Woodland Park High School
Mr. Ingram
World Geography

My philosophy  is, "Any student who shows EFFORT will do well in my class."  My method is to assign a small amount of homework nearly every class, which I estimate will take 15 - 20 min. to complete.  This provides the basic information for the next day's lesson.  All homework and tests must be made up if class is missed.  For unexcused absence or CUT the student  receive a zero for assignments done that day.  Class rules are designed by the students in a class Honor Code.

 

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© Copyright 1998-2010 : Larry's Links is a non-profit web site owned by Larry C. Ingram, ME, USN-Ret. This site is published for the benefit of my students and my fellow teachers.  No advertisements or banners are found on this site and this site does not endores any private company, cause or belief other than the belief that the proper education of our youth is the key to our  future.

Dear parents,

The course World Geography is designed to provide a basic overview of our planet. We will cover the broad range of science, topography, culture, and economic issues. In addition to studying the landscape of America and other countries, we will investigate the people of those countries, their culture and way of life. We will investigate how the topography of a country affects the way people live and the economy of that country. During group activities,  students will complete an in-depth analysis of various countries and present their finding to the class.

My method of teaching is to assign a small amount of homework three of four classes. This will give the student the basic information to understand the lesson presented the next day will take 15 to 25 minutes to complete these assignments. The homework will consist of defining six to eight vocabulary words and two to four questions covering the assigned chapter. During the lesson, the homework will be reviewed and facts covering the assigned chapter will be discussed. Activities which will help the student to understand the subject matter will be accomplished in class. Videos and overhead projector slides will be used to bring the lesson to life.

Required School Supplies: 3 Ring Binder and loose leaf paper.
                                             Pencils for daily work and pens for tests.

If your son / daughter begins to have problems with the school work or has a discipline problem, I will contact you to discuss this. If the problem continues, I will request that we meet face to face, along with the student to resolve the problem. If you have any questions or concerns during the school year, please send a note through your son / daughter or call the school at 686-2067 and leave me a message. E-Mail - agcsret@hotmail.com

Please be assured that the success of your son / daughter is my highest priority. Together we can provide the best learning experience possible.

Day 1: Introduction to Geography, USA Map, Get to know the Chief

Day 2 : USA Map, Books, Demonstration of homework, Elect class officers
Homework: Make list of 20 foreign items

Day 3 : Chapter 1 - Section 1 & 2 (#1.1-1.2)
Topics: Using the Geography themes, Planet Earth, Basic map construction
HW – 1  (List of foreign items)
Vocabulary Words: Geography, Absolute location, Hemisphere, Latitude, Longitude, Relative location, Orbit, Revolution, Axis, Solstice, Equinox
Questions:   1. What are the 5 themes of Geography?
                    2. What 2 kinds of features are used to describe place?
                    3. How do Earth’s movements affect the length of the year?

Day 4 : Chapter 1 - Section 3 (#1.1-1.2, 6.1)
Topics:  Landforms, Map of your neighborhood.
HW - 2
Vocabulary Words: Landform, Core, Mantle, Crust, Magma, Plate Tectonics, Fault, Tsunami, Weathering, Erosion.
Questions:  1. What materials make up the earth’s inner core, outer core, and mantle?
                   2. How do wind, water, and ice affect landforms on the earth’s surface?

Day 5 : The 5 Themes of Geography (#1.1, 3.1)
Map of Neighborhood Due
Overview of Island your island

Day 6 : Chapter 2 - Section 1 (#1.1, 3.1)
Topics:  Water, water cycle, precipitation, Work on the Island
HW - 3
Vocabulary Words: Vegetation, Water vapor, water cycle, evaporation, condensation, precipitation, ground water, aquifer.
Questions:   1. How does water enter the air during the water cycle?
                    2. Where do people get freshwater for drinking and growing crops?
                    3. Using the diagram on Pg 38, describe what part mountains play in the water cycle.

Day 7: Chapter 2 – Section 2, 3 (#1.1, 3.1)
Topics: Influences on climate, Climate and vegetation, Work on the island.
HW-4
Vocabulary Words: Weather, climate, hurricane, monsoon, rain shadow, savanna, marine west coast climate, tundra, timberline, steppe
Questions: 1. Why are climates warm or hot year-round near the Equator?
                  2. Why are monsoons both helpful and harmful?
                  3. How are climates of inland areas different from those nearer coasts? Why?

