Do Now: Students will complete the General Information sheet
The teacher will go over the first day paperwork with all students and make sure there is a clear understanding of all classroom rules and procedures.
The students will then take the Advanced World Geography pretest in order to display their previous knowledge.
8/13-8/14/07
Do Now: Complete worksheet 60 which deals with the Prime Meridian, the Equator, and distinguishing the differences in the hemispheres of the Earth.
The students will be able to differentiate between longitude and latitude and explain the difference between the Prime Meridian and the Equator. They will be given a brief set of notes which explains this, as well as an oral discussion to reinforce the information in the notes.
They will then use this information to determine map coordinates and locations on a map of the Eastern Hemisphere.(Map activity 17.1)
8/15-8/16/07
Do Now: The students will use a hurricane tracking map and the coordinates for Tropical Storm Alberto to plot the coordinates for the path of the storm on the map.
The students will be given an explanation of how degrees of longitude and latitude can be subdivided into minutes. They will then use a map to plot coordinates for specific locations using both degrees and minutes.
8/17-20/07
Do Now: Pick up a map of Suriname and give the map coordinates in DEGREES and MINUTES for these locations.
1. Totness
2. Albina
3. Sipaliwini
4. Apoera
5. Djoemoe
6. Paranam
7. Benzdorp
8. Wageningen
The students will go over the map of Suriname to reinforce their ability to find map coordinates using degrees and minutes. They will then be asked to locate 8 locations using degrees and minutes on a map of Albania.
The students will then be given a map of the Eastern Hemisphere and they will be given a brief lecture on how to divide the map into time zones. The students will then be asked to determine time differences between 10 locations on the map.
8/21-22/07
Do Now: Use Map 17 of the Eastern Hemisphere to tell what time and day it is in the following cities if it is 3am, Wednesday, in Cairo, Egypt
The students will be given their graded homework assignment dealing with degrees and minutes on a map. They will go over their answers and ask questions in order to clarify any problems they may have had with the assignment.
The students will then be given a short section of notes explaining how to determine the different distances of longitudinal degrees when at certain latitudes.
8/23-24/07
Do Now: Pick up the world map from the overhead and calculate the distance between the listed points using the number of degrees between each point and the latitude that each on which each one lies.
The students will be given a short explanation on how to combine their map skills of determining distance at certain latitudes, time zones, longitude and latitude locations, and hurricane tracking to synthesize hurricane movement and determine when they would make landfall at certain locations. They will then use the hurricane tracking map to practice this combination of skills.
8/27-28/07
Do Now: Pick up the map packet and map skills test review and begin working on it.
The teacher will go over and grade the map skills test review, and orally review the students for the map skills test which will be on Wednesday, 8/29 for A day classes and Thursday 8/30 for B day classes.
8/29-30/07
Do Now: Use your map skills test review to study quietly for your test
The teacher will lead a short oral review of the test materials and demonstrate how to solve any of the problems the students may have.
The students will complete the map skills test, which will include latitude/longitude coordinates, sub-dividing degrees into minutes, charting the progress of a hurricane using tenths of degrees, differentiating time zones using longitude, finding distance using degrees of longitude and latitude, and then combining all of these skills to determine distance, elapsed time, and arrival times of hurricanes.
8/31-9/04/07
Do Now: the students will make a list of all the United States and their capitals using only their wits and their memory. This is to strengthen the ability to make 'mental maps'.
The teacher will then walk the students through 'mental map making' and how to accomplish this. The students will then use a blank map to fill in all the states and capitals for the U.S., which they will later use as a study guide for their states and capitals test, which will be on Thursday September 6 and Friday, September 7.
9/5-6/07
Do Now: Pick up the state capitals crossword puzzle and begin working on it. This will help you to study for the states and capitals test which will be given on Friday, September 7 and Monday, September 8.
