Standards Based Unit of Study

 

 

 

Teacher(s)            Toby Smith____________________________________________________________________________

 

Subject(s)/Course(s):__World Geography__________________ Grade/Level:  10__________________________________

 

Unit Topic/Focus: Sailing through the Caribbean Islands-A trip across water and cultures__________________________

 

Integration with other content areas (if applicable) Economics, Political Science, Cultural Studies___________________

 

 

Estimated time for implementation: 5 Days__________________________________________________________________

 

Connections to previous/future learning: Connection to study of North and South American geography lessons_______

 

 

Standards

 

Academic Expectations

Program of Studies

Core Content for Assessment

2.19        Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

SS-H-Ge-U-1

Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface, and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

SS-HS-4.1.1

Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface.

 

 

 

Interdisciplinary, Meaningful and Authentic Connections

Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

 

Context (Unit Organizer):

During the implementation of this unit, students will explore the Caribbean Islands.  They will formulate their own understandings of the varying cultures, political outlooks, economics and other sociological aspect of the many cultures and understand they relate to and are direct products of the physical geography.  The students will understand that the physical geography of these islands has had a great impact upon their inhabitants and on the colonization patterns that have led to current systems that are in place.

Specifically, the unit will focus on the study of Cuba, the Dominican Republic, Haiti, Jamaica, and the Lesser Antilles.  One main theme throughout the unit will be the difference in economies and why the islands have developed particularly strong tourism industries as well as sugar markets.  The students will also be guided to question why some have such problems with poverty when others are thriving.

 

Essential Questions

·        Why and how has the geography of the various islands effected the development of those peoples that inhabit them?

·        How has the past colonization patterns of the islands helped to develop the societies of the islands?

·        In what ways have those colonizers helped to set trends of economic development of the different islands?

·        How does the limited amount of space available on the islands help to determine cultures and economies on the islands?

·        What are some similarities and differences between the islands’ people and systems?  Give some explanation for those comparisons and contrasts.

 

Culminating Activity/Assessment

·        Activity- daily individual web research of various islands followed by group sharing of findings.

·        Activity- virtual fieldtrip.

·        Formative Assessment- daily individual notes taken while doing research and virtual fieldtrip compiled into a travel journal.

  • Summative Assessment- group participation in Caribbean Jeopardy.

 

Resources / Technology

 

Outline of Daily Plans

·        Day 1- research Cuba and Jamaica. Students will research individually or if necessary in pairs on the internet via http://www.countryreports.org/ and https://www.cia.gov/library/publications/the-world-factbook/.  Students will also be able to use web sites of their own choosing.  While researching, the students will take notes which will later be compiled into their “travel journals” which give details on the following aspects of each island: economy, politics, physical geography, culture, and climate.  Half the class will be dedicated to student research and the second half will be spent discussing the students’ findings.

·         Day 2- research the Dominican Republic and Haiti.  Students will work on this section of their “travel journals” and discuss their research in class.  Half the class will be dedicated to student research and the second half will be spent discussing the students’ findings.

·        Day 3- research the Lesser Antilles.  Students will work on this section of their “travel journals” and discuss their research in class.  Half the class will be dedicated to student research and the second half will be spent discussing the students’ findings.

·        Day 4- students will go on their virtual fieldtrip and take notes to supplement those they had taken throughout their research from the days before.

·        Day 5- students will participate as a group in a game of Caribbean Jeopardy.  Throughout the game they will have full use of their “travel journals” and will turn those in by the end of class.

 

 

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