Day 8: Chapter 3 - Section 1, 2  (#3.1, 3.2 )
Topics: Culture, Population, Work on the Island
HW-5:
Vocabulary Words: Culture, Civilization, language, Standard of Living, Literacy rate, Population density, developed country, developing country, demographer
Questions:  1. What three factors help identify a culture region?
                   2. Why is population distributed unevenly on the earth’s land surface?
                   3. What data does a country’s birthrate give?

Day 9: Chapter 3 – Section 3  (#3.1, 3.2 Econ 2.1)
Topics: Resources (renewable and nonrenewable), industry, energy, Work on island.
HW-6:
Vocabulary Words: Natural resources, renewable resource, nonrenewable resource, fossil fuel, subsistence farming, pollution, hydroelectric power, solar energy.
Questions: 1. Why are metals a nonrenewable resource?
                  2. How are service industries different from other industries?
                  3. How might farmers pollute the environment?

Day 10: Test Chapters 1-3  (#3.1)
Island Due, Overview of State Presentation

Day 11: Chapter 4 -  Sect 1 (#3.2, 5.1)
Topics: USA: Land forms, Form Work Groups, State analysis overview
HW-7
Vocabulary Words: Contiguous, Urban, Megalopolis, Rural, Coral Reef.
Questions:  1. Where are the Great Lakes located?
                       2. Why does the United States have so many different types of climates?
                       3. Look at the physical map on pg 90.  What high, flat area covers much of the central
                           United States?

Day 12: Chapter 4 - Sect 2 (#4.1, 6.1 Econ 2.1, 2.2)
Topics: Economy, economic regions, today’s challenges, Work on State analysis
HW-8
Vocabulary Words: Free enterprise system, Service industry, Farm belt, dry farming, acid rain, Interdependent
Questions: 1. Why is the interior West different from other economic regions in the United States.
                      2. What form of economic activity employs the most people in the United States?
                      3. Land use Map on Pg 97.  What is the leading mineral resource found near the Gulf of
                          Mexico?

Day 13: Chapter 4 - Sect 3  (#4.2, 5.2, 6.2)
Topics: USA People and culture, Work on State Presentation
HW-9
Vocabulary Words:  Immigrant, Republic, Multicultural, Ethnic group, Mobile, National Park.
Questions:  1. Why is the United States known as a multicultural country?
                       2. Why are Americans today so mobile?
                       3. What areas of the United States have the fastest growing population?

Day 14: Test Chap 4
State presentations

Day 15: Finish State Presentations
                 Video: Over America

Day 16:Chapter 5 - Sect 1(#2.1)
Topics: Finish state presentations if necessary.  Canada : Land forms and Physical and human characteristics
HW - 10
Vocabulary Words: Prairie, Cordillera
Questions:   1. In what physical region do most Canadians live?
                        2. What area of Canada enjoys a mild climate and plenty of rainfall?

Day 17 : Chapter 5 - Sect 2, 3 (#2.1 Econ 3.1)
Topics: Canada: Economy, People, Culture and Traditions, Work on Cen. Am & Caribbean presentations.
HW - 11
Vocabulary Words: Fossil fuel, Newsprint, Parliamentary democracy, Prime minister, bilingual
Questions:  1. How are the Prairie Provinces like the Great Plains of the United States?
                       2. How do Canadians view close economic ties between Canada and the United States?
                       3. What two European groups settled Canada?
                       4. Where do most Canadians live?

Day 18 : Chapter 6 - Sect 1 (#2.1, 2.2, 5.1)
Topics: Mexico: Land forms, Physical, human characteristics, Geographic regions. Work on Cen. Am & Caribbean presentations
HW – 12
Vocabulary Words: Land bridge, Peninsula, Basin, Altitude,
Questions:  1. How does the landscape of the Plateau of Mexico differ from the north to the south?
                       2. Turn to the map of Mexico on Pg 154, What bodies of water surround Mexico?