The students will then be asked to label a map of the provinces and territories of Canada with the province name and capital. They will also label a map of the countries of Central America with the country name and capital. They will be tested on this information next week. This will allow them to have a complete mental map of the entire continent of North America.
9/7-10/07
Do Now: Use your U.S. map to study for your states and capitals test
The teacher will lead an oral review of the materials on the states and capitals test
The students will take the U.S. states and capitals test.
After the test the teacher will review the students on the information from the Canadian province map and the Central American map
9/11-12/07
Do Now: Pick up a Canadian Capitals crossword puzzle and write the capitals of each Canadian province in the correct blank.
The teacher will review the materials on the Canadian province map and the Central American map. The students will participate in an oral review game. The map test will be given on Sept.13-14.
The students will complete a European country and capital map on which they will be tested next week.
9/13-14/07
Do Now: Students should use their Canadian and Central American maps to study for their map tests.
The teacher will conduct an oral review of the information on the map tests to to help the students study.
The students will take the Canadian province and the Central American map test.
The students will complete their European country and capital map after they finish the test.
9/17-18/07
Do Now: Pick up the map of Africa and use pp.264 and 265 of your book to locate and label the countries of Africa and Southwest Asia
The students will participate in a review of the countries and capitals of Europe. Their test on the European map will be on Wednesday 9/19 and Thursday 9/20.
The students will completely label and color the map of Africa
9/19-20/07
Do Now: Use your European map to study for your map test
The teacher will use an overhead to review the students for the European map test.
The students will take the European map test.
9/24-25/07
Do Now: Use your map of Africa to study for your African map test
The teacher will use an overhead to review the students for the African map test.
The students will take the African map test. Once they finish the African map test they will begin to work on a map of Asia, labeling the nations and listing each nation's capital. Once they have finished labeling the map, they will color the map to distinquish political boundaries.
The students will complete the African map and it will be graded for a participation grade.
9/26-27/07
Do Now: Use your African map to study for the African map test, part 2
The teacher will lead the students in an oral review session using an overhead transparency of a map of Africa.
The students will take part 2 of the Africa map test
The students will use a blank outline map of South America to label the countries and capitals of the continent. They will then color each country to differentiate the political boundaries of each nation. The students will take a test on the South American map next week.
Students should begin to review materials for the nine weeks test which will be next week as well.
9/28-10/1/07
Do Now: Use your map skills packet, U.S. map, Canadian map, Central American map, European map, and African map to study for your nine weeks test.
The teacher will review the students for the 9 weeks test and answer any questions they may have about the test. The students will then participate in a review game using the material on the nine weeks test.
9 WEEKS TEST SCHEDULE
Tuesday 10/2 5th and 7th block
Wednesday 10/3 1st and 3rd block
Thursday 10/4 6th and 8th block
Friday 10/5 2nd and 4th block
10/2-10/5
Do Now: If you have the test today, study for the test. If you do not have the test today, begin working on the ch.2 vocabulary from the textbook.
Students who have a testing block will take the 9 weeks test, students who do not have a testing block will complete the chapter 2 vocabulary from the textbook.
10/9-10/07
Do Now: Use the maps on pg.48 to answer the following questions.
1. According to figure 2.1, which country's population is the largest?
2. According to figure 2.2, which continent has the densest population?
3. Which continent has the least dense population?
The students will be given an opportunity to complete their Ch.2 key terms if they did not finish them last class period.
The students will take a brief section of guided notes dealing with population distribution and the various ways to measure population density.
Once they finish the guided notes, the students will participate in a graphing activity in which they will be asked to graph the increase in population from 1650-2004 and then make predictions on the future growth using the information from the graph.
10/11-12/07
Do Now: Use your map of Asia to study for the Asia map test
The teacher will review the students for the map test of Asia.
The students will take the map test of Asia.
The students will then create a graph which deals with the population growth of the world since 1650. They will be asked to use the statistics presentend on the worksheet to anticipate the population growth until 2020. Once the students have finished their graph, they will share their predicitions with the class.
