Grade Level Content Expectations
1.) I can describe the relationships between people, places, and environments by using information that is in a geographic (spatial) context. I can engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. I can identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making.
2.) I can explain and use key conceptual devices(places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.
3.) I can describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. I can analyze the physical and human characteristics of places and regions.
1.) I can describe the relationships between people, places, and environments by using information that is in a geographic (spatial) context. I can engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. I can identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making.
2.) I can explain and use key conceptual devices(places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.
3.) I can describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. I can analyze the physical and human characteristics of places and regions.
Overview
In this lesson, students learn about hurricanes as an example of extreme weather and how people in the Caribbean deal with this physical phenomenon. In a Visual Discovery activity, students analyze five images that represent key stages in the life of a hurricane: birth, strengthening, tracking, landfall, and aftermath. Students “step into” selected images, using information from their books to bring the images to life.
Objectives
Students will
• describe the weather conditions that cause a hurricane to form and strengthen.
• identify ways in which people deal with hurricanes in the Caribbean.
• analyze the relationship between an El Niño and extreme weather around the world.
Social justice is a concept of fair and just relations between the individual and society. This is measured by the explicit and tacit terms for the distribution of wealth, opportunities for personal activity and social privileges
This resource profiles Bob Marley, a world-renowned musician whose legacy continues today. Through his music, he was able to advance issues of social justice and unite people in working for justice and peace in Jamaica and around the world. To this day Bob Marley is still recognized as the most influential figure in the islands.
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TCI Chapter 11: Dealing with Extreme Weather Reading Guide Directions: As you read the chapter, complete the questions below. Your answers should be thorough and in complete sentences. 11.1 Introduction What is extreme weather? What are some examples of extreme weather?
Students will use the tools of geography to view, analyze, and understand the physical and human characteristics of Latin America . The mapping lab instruction is a case-study approach that help develop students as geographic thinkers.
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ONLINE ATLAS
The World Book web site offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum guides.(username:howco, password: worldbook) http://www.worldbookonline.com |
In this lesson, students will learn about the process of urbanization and the patterns of inequality that exist in urban areas. Students will pretend to be exchange students from the Clarksville. They have been chosen to attend the university in Mexico City due to their high academic standings. They will travel to four neighborhoods to survey people from different social classes about their living experiences in Mexico City. After discussing their survey results on all four visits, students complete a guided reading activity describing the extreme inequalities of life in Mexico City.
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mai_practice_keys.pdf | |
File Size: | 1200 kb |
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Watch the video on the Maya, and then start the webquest below.
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Today you will read the Aztec TCI resource packet and complete the chapter 24 reading notes activities. After you finish the activities please watch the 2 videos on Tenochtitlan and then start the chapter 25 TCI activities.
http://www.aztec-history.com/aztec-empire.html |
Today we will work on the Inca Webquest. INCA
You should complete this on a google doc so you have access to it. |
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Today we will work on the Inca Webquest. INCA
You should complete this on a google doc so you have access to it.
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If you finish chapter 25 early please check out the power point and review game below.
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Today you will read the Aztec TCI resource packet and complete the chapter 24 reading notes activities. (Please use the the colored pencils and paper on the art cart in the back of my room to complete pages 1 and 4) After you finish the activities please watch the 2 videos on Tenochtitlan and then start the chapter 25 TCI activities.
ANSWER THE QUESTIONS ON A GOOGLE DOC.You can use GOOGLE DRAW (COPY THE DOCUMENT)AND ADD TEXT BOX TO TYPE IN YOUR ANSWER. |
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Today we will start our unit on Latin America. We will start with the conquest of the Aztecs and the creation of New Spain. Click on the link above and type in page 213 in the Pages text box. We will review the video that we watched about Christopher Columbus and then start the primary sources handout on the conquest of Middle America. We will finish the conquest of the Aztecs and the creation of New Spain. Click on the link above and type in page 213 in the Pages text box. You will finish the questions on page 218 on your google doc. Link to page 218 You can copy it on google draw and add text boxes. 1. Go to the start button in the bottom-left corner. 2. Click the app with a scissor icon called Snipping Tool. If it is not in the menu, use the search bar to find it. Type "Snipping Tool." 3. If the screen outside the snipping window does not immediately gray out, click the "New" button. This will cause the screen to gray out and the mouse-cursor to change. Drag the cursor to create a box around the area you want to capture. If the cursor cannot capture the whole page, change the zoom to "Page fit" and try again. This will give you a .PNG format image. |