Day 19 : Chapter 6 - Sect 2, 3 (#2.1, 2.2, 4.4, 6.1)
Topics: Mexico: Economy, People, Settlement patterns.   Work on Cen. Am & Caribbean presentations
HW – 13
Vocabulary Words: Maquiadora, Plantation, subsistence farm, Smog, Mestizo, Adobe
Questions:   1. What is Mexico’s most important mineral?
                        2. What environmental problems face those who live in Mexico City?
                        3. Name two groups that influenced modern Mexican culture?
                        4. What celebrations are common throughout Mexico?

Day 20 : Test : Chapters 5 & 6
Presentations on Cen. Am. and the Caribbean.

Day 21: Finish presentations on Cen. Am. and the Caribbean.   Video:  Mexico.

Day 22 : Chapter 7  (#2.3)
Topics: Central America and West Indies, Places and regions.  Work on S/A Presentations
HW - 14
Vocabulary Words:  Chicle, Nutrient, Bauxite, Isthmus, Archipelago, cooperative, Light industry, Dialect, Commonwealth,
Questions:   1. What groups of people have influenced the development of Central America?
                        2. What landforms are typical of the West Indies?  How do they influence climate?

Day 23 : Chapter 8  (#2.1)
Topics: Brazil and neighbors, Changing characteristics of Brazil,  Work on S/A presentations
HW - 15
Vocabulary Words: Basin, Selva, Escarpment, Sisal, Favela, Llanos, Caudillo, Landlocked, Gaucho, Cassava
Questions:   1. What kind of landforms and climate does Brazil have?
                        2. What resource has changed Venezuela’s economy?
                        3. Where did most of Uruguay’s people come from?
                        4. What two languages are spoken in Paraguay?

Day 24: Chapter 9  (#2.2)
Topics: Andean Countries: Colombia, Peru, Ecuador, Bolivia and Chili, concept of region.
Work on S/A presentations
HW - 16
Vocabulary Words:  Cash crop, Campesino, Altiplano, Empire, Quinoa, Sodium nitrate, Tannin, Estancia
Questions:   1. What is Colombia’s main export?
                        2. What is Ecuador’s major mineral export?
                       3. What are the two capitals of Bolivia?  Where are they located?
                        4. What is the most important agricultural products of Argentina?
                        5. How is the Andean region important to Argentina’s economy?

Day 25: Test: Chapter 7 - 9
- S. America presentation.

Day 26: Finish presentations on S. America.
Video: S. America

Day 27: Chapter 10 - Sect 1, 2 (#4.1, 6.1)
Topics: British Isles, Ireland, Population trends
HW - 17
Vocabulary Words:  Moor, Loch, Constitutional Monarchy, Peat, Bog
Questions:   1. What natural resources do the British export?
                        2. In what ways have the British influenced other parts of the world?
                        3. Where in Ireland are the plains and highlands located?
                        4. Why did many Irish immigrate to other countries in the mid 1800’s?

Day 28 : Chapter 10 - Section 3 (#4.2, 5.1)
Topics: Scandinavia: Norway, Sweden, Denmark, Iceland, Finland, Analyzing cultures
HW – 18
Vocabulary Words:  Fjord, Welfare State, Geyser
Questions:   1. How have the Norwegians adapted to their environment?
                        2. How does Iceland’s location affect its landscape?
                        3. In what ways is Finland different from other Scandinavian countries?

Day 29: Chapter 11- Section 1& 2 (#1.1-3, 4.3, Econ 1.1, 2.1)
Topics: France,  Germany,  Economic interdependence, Select countries for presentation
HW - 19
Vocabulary Words:  Navigable, Republic, Acid Rain, Loess, Autobahn, Dialect, Holocaust
Questions:   1. What is important about the region of the North European Plain?
                        2. Why is Paris an important City?
                        3. What are the three major landforms in Germany?
                        4. What natural resources are found in the Ruhr?

Day 30: Chapter 11 - Section 3 & 4 (#4.4, 5.3)
Topics: The Benelux Countries, The Alpine Countries, How Cities grow,
Work on Europe Presentation
HW - 20
Vocabulary Words:  Polder, Multinational firm, Neutrality, Watershed
Questions:       1. How has Belgium’s location affected its economic development?
                            2. Why do the Dutch reclaim land from the sea?
                            3. How has Switzerland’s location affected its relations with neighbors?
                            4. What makes Switzerland a multicultural country?

