gives background on this first case study. Have students complete the tasks on Transparency 4A. When they have finished, ask them to share what sections of the Constitution might provide an answer to the question posed on the transparency, their prediction of what the Supreme Court will decide and what in the Constitution led them to those predictions. o Reveal the outcome of the first case. Play CD track 2, outcome of case 1 which gives an overview of what happened in the case and how the Constitution was used to decide the case. Discuss students’ reaction to the decision and whether they agree with it. o Repeat steps for case 2 and 3 • Debrief. Ask: o How and why did the framers distribute power in the Constitution? o How do modern circumstances present challenges to carrying out the original intentions of the Constitution?
  20. 20. o Do you think the Constitution still works today? Why or why not?Day 10: • Bellwork • Examining the Essential Question Quiz
  21. 21. Rights & ResponsibilitiesCore ContentSS-HS- 1.3.1Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, bein conflict (e.g., slander, libel) with the rights of another. DOK 2Know Reason SkillsRights • Examine ways that democratic • Demonstrate an understanding of Free speech governments do or do not preserve the nature of government (illustrate, and protect the rights and liberties of write, model, present, debate): Privacy their constituents o Examine ways thatIndividual rights may be in conflict with • Examine ways that democratic democratic government do or others’ individual rights governments do or do not preserve do not preserve and protectSlander and protect the rights and liberties of the rights and liberties of theirLibel their constituents constituentsCitizens have certain rights as members of • Analyze a variety of information from • Investigate the rights of individuals to a democratic society. print and non-print sources explain how those rights can • Synthesize a variety of information sometimes be in conflict with the from print and non-print sources responsibility of the government to protect the rights of others I can define my rights as a citizen of the United States.
  22. 22.  I can explain and give examples of how the rights of one individual may, at times, be in conflict with the rights of another. I can demonstrate an understanding of the nature of government by examining ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents in a… I can investigate the rights of individuals to explain how those rights can sometimes be in conflict the responsibility of government to protect the rights of others
  23. 23. Core ContentSS-HS-1.3.2Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2Know Reason SkillsRights • Explain how the rights of an • Investigate the rights of individuals to Free speech individual may, at times, be in explain how those rights can conflict with the responsibility of sometimes be in conflict with the Privacy government to protect the common responsibility of the government toIndividual rights may be in conflict with the good protect the common good responsibility of government to • Analyze a variety of information from protect the common good print and non-print sourcesSlander • Synthesize a variety of informationLibel from print and non-print sourcesCitizens have certain rights and responsibilities as members of a democratic society.
  24. 24.  I can explain how the rights of an individual may, at times, be in conflict with the responsibility of the government to protect the common good. I can investigate the rights of individuals to explain how those rights can sometimes be in conflict with the responsibility of the government to protect the common good
  25. 25. Core ContentSS-HS- 1.3.3Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces).DOK 3Know Reason SkillsCivic Engagement • Evaluate the impact citizens have on • Demonstrate an understanding ofCivic Responsibilities the functioning of a democratic the nature of government (illustrate, government by assuming write, model, present, debate): Voting responsibilities and duties o Evaluate the relationship Leadership positions • Evaluate the relationship between between and among the U.S.Civic Duties and among the US government’s government’s response to Jury duty response to contemporary issues contemporary issues and Taxes and societal problems and the societal problems and the Follow the law needs, wants and demand of its wants, needs and demand of Armed forces citizens its citizens • Analyze a variety of information fromLevel of civic engagement in a democracy print and non-print sources can impact the government’s • Synthesize a variety of information effectiveness from print and non-print sources
  26. 26.  I can identify and explain the differences between civic duties and civic responsibilities. I can evaluate the impact citizens have on the functions of a democratic government by assuming responsibilities and duties I can demonstrate an understanding of the nature of government by evaluating the relationship between and among the U.S. government’s response to contemporary issues and societal problems and the wants, needs and demands of its citizens.
