Science Course Title Geography Course Code 2326 Short .

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENTHIGH SCHOOL ACADEMIC COURSE OUTLINEDepartmentHistory/SocialScienceGrade Level9-12Course TitleShort TitleCredits perSemesterCourse LengthOne semesterPrerequisitesRecommended English 1-2Co-requisitesRecommended English 3-4Articulated with LBCCMeets UC “a-g” RequirementNoYes (g)Course CodeGeographyGrad RequirementGEOGRAPHY5Approvedfor HonorsNo2326RequiredNoNoElectiveArticulated with CSULBNoMeets NCAA RequirementYesYesCOURSE DESCRIPTION:Geography is the study of the world, its physical features and its human inhabitants. In this course,teachers suggest questions to explore our planet and provide students with a framework to study theEarth. Students will study physical, cultural, political and economic Geography. Students apply anunderstanding of the five themes of Geography, which include location, place, region, movement andhuman-environmental interaction. The first unit in the course focuses on location, place and region, whileunits two through five emphasize movement and human-environmental interaction.COURSE PURPOSE: GOALS(Student needs the course is intended to meet)CONTENTSKILLSLITERACYAPPLICATIONS Understand how movement and human-environmental interactions affect thedevelopment of social, political and economic systems. Analyze the spatial organization and demographics of region, place andenvironment. Integrate Geographic data including maps, satellite images, photographs,informational texts and statistics to develop maps and informational reports aboutthe cultural, political, economic and environmental characteristics of a region atmultiple scales. Integrate Geographic data including maps, satellite images, photographs,informational texts and statistics to evaluate and write argumentative reportsabout the interactions between humans and the environment in the context ofcultural patterns, population development, as well as political and economicissues. Use maps and other geographic representations, tools, and technologies in orderto acquire, process, and report information and solve a problem of inquiry. Determine the main ideas and definitions of terms in informational texts in orderto make meaning of the text and Geography concepts. Write informational texts to explain geographic representations, as well ascultural, environmental, economic and political world regional differences. Conduct research reports evaluating how movement and human-environmentalinteraction affect the development of social, political and economic systems. Apply appropriate technical skills and academic knowledge.

Geography – Page 2 Communicate clearly, effectively, and with reason.Apply technology to enhance productivity.Utilize critical thinking to make sense of problems and persevere in solving them.Work productively in teams while integrating cultural and global competence.Demonstrate creativity and innovation.Employ valid and reliable research strategies.Understand the environmental, social, and economic impacts of decisions.COURSE PURPOSE: EXPECTED OUTCOMESStudents are expected to perform at a proficient level on a variety of tasks and assessments addressingboth the content and skill standards for Geography. Levels of proficiency are defined near the end of thiscourse outline under Performance Criteria.C3 Framework Indicators and K-12 Pathways for Geography:from the Social Studies for the Next Generation: Purposes, Practices, and Implications of the College, Career, and Civic Life (C3) Frameworkfor Social Studies State Standards, published by the National Council for the Social Studies in November, 2013Geographic Representations: Spatial Views of the WorldD2.Geo.1.9-12: Use geospatial and related technologies to create maps to display and explain the spatial patternsof cultural and environmental characteristics.D2.Geo.2.9-12: Use maps, satellite images, photographs, and other representations to explain relationshipsbetween the locations of places and regions and their political, cultural, and economic dynamics.D2.Geo.3.9-12: Use geographic data to analyze variations in the spatial patterns of cultural and environmentalcharacteristics at multiple scales.Human-Environment Interaction: Place, Regions, and CultureD2.Geo.4.9-12: Analyze relationships and interactions within and between human and physical systems to explainreciprocal influences that occur among them.D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural andenvironmental characteristics of various places and regions.D2.Geo.6.9-12: Evaluate the impact of human settlement activities on the environmental and cultural characteristicsof specific places and regions.Human Population: Spatial Patterns and MovementsD2.Geo.7.9-12: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas,technologies, and cultural practices have influenced migration patterns and the distribution of human population.D2.Geo.8.9-12: Evaluate the impact of economic activities and political decisions on spatial patterns within andamong urban, suburban, and rural regions.D2.Geo.9.9-12: Evaluate the influence of long-term climate variability of human migration and settlement patterns,resource use, and land uses at local-to-global scales.Global Interconnections: Changing Spatial PatternsD2.Geo.10.9-12: Evaluate how changes in the environmental and cultural characteristics of a place or regioninfluence spatial patterns of trade and land use.D2.Geo.11.9-12: Evaluate how economic globalization and the expanding use of scarce resources contribute toconflict and cooperation within and among countries.D2.Geo.12.9-12: Evaluate the consequences of human-made and natural catastrophes on global trade, politics, andhuman migration.

Geography – Page 3COURSE PURPOSE: EXPECTED INTEGRATED OUTCOMESStudents are also expected to proficiently apply common skills that are relevant across curricular areas,industry sectors, and career pathways. The following are those skills most applicable to this course.Common Core Reading Standards in History/Social Studies 6-12:from the California Common Core State Standards, adopted by the California State Board of Education in March, 2012Key Ideas and Details11-12 R2: Determine the central ideas or information of a primary or secondary source; provide an accuratesummary that makes clear the relationships among the key details and ideas.Craft and Structure11-12 R4: Determine the meaning of words and phrases as they are used in a text, including analyzing how anauthor uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction inFederalist No. 10).Integration of Knowledge and Ideas11-12 R7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,visually, quantitatively, as well as in words) in order to address a question or solve a problem.Common Core Writing Standards in History/Social Studies Science, and TechnicalSubjects 6-12:from the California Common Core State Standards, adopted by the California State Board of Education in March, 2012Text Types and Purposes11-12 W1: Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) fromalternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims,reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for eachwhile pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form thatanticipates the audience’s knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion,and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) andcounterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of thediscipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.11-12 W2: Write informative/explanatory texts, including the narration of historical events, scientificprocedures/experiments, or technical processes.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on thatwhich precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), andmultimedia when useful to aiding comprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concretedetails, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarifythe relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy tomanage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline andcontext as well as to the expertise of likely readers.e. Provide a concluding statement or section that follows from and supports the information or explanation provided(e.g., articulating implications or the significance of the topic).Research to Build and Present Knowledge11-12 W7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sourceson the subject, demonstrating understanding of the subject under investigation.11-12 W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searcheseffectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience;integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on anyone source and following a standard format for citation.11-12 W9: Draw evidence from informational texts to support analysis, reflection, and research.