The students will take a short section of guided notes dealing with the changes in population world wide.
They should study for the South American map test which will be given on Monday 10/15 and Tuesday 10/16
10/15-16/2007
Do Now: Use your South American map to study for the South American map test
The teacher will review the students for the map test.
The students will take the South American map test.
The students will watch a National Geographic video entitled "Braving Alaska". This video directly deals with people who live in a sparsely populated region and how their life is affected by their regional surroundings.
The students will take a video quiz at the conclusion of the video.
10/17-18/07
Do Now: Using the chart on pg.53, answer the following questions:
1. Which country has the highest arithmetic density?
2. Which country has the largest increase from arithmetic density to physiological density?
3. Which country has the largest difference between agricultural density and physiological density?
The students will finishe watching "Braving Alaska" which deals with human settlements in undeveloped regions.
The students will take a brief section of guided notes which will explain how demographers categorize populations and how they differ from one another.
The students will then use statistical information to create a population pyramid for the 2001 population of Canada.
10/19-22/07
Do Now: Use the population pyramids on pg.64 to answer the following questions.
1. Which location has the largest male population between 40-45?
2. Which location has the smallest female population between 20-25?
3. Which location has the highest population of those from 5-10(male and female)?
The students will learn the formula for converting the number of people in a population by age/gender into a percentage of the population. They will then take that percentage and apply it to a population pyramid. They will master this skill by completing the 'Mysteries of the Pyramids' worksheet.
The students will take a short set of guided notes which explain why certain regions of the world are in certain stages of demographic transition.
10/23-24/07
Do Now: Use the map on pg.76 to answer the following questions.
1. Which countries have the highest percentages of AIDS/HIV?
2. Which countries have the lowest percentages of AIDS/HIV?
3. Why do you think these countries have such low percentages?
The students will complete the ch.2 test review and begin reviewing for the Ch.2 test which will be given on Monday, Oct.29 and Tuesday, Oct.30.
10/25-26/07
Do Now: Pick up the Population crossword puzzle and use the information from your ch.2 test review to complete it
The teacher will grade and go over the ch.2 test review to make sure that all students have the correct answers in order to study for their ch.2 test.
The students will participate in a review game which deals with the material which will be on the ch.2 test which will be given on Monday 10/29 and Tuesday 10/30
10/29-30/07
Do Now: Use your ch.2 test review to study for the ch.2 test
The student will take the ch.2 test. When they complete the test they will begin working on the ch.6 key terms on pg.222.
10/31-11/1/07
Do Now: Complete the ch.6 key terms on pg.222 if you have not already done so
The students will take a brief section of guided notes which deal with the divisions within the religions of the world and they will look at statistics on both Christianity and Islam
The students will watch a United Streaming video segment which explains the religious beliefs of Muslims and how their religion came to be.
The students will take a short video quiz following the video.
11/2-11/5/07
Do Now: Use the map on pg.191 to answer the following
1. Which denomination are most people in the Southeast U.S.?
2. Which denomination are most people in California and Nevada?
3. Most Lutherans are located in which 2 states?
The students will finish taking the section of guided notes which deals with universalizing religions, specifically the Sikh and Baha'i religions and why they are universalizing.
The students will complete the "Religions Around the World" fact sheet by using the map and graphs on pp.188-189
11/6-11/7/07
Do Now: Use the map on pg.190 to answer the following
1. Name four countries which are mostly Lutheran.
2. Germany is made up of which two branches of Christianity?
3. The United Kingdom is made up of which two denominations?
The students will take a brief section of guided notes which deal with ethnic religions and how they differ from univeralizing religions. Included in these notes will be the religions of Confucianism, Daoism, Shintoism, Hinduism, and Judaism.
The students will watch a brief United Streaming video concerning Judaism. They will take a video quiz after the video.