  27. 27. Core ContentSS-HS-3.1.1Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels inthe modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices.DOK 2Know Reason SkillsScarcity • Explain how scarcity of resourcesResources necessitates choices at both theBudget personal and societal levelsRevenue • Explain the impact of those choicesCost • Explain how governments with limitedExpenditure budgets consider revenues, costs, andResources opportunity when planning expendituresEconomic institution • Describe how economic institutions helpEconomic to deal with scarcityCorporationLabor UnionBankStock MarketCooperatives
  28. 28.  I can give examples of how scarcity necessitates choices at both the personal and societal levels. I can explain how scarcity necessitates choices at both the personal and societal levels.
  29. 29. Core ContentSS-HS-3.2.1Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broadsocial goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2Know Reason SkillsEconomic systems • Compare and contrast economic - Traditional systems and evaluate their - Command effectiveness in achieving broad social - Market goals - Mixed •Social Goals - Equity - Efficiency - Security - Freedom - Growth I can compare and contrast economic systems based on their abilities to achieve broad social goals.
  30. 30. Core ContentSS-HS-3.2.3Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy(e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investorstry to maximize return). DOK 2Know Reason SkillsFree enterprise system • Students will analyze free enterpriseProfitsProducers systems and explain strategies forEntrepreneurs maximizing profits based on differentWorkersSavers roles in the economyInvestorsIncomeReturnsProducers try to maximize resourcesEntrepreneurs try to maximize profitsWorkers try to maximize incomeSavers & investors try to maximize returns I can explain how, in a free enterprise system, producers try to maximize resources. I can explain how, in a free enterprise system, entrepreneurs try to maximize profits. I can explain how, in a free enterprise system, workers try to maximize income. I can explain how, in a free enterprise system, savers try to maximize return.
  31. 31. Core ContentSS-HS-3.3.1Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers preferences).DOK 2Know Reason SkillsMarkets • Explain factors that influence the supplyBuyers and demand of productsSellers • Describe how financial and non-financialGoods incentive influence individuals differentlyServices • Explain or model cause-effect relationshipsSupply between the level of competition in aDemand market and the number of buyers andConsumers sellersInputs • Research laws and government mandatesIncome and analyze their purposes and effects inUtility the U.S. and in the global marketplacePrice InstitutionOpportunity Cost I can explain how numerous factors influence the supply and demand of products. I can give examples of how numerous factors influence the supply and demand of products.
  32. 32. Core ContentSS-HS-3.4.1Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls,subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world. DOK 3Know Reason SkillsProduction • Analyze changing relationships betweenConsumption and among business, labor and governmentDistribution • Examine the effects of those changingBusiness relationships on production, distribution,Labor and consumption in the U.S.Government  I can analyze the changing relationships among business, labor and government.  I can analyze how these relationships affect production, distribution and consumption.
  33. 33. Core ContentSS-HS-3.4.2Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resourceshave increased productivity in the world.DOK 2Know Reason SkillsNew knowledge • Describe how different factors haveTechnological change increased productivity in the worldInvestmentsCapital goodsHuman capitalHuman resourcesProductivity  I can describe how factors such as technological change, investments in capital goods and investments in human capital/resources have increased productivity in the world.  I can give examples of how factors such as technological change, investments in capital goods and investments in human capital/resources have increased productivity in the world.
  34. 34. Core ContentSS-HS-3.4.3Students will explain and give examples of how interdependence of personal, national and international economic activities often results ininternational issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modernworld (1500 A.D. to present) and the United States (Reconstruction to present).DOK 2Know Reason SkillsGlobal economy • Research laws and government mandatesInterdependence and analyze their purposes and effects inNatural resource dependence the US and in the global marketplaceEconomic sanctions • Analyze how economies of nations aroundEnvironmental issues the world affect and are affected byHumanitarian issues American economic policiesEconomic policy  I can explain how interdependence of personal, national, and international economic activities often results in international issues and concerns.  I can give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns.