Day 31: Chapter 12 - Section 1 (#5.1)
Topics: Spain, Portugal, Modification of physical environment, Work on Europe Presentation
HW - 21
Vocabulary Words:  Plateau, Textile,
Questions:   1. What is the major landform of Spain?
                        2. How are the economies of Spain and Portugal different?

Day 32: Chapter 12 - Section 2, 3 (#5.2)
Topics: Italy & Greece, Effects of physical systems,  Work on Europe Presentation
HW - 22
Vocabulary Words:  Sirocco, City-state, Mainland, Suburb,
Questions:   1. What are two major mountain regions of Italy?
                        2. How is the economy of northern Italy different from the economy of southern Italy?
                        3. Why is so little of Greece’s land good for farming?
                        4. How does the sea help Greece’s economy?

Day 33 : Test Chapter 10 - 12
Europe Presentations.

Day 34: Finish Europe presentations,
Video on Europe

Day 35: Chapter 13 (#4.5 Econ 2.1, 2.2)
Topics: Baltic Republics, Poland, Czech Republic, Slovakia,  Balkan Countries, Hungary
HW - 23
Vocabulary Words:  Oil shale, Invest, nature preserve, consumer goods
Questions:   1. What country ruled the Baltic countries from 1940 to 1991?
                        2. Where do most people live in the Baltic Republics?
                        3. How has Poland’s geography affected its history?
                        4. How are foreign businesses helping Hungary’s economy?
                        5. Where are the Czech Republic’s major farmlands and industrial centers located?
                        6. What former Yugoslav republic is torn by warfare?

Day 36: Chap 14 (#4.5, 5.3 Econ 1.1, 2.1)
Topics: Russia, Differing points of view, Distribution of resources
HW-24
Vocabulary Words: Taiga, Permafrost, Communism, Command economy, Heavy industry, Free enterprise system, Czar, Serf, Cold war, Glasnost
Questions:   1. In what area do most of Russia’s people live?
                        2. Before 1991, how was the Soviet Union’s economy run?
                       3. What are Russia’s four major economic regions?
                        4. How does city life differ from country life in Russia?

Day 37 : Chap 15 (#4.5)
Topics: Ukraine, Belarus and Moldova, Caucus Republics, Central Asian republics
HW - 25
Vocabulary Words: Steppe, Food processing, Ethnic group, Nomad
Questions:   1. How does the climate of the Ukraine differ north to south?
                        2. How do the economies of Belarus and Moldova differ?
                        3. What two bodies of water lie on either side of Armenia, Georgia, & Azerbaijan?
                        4. What is Azerbaijan’s major religion?

Day 38: Test Chap 13 - 15  Review for final Exam

Day 39 : Final Exam

Standard 1. Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.

1.1 Students know how to use and construct maps, globes, and other geographic tools to acquire, process, and report information for spatial perspective. What they should know includes:
- Selecting appropriate maps, map projections, and other graphic representations to analyze geographic problems
- Constructing maps using fundamental cartographic principles including translating narratives about places and events into graphic representations.
- Interpreting maps ;and other geographic representations.
- Using geographic tools to represent and interpret Earth physical and human systems

1.2 Students develop knowledge of Earth to locate people, places, and environments. What they should know includes:
- Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.
- Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions and countries.
-Analyzing maps people make from memory of the same place to determine similarities and differences.

1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments. What they should know includes:
- Analyzing geographic information using a variety of scales-local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia)
- Analyzing patterns of distribution of arrangement of settlements
-Analyzing patterns and processes of the diffusion of human activities.
 

Standard 2. Students know that physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.

2.1 Students know the physical and human characteristics of places. What they should know includes:
- Analyzing the human and physical characteristics that give a place meaning and significance
-Describing the changing human and physical characteristics of places.