11/8-11/9/07
Do Now: Use pp.195-197 to answer the following
1. What did Siddhartha Gautama see on his four trips?
2. Of Christianity, Buddhism, Islam, and Hinduism, which is the oldest?
3. On what continent are the hearths of the 3 main universalizing religions?
The teacher will lead the students through a 'main idea' chart which shows the important characteristics of the major religions we have studied so far. This will help the students differentiate between those religions and help them remember important details about each
11/12-13/07
Do Now: Complete the 'World Religions' crossword puzzle
The students will complete a brief section of guided notes which explains how governments and religion have had conflicts in the past and what the biproduct of these conflicts have been.
The students will begin working on the ch.6 test review.
The test for B day blocks will be on Friday, November 16
The test for A day blocks will be on Wednesday, November 28
11/14-15/07
Do Now: Use the map of Jerusalem on pg.215 to answer the following
1. Name the four 'Quarters' within Jerusalem.
2. The Western Wall or 'Wailing Wall' separates which two quarters?
3. What is the significance of the Church of the Holy Sepulchre? In which quarter is it?
The teacher will grade and go over the ch.6 test review in order to make sure that all students have the correct answers.
The students will participate in a review game to review the information for the ch.6 test.
11/16-26/07
Do Now: Use your ch.6 study guide to study for the ch.6 test
The teacher will lead the students through a brief oral review of the material on the ch.6 test
The students will take the ch.6 test
When the students complete the test, they are to begin working on the ch.7 vocabulary on pg.258
11/27-28/07
Do Now: Use the three maps on pg.228 to answer the following (write questions, hi lite answers)
1. Which five states have the highest percentage of the Hispanic population?
2. In which state would you find more Asian Americans than any other?
3. Which state has more Indian, Eskimo, or Aleut than any other?
The students will complete the ch.7 section 1 guided reading exercise. After they complete, the teacher will lead them in a section of guided notes which will deal with the differences between ethnicity and race and how ethnic groups are distributed worldwide, nationally, and regionally. They will also discuss how certain ethnic groups have migrated over time to inhabit different areas of the world.
11/29-30/07
Do Now: Use the map of Chicago on pg.229 to answer the following
1. Which ethnic group is the largest in the southeastern part of the city?
2. Which ethnic group is the largest in the northeastern part of the city?
3. Which two ethnic groups surround Midway Airport?
The students will go over the guided reading exercise from the previous class period. The teacher will help them correct their answers and explain to them how ethnicity and race are different. The students will then discuss the different ethnic groups which are prevalent in America and the problems they face.
The students will then watch a clip of "Remember the Titans" to gain an understanding of how different ethnic groups related to one another in the 1960s.
12/3-12/4/07
Do Now: Use pp.235-237 to answer the following
1. Besides the U.S., what other nation practiced discrimination of blacks?
2. What was this discrimination called?
3. When did it end? Who became the new leader of the country after this?
The students will watch a segment of "Remember the Titans" to learn how discrimination played a key role in the function and distribution of different ethnic and cultural groups throughout the U.S.
The students will take a video quiz at the conclusion of the video.
12/5-12/6/07
Do Now: Use pp.237-239 to answer the following
1. The concept that ethnicities have the right to rule themselves is called ____________________.
2. Loyalty and devotion to one's nation is called _____________________.
3. A state which contains more than one ethnicity is called a ________________________.
The students will complete a section of guided notes which deals with apartheid in South Africa, as well as how ethnicities can achieve self determination. They will also discuss how self determination can lead to disputes between various ethnic groups who live within multi-ethnic or multi-national states.
The students will use the concepts of nationalism to create a flag that reflects their personality as if it were the country they were from. They will display their flags in the classroom and have other students attempt to determine which flag belongs to which student based on thei concept.
12/7-12/10/07
Do Now: Complete the flag you began working on in class last time. Remember to use nationalistic symbols which relate to you.
The students will complete the ch.7 test review using their ch.7 guided readings and notes.