  35. 35. Core ContentSS-HS-4.1.1Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) toexplain and analyze the reasons for the distribution of physical and human features on Earths surface. DOK 3Know Reason SkillsFive Themes • Analyze the distribution of physical and Location, Place, Regions, Movement, human features on Earth’s surface Human/Environmental interaction • Interpret patterns and develop rationalesPatterns for the location and distribution of Earth’sSettle human featuresLocationPhysical characteristics  climate, mountains, riversHuman Characteristics  interstate highways, urban centers, workforceHuman populationsInterdependenceCooperationConflictMapsGlobesPhotographsModelsSatellite imagesChartsGraphsDatabasesDistributionRelative location
  36. 36. Absolute locationStudents will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) toexplain and analyze the reasons for the distribution of physical and human features on Earths surface.  I can use a variety of geographic tools to explain the reasons for the distribution of physical and human features on Earth’s surface.  I can use a variety of geographic tools to analyze the reasons for the distribution of physical and human features on Earth’s surface.
  37. 37. Core ContentSS-HS-4.2.2Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers,workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2Know Reason SkillsRegions • Analyze the distribution of physical andIntegrated system human features on Earth’s surfaceLandform types • Interpret patterns and develop rationalesPolitical units for the location and distribution of Earth’sEconomic patterns human featuresCultural groups • Analyze pros and cons of physical and human characteristics of regions in terms of human activity  I can explain how physical characteristics of regions create advantages and disadvantages for human activities in a specific place.  I can explain how human characteristics of regions create advantages and disadvantages for human activities in as specific place.
  38. 38. Core ContentSS-HS-4.3.1Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement andsettlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and theimpacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3Know Reason SkillsMovement • Analyze pros and cons of physical andSettlement patterns human characteristics of regions in terms ofPush factors human activity  famine • Explain how cultural differences and  military conflict perspectives sometimes result in conflictsPull factors in the modern world and US  climate • Analyze the causes of movement and  job opportunity settlement and their impacts in differentCentralization places and at different times in historyDispersion • Explain how technology has facilitated thePopulations movement of goods, services, andEconomic interdependence populations, increased economicCenters of economic activity interdependence, and influenced  cities development of centers of economic  interstate highways activity  airports  rivers  railroads  computers  telecommunications
  39. 39.  I can describe the movement and settlement patterns of people in various places. I can analyze the causes of that movement and settlement. I can analyze the impact of that movement and settlement.
  40. 40. Core ContentSS-HS-4.3.2Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services andpopulations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2Know Reason SkillsTechnology • Explain how technology has facilitated the  computers movement of goods, services and  telecommunications populations, increased economicInterdependent interdependence at all levels andGlobal community influenced development of centers ofInterrelationships economic activity • Describe human strategies used to overcome limits of the physical environment • Interpret and analyze possible global effects of human modifications to the physical environment, perspectives on the use of natural resources, and natural disasters  I can explain how technology has facilitated the movement of goods, services and populations.  I can explain how technology has increased economic interdependence at all levels.  I can explain how technology has influenced development of centers of economic activity.
  41. 41. Core ContentSS-HS-4.4.2Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use ofnatural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects(e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States(Reconstruction to present). DOK 2Know Reason SkillsHuman actions • Describe human strategies used toHuman strategies overcome limits of the physicalHuman activities environmentHuman modification • Interpret and analyze possible global  deforestation effects of human modifications to the  mining physical environment, perspectives on theNatural resources use of natural resources, and natural  oil disasters  water  landNatural disasters  earthquakes  tsunamis  floodsGlobal effects  global warming  destruction of the rainforest  acid rainPhysical environmentInterrelationships I can explain how human modifications to the physical environment may have possible global effects.
  42. 42.  I can explain how perspectives on the use of natural resources may have possible global effects. I can explain how natural disasters may have possible global effects.
  43. 43. Core ContentKnow Reason Skills •

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