Intro to possible new unit!

1. HUMANS AND THE
ENVIRONMENT:
Who is in Control?

2. Grade Levels
This unit targets a
high school ESL
class: Grades 9-12
Focus of the Class
Using a variety of themes,
the students build academic,
instructional, and social
language through the 4 skills
(reading, writing, speaking,
listening).

3. Essential Questions
W
hat is the
interaction
between
humans and
their
environment
today and in
the past?
What are somemodifications humanhave made to theirenvironment?
What are some migration paths to
and within the United States?

4. Alabama Curriculum Standards
• Social Studies (9-12) 2) Explain the interaction of
humans and their physical environment.3) Illustrate
patterns of land use and population distribution.
• English Language Arts (10) 7.) Write in persuasive,
expository, and narrative modes using an abbreviated
writing process in timed and untimed situations.
• 15.) Use the research process to document and organize
information to support a thesis on a literary or
nonliterary topic.
• 17.) Critique oral and visual presentations for fallacies in
logic.

5. Content Objectives: SWBAT:
• Compare the migration reasons and routes of
human populations in the United States, beginning
with African Americans in post-Civil War times.
(Analysis)
• Explain the impact of humans upon their physical
environment. (Analysis)
• List and define environmental policies created
by the United States government.(Knowledge)

6. Content Objectives: SWBAT:
continued….
• Research and analyze the reasons behind the differences
between the urban expansion in developed and developing
countries. (Application)
• Create a poll for the student body to better understand who
takes care of the environment. (Synthesis)
• Identify civilizations in the world and give examples of their
relationship with their environment. (knowledge)
• Visualize, digest, and illustrate the damage of Hurricane
Katrina and its aftermath. (Comprehension)

7. Language Objectives: SWBAT:
• Create an expository essay to explain the difference in
urban planning between countries. (Synthesis)
• Verbally defend the benefits of recycling.
(Comprehension)
• Design a chart to show the level of student body
involvement in taking care of the environment.
(Synthesis)
• Summarize and explain the migration routes of
difference human populations in the United States.
(Comprehension)

8. Lesson Focus
• Human impact upon the environment
• Human expansion in the United States
• Interaction between groups and their environment
• Urban expansion in developing and developed
countries
• Policies the United States has created to curb
environmental problems
• World population in relation to available resources.

9. Summary
 Finally, students will gain a better understanding of
humans and their effects upon the environment.
Students will also see how the environment and
humans affect other humans. The students will have
research duties and need to be familiar with
powerpoint, word, and using the computer as a
research tool.

10. Summary
 Finally, students will gain a better understanding of
humans and their effects upon the environment.
Students will also see how the environment and
humans affect other humans. The students will have
research duties and need to be familiar with
powerpoint, word, and using the computer as a
research tool.