The teacher will graded the ch.7 test review and go over it in class to make sure that all students have the correct answers.
The teacher will begin going over the test materials for the semester exam.
12/11-12/12/07
Do Now: Organize all of your review materials for the semester exam. The exam will cover the following:
-Map skills packet
-States and capitals map
-Canadian provinces and capitals map
-Central American countries/capitals map
-South American countries/capitals map
-European countries/capitals map
-African map (countries only)
-Asian map (countries only)
-Ch.2,6, and 7 test reviews
The teacher will go over the ch.7 review to make sure the students have all the correct answers and answer any questions the students may have.
The students will then complete the Semester Exam Scavenger Hunt which deals with the map work completed by the students this semester. They can use any and all of the maps they have received this semester to complete the scavenger hunt.
12/13-14/07
The students will complete the Semester Review Crossword puzzle which contains information from Ch.2,6, and 7.
They will begin reviewing for their semester exams which are scheduled as follows:
Do Now: Complete the ch.8 key terms which begin on pg.293
When the students complete the ch.8 key terms, they will begin working on their ch.8 section 1 guided reading exercise which introduces the section of ch.8 which deals with the organization of states and the characteristics of various states.
1/9-10/08
Do Now: Use the U.S. map on page 132 to answer the following questions
1. Name one compact state in the U.S.
2. Name one prorupted state in the U.S.
3. Name one elongated state in the U.S.
4. Name one fragmented state in the U.S.
The students will be given their graded ch.8 sec.1 guided reading and we will go over it as a class. We will discuss the make-up of a state and how states world wide have evolved. The students will also be able to describe the differences in the various shapes of states.
After going over the sec.1 guided reading, the students will complete the ch.8 sec.2 guided reading which deals with the various types of borders and how the world community deals with these borders.
1/11-14/08
Do Now: Use pp282-287 to answer the following.
1. Who were the Superpowers during the Cold War?
2. What were the 2 military alliances during the Cold War?
3. The most important element of state power today is mostly ________________ instead of ______________.
The teacher will hand back the graded ch.8 sec.2 guided reading and the students will go over the answers and discuss the information. It deals with the establishment of boundaries for states and the various reasons why states begin to place these boundaries.
The students will watch a United Streaming video clip which deals with the establishment of the Berlin Wall and how changing time led to the fall of the wall. After the video clip, the students will take a brief video quiz.
1/15-16/08
Do Now: Use pp.288-292 to answer the following, write the questions, hi-lite the answers.
1. ________________ is the systematic use of violence to coerce a government into granting its demands.
2. List three terrorists who were Americans.
3. Who is the founder of Al Qaeda and how is it funded?
The students will discuss terrorism and how it applies to state boundaries and borders. They will then relate it to modern day situations and examine how terrorism has changed over the last 50 years.
The students will then watch a United Streaming video dealing with the hi-jacking of Flight 93 on September 11, 2001 and how that attempt at terrorism failed. The students will take a video quiz at the end of the video segment.
1/17-18/06
Do Now: Use pp.290-292 to answer the following.
1. List the four states who support terrorism against the U.S.
2. Why did the U.S. attack Afghanistan in 2001?
3. Why did the U.S. attack Iraq in 2003?
The students will complete the ch.8 sec.3 guided reading which deals with how state sponsored terrorism began and how the U.S. has dealt with terrorism in recent years.
The students will then watch a short video clip from United Streaming which deals with how the U.S. has changed its stance on dealing with terrorism since the events of 9/11.
1/22-23/08
Do Now: Use the map on pg.291 to answer the following questions.
1. The largest ethnic group in Iraq is _____________________.
2. How many ethnic groups inhabit Pakistan?
3. Which 2 groups inhabit the area around Baghdad?
The teacher will hand back the ch.8 sec.3 guided reading and go over the information with the students. It will deal with economic alliances such as the European Union and how that differs from military alliances such as NATO or the Warsaw Pact. We will also cover information on how these military alliances changed the way tha countries relate to one another and how these military alliances eventually led to terrorism.