2.2 Students know how and why people define regions. What they should know includes:
- Applying the concept of region to organize the study of geographic issue using multiple criteria
- Analyzing changes in regions and recognizing the patterns of those changes (for example, the Caribbean Basin’s transition from a major sugar producer to a center for tourism)

2.3 Students know how culture and experience influence people’s perceptions of places and regions. What they should know includes:
- Analyzing why places and regions are important to human identity.
- Comparing and contrasting how and why different groups in society view places and regions differently.
- Analyze the ways places and regions reflect cultural change (for example, old mining towns become cultural centers)
 

Standard 3. Students understand how physical process shape Earth’s surface patterns and systems.

3.1 Students know the physical processes that shape Earth’s surface patterns. What they should know includes:
- Identifying the dynamics of the four basic components of Earth’s physical systems; the atmosphere, biosphere, lithosphere, and hydrosphere.
- Explaining the interaction of Earth’s physical systems (for example, the interaction of climate and ocean water as exemplified by El Nino)
- Explaining the variation in the effects of physical processes across Earth’s surface (for example the effects of wind variations in shaping landforms)

3.2 Students know the characteristics and distributions of physical systems and land, air, water, plants, and animals. What they should know includes:
- Explaining the factors that affect the distributions and characteristics of ecosystems
- Explaining the importance of ecosystems in understanding the environment
- Analyzing the diversity and productivity of ecosystems
 

Standard 4. Students understand how economic, political, cultural, and social processes interact to shape patterns of humans populations, interdependence, cooperation, and conflict.

4.1 Students know the characteristics, location, distribution, and migration of human populations. What they should know includes:
- Evaluating trends and effects of world population numbers and patterns
- Analyzing and physical and cultural impact of human migration.

4.2 Students know the nature and spatial distribution of cultural patterns. What they should know includes:
- Analyzing how cultures shape the character of a region.
- Describing the processes of cultural diffusion
- Describing the effect of technology on the development and change of cultures.

4.3 Students know the patterns and networks of economic interdependence. What they should know includes:
- Comparing and contrasting the characteristics and distribution of economic systems.
- Explaining how places of various size functions as centers of economic activity
- Analyzing factors influencing economic interdependence of countries, including world trade
- Analyzing connections among local, regional, and world economies (for example, transportation routes, movements patterns, and market areas)
- Analyzing how and why levels of economic development vary among places.

4.4 Students know the processes, patterns, and functions of human settlement. What they should know includes:
- Analyzing the size, arrangement, structure, and function of urban area
- Comparing and contrasting the differing characteristics of settlement in developing and developed countries.
- Examining how and why large cities grow together.

4.5 Students know how cooperation and conflict among people influence the division and control of Earth’s surface. What they should know includes:
- Analyzing why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales - local, national, and international
- Analyzing how differing points of view and self-interests play a role in conflict over territory and resources.
 

Standard 5. Students understand the effects of interactions between human and physical systems and changes in meaning, use distribution, and important resources.

5.1 Students know how human actions modify the physical environment. What they should know includes:
- Analyzing ways the humans depend upon, adapt to, and affect the physical environment.
- Evaluating ways in which technology has expanded human capacity to modify the physical environmental
- Explaining the possible global effects of human modification of the physical environmental.

5.2 Students know how physical systems affect human systems. What they should know includes:
- Comparing and contrasting how changes in the physical environment can increase or deminish its capacity to support human activity
- Identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (for example, the use of irrigation and arid environments)
- Analyzing how humans perceive and react to natural hazards.

5.3 Students know the changes that occur in the meaning, use location, distribution, and importance of resources. What they should know includes:
- Analyzing how the changing distribution of resources affects and patterns of settlement
- Evaluating policies and programs for resources use and management
- Analyzing the effects of economic activity in modifying and transforming resources.
 

Standard 6. Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.

6.1 Students know how to apply geography to understand the past. What they should know includes:
- Analyzing how changing perceptions of places and environments affect the behavior of people
- Analyzing the fundamental role the places and environments have played in history (for example, the Russian winter played an important part in the defeat of Napoleon’s army)

6.2 Students know how apply geography to understand the present and plan for the future. What they should know includes:
- Evaluating a contemporary issue using geography knowledge, skills, and perspectives.
- Comparing and contrasting how different viewpoints influenced the development of policies designed to use the manage Earth’s resources.