The students will then participate in a review game covering the material in ch.8. They will take a test on ch.8 on Thursday 1/24 and Friday 1/25.
1/24-25/08
Do Now: Use your ch.8 sec.1-3 guided reading to study for the test
The teacher will orally review the students on the material covered in chapter 8 and let them ask questions about the information.
The students will take the ch.8 test.
When the students complete the test, they are to begin working on the ch.13 key terms located on pg.469 of their textbook
1/28-29/08
Do Now: Use pp.439-441 to answer the following:
1. What was the only city to have more than 1 million citizens in 1800?
2. How many cities have 1 million citizens today?
3. Which 3 Asian countries have more than 75% of its population in urban areas?
The students will watch a brief United Streaming video clip which show the 1951 test of an atomic bomb in the Nevada desert.. This goes along with the information regarding the use of atomic weapons by the Superpowers during the Cold War to maintain a 'balance of power'.
The students will then watch the movie "The Day After" which is the fictitious story of a nuclear war between the U.S. and the Soviet Union. The students will take a short video quiz at the end of the episode
1/30-31/08
Do Now: Use the map on pp.442-443 to answer the following-
1. How many cities in the western hemisphere have more than 10 million people?
2. Which continent has the most large cities?
3. Which continent has the least large cities?
The students will continue watching "The Day After" to gain an understanding of what may have happened had the U.S. and the Soviet Union fought a war using nuclear arms.
The students will take a quiz at the end of the video.
2/1-4/08
Do Now: Use the map on pg.448 to answer the following-
1. Where do those people who make above $80,000 live?
2. Where do those who make less than $42,000 live?
3. Why do you think this is the case?
The students will complete the ch.13 section 1 guided reading which details the categorization of urban areas by size, explains where they are located, and the describes how they are set up.
2/5-6/08
Do Now: Use the map on pg.459 to answer the following
1. When was the largest part of Chicago annexed?
2. When was the smallest part of Chicago annexed?
3. How many counties are in the Chicago MSA?
The students will watch a brief United Streaming video which deals with how the city of New York was built and how it has evolved. This video gives this students an overview of city building in general.
The students will take a quiz on the video.
The students will be given back their graded ch.13 sec.1 guided reading and they will go over it with the teacher to correct any mistakes they may have made. The teacher will answer any questions and clarify any problems with the material in this section.
2/7-8/08
Do Now: Use pp.459-461 to answer the following
1. Does the city of Jackson match the description of a peripheral model?
2. List five of Jackson's edge cities.
3. Does the location of Jackson's airport match that of the airport on the map of the peripheral model on pg.460?
The teacher will pass out a requirement sheet for the 'City Project' which the students will be working on over the next two weeks. The requirement sheet will explain what exactly is supposed to be on the project and how the students are supposed to present the materials (see below)
City Project Requirements
1. The project must be on a full size sheet of poster board with your city’s name prominently displayed
2. There must be a map of the country your city is in with the city high lighted
3. At least 8 photographs of important or interesting things in your city
4. Required information:
a. population
b. language
c. religious background in the city
d. economy within the city
e. historical background of the city
* This information can be typed on paper and mounted on your poster
board or you can create separate categories for each.
5. Additional information
a. sports teams
b. entertainment
c. cultural events
d. famous residents
e. any other interesting information about your city
ALL information on the poster board except the name of your city MUST BE TYPED.
Scoring Rubric
City name on poster board – 10 points
8 photographs of the city – 20 points
Required information - 40 points
Additional information – 20 points
Neatness and creativity – 10 points
The teacher will go over the requirements and answer any questions the students may have concerning their projects. The teacher will then let the students draw for their cities. The projects are due on Thursday 2/21 for B day classes and Friday 2/22 for A day classes.
2/11-12/08
Do Now: Use pp. 460-461 to answer the following
1. What is density gradient?
2. What are two changes which have affected density gradient?
The students will complete the ch.13 sec.2 guided notes which deals with the distribution of people in cities and the different ways in which cities deal with the underclass, homelessness, and areas that are experiencing urban renewal.
2/13-14/08
Do Now: Use pp.462-464 to answer the following
1. How much of a city's land is devoted to roads and parking lots?
2. What exactly is rush hour?
3. What are some of the negative effects that automobiles may have on cities?
The students will be given back their graded ch.13 sec.2 guided reading and we will go over the answers and the students may ask questions to clarify any problems they may have. The material will be on the ch. 13 test which will be given next week.
2/15-19/08
Do Now: Pick up the ch.13 guided reading sec.3 and begin working on it beginning on pg.478
The students will work on the final section of the guided reading and turn it in when they are finished.
When the students are finished they will watch the final installment of "Miracle" to display the differences in the Superpowers of the Soviet Union and the United States during the Cold War.
2/20-21/08
Do Now: Use pp.496-497 to answer the following.
1. What problems do multiple local governments sometimes create?
2. What are two kinds of metropolitan wide governments?
3. What has Maryland done to prevent urban sprawl?
The ch.13 sec.3 guided reading will be handed back to the students. The teacher will go over the material and allow the students to correct their answers. Once we have finished going over the ch.13 sec.3 guided reading, we will begin review for the ch.13 test
2/22-25/08
Do Now: Begin working on the ch.14 key terms on pp.506-507
The students will present their city projects one at a time. As they present they will be asked to use Google Earth to locate their city on the digital projector and zoom in to show the rest of the class the location of their city
2/27-28/08
Do Now: Use your ch.13 guided reading sec.1,2, and 3 to study for your test
The teacher will lead the students in an oral review of the material that is on the test.
The students will take the ch.13 test.
When the students are through with their test, they will complete the ch.14 key terms on pp.506-507
2/29-3/3/08
Do Now: Use pp.475-476 to answer the following.
1. What are the two kinds of natural resources which are most valuable to humans?
2. What is the difference between animate and inanimate power?
3. What is the difference between a renewable resource and a non renewable resource?
The students will participate in a short discussion which deals with renewable and non-renewable resources and how humans use them. The students will discuss the various types of substitutes which are being created to replace non-renewable resources.
The students will then watch a United Streaming video segment that deals with solar cars and how colleges are pushing their engineering students to design and build solar powered cars in an attempt to replace gasoline based cars.
The students will take a video quiz at the conclusion of the video segment
3/24-3/25/08
Do Now: Use the graph on pg.482 to answer the following
1. What percentage of oil did the U.S. produce on its own in 2003?
2. What percentage did they get from Non-OPEC countries in 2003?
3. What is the difference between the answer in #2 and the percentage of oil we received from Non-OPEC countries in 1973?
The teacher will lead the students in a brief discussion concerning OPEC and how oil prices have been affected by this organization. The students will also look at graphs in the textbook and determine which region of the world controls most of the petroleum supply.
The students will complete the ch.14 sec.2 guided reading which deals with the resources of oil, natural gas, and nuclear power and how the United States and other countries utilize these resources
3/26-27/08
Do Now: Use pp.491-493 to answer the following.
1. What are the three main components of urban air pollution?
2. Where does most carbon monoxide come from?
3. Which city in the U.S. has the most air pollution?
The teacher will review the ch.14 sec.2 guided reading and go over any of the material that the students may have had problems with. They will discuss nuclear power, how it is created, and the problems that can be created because of it.
The students will then watch a short video clip from United Streaming which shows how nuclear power is created.
The students will turn in the ch.14 sec.2 guided reading and the do now. They will then begin to work on the ch.14 sec.3 guided reading.
3/28-31/08
Do Now: Pick up and complete the 'Resources and Pollution' crossword puzzle
The students will go over the ch.14 sec.3 guided notes which deal with air and water pollution, where the pollution comes from, and how it affects the environment.
The students will turn in the crossword puzzle and the sec.3 guided notes. They will then begin to work on the ch.14 sec.4 guided notes which deals with alternative sources of energy that cause less pollution and how they are being used throughout the world.
4/1-2/08
Do Now: Using pp.498-500, answer the following.
1. What are the two most used renewable resources?
2. Why does the U.S. not use more hydroelectric power?
3. Why have electric cars failed to become popular?
The students will complete the ch.14 sec.4 guided notes. They will go over these notes as a class, discussing the uses of renewable resources, problems with renewable resources, and the ways these resources may be used in the future.
Once they finish the guided notes, they will begin working on the ch.14 test review
4/3-4/08
Do Now: Pick up one of the Ch.14 test review packets from the cart and begin working on it.
When the students are finished with the test review packet, the teacher will grade it and go over it with the students to insure that they have the correct answers. They will take the ch.14 test during the next class meeting.
4/7-8/08
Do Now: Use your ch.14 study guided to review for the ch.14 test
The teacher will lead an oral review of the information on the ch.14 test.
The students will take the ch.14 test. When they complete the test, they are to begin working on the ch.12 vocabulary found on pg.434 of their textbook.
4/9-10/08
Do Now: If you have not done so already, complete the ch.12 vocabulary on pg.434
Once the students are done with the ch.12 vocabulary, the teacher will introduce ch.12 which deals with the differences between a service oriented economy and an economy based on agriculture or manufacturing. The students will then watch a United Streaming video clip which details some of the inventions which have made this type of economic system successful.
The students will take a video quiz at the conclusion of the video.
4/11-14/08
Do Now: Use the graph on pg.407 to answer the following
1. What are the two main services in the tertiary sector?
2. How many different services are included in the tertiary sector?
3. What are the three producer services?
The students will briefly discuss services in the American economic society and why they have become so important. They will then complete the ch.12 sec.1 guided reading which deals with services and their distribution geographically.
4/15-16/08
Do Now: Use pp.416-418 to answer
1.What role does a geographer fill in the location of a new department store?
2. What do these department stores use to determine where their customers come from?
3. Besides finding enough customers with enough money, what else do department stores have to worry about?
The students will discuss how geographers are instrumental in helping to place retail outlets. They will then watch a video about how Wal-Mart has become a vital part of the American economic sector and how geography plays a part in that.
4/17-18/08
Do Now: Use the map on pg.424 to answer the following
1. What is the only dominant world city in the U.S.?
2. Which 8 states have no business services?
3. What type of business services do we have in Mississippi?
The students will complete the ch.12 sec.2 guided reading. They will turn in both the guided reading and the 'Do Now' at the end of the class.
4/22-23/08
Do Now: Use the map on page 426 to answer the following
1. What do the 3 parts of the pie represent on the map on the left?
2. Which 3 U.S. cities have high rates of college educated, scientists, and professionals?
3. Why do you think Washington has more scientists than New York?
The students will discuss the use of talent as a way to determine the location of particular services within the U.S. They will then watch a video which deals with public services and how they have failed in situations such as Hurricane Katrina and the 9/11 attacks. There will be a video quiz at the end of the video.
4/24-25/08
Do Now: Pick up a Ch.12 sec.3 guided reading and begin working on it
The students will watch the remaining section of the public services video and then complete the ch.12 sec.3 guided reading
4/28-29/08
Do Now: IF you have not completed the ch.12 sec.3 guided reading, do so now
The teacher will hand back the ch.12 sec.2 guided reading which has been graded and go over the answers and answer any questions the students may have. The teacher will explain how threshold and range of services are determined and how cities have their services determined for them by their economic base.
The students will turn in the ch.12 sec.3 guided reading and then will complete the 'Services' crossword puzzle.
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