Each Day is scheduled for a block/90 minute class. 45/50-minute classes would split the lesson into two parts.

Transcription

1 Agriculture Unit Plan Intro Page Charlie Henry 9 th Grade-AP Human Geography Each Day is scheduled for a block/90 minute class. 45/50-minute classes would split the lesson into two parts. The last two blocks, day 5 and 6, will be allotted for testing. One day for the FRQ, and on day for the multiple-choice portion of the exam. The Agricultural Unit was taught in conjunction with chapter 10 (development) this year. Day #1-Lesson Summary-Students will be introduced to the concept of agriculture. The students are expected to have completed homework questions (CRS-College Readiness Skills) before they come to class. The questions are designed to guide reading of the assigned material, and provide study material for the students to review. The questions are answered in Cornell Note format to help with studying as we progress through the unit. The class will go over the questions and proceeds into a PowerPoint that covers the agricultural material. The supporting activity will be showing the video Guns, Germs, and Steel. Day #2-Lesson Summary The students will continue to learn about the development of agriculture, and what geographic locations benefitted the most from early agriculture. They will also see how agriculture has grown and spread across the world at different speeds and levels of sophistication. Day #3-Lesson Summary: The students will look at example of land organization and how it affects agriculture throughout the world. The students will also complete a computer-based activity that illustrates the various levels of technology incorporated into agriculture throughout the world. Day #4-Lesson Summary: The final lesson of chapter 11 deals with the growth of agribusiness and its impact on agriculture in the world. The students will be able to explain how agribusiness has changed agriculture, and parts of the world where it cannot be accessed. Day #5 and 6- Lesson Summary-Testing

2 Agriculture Unit Plan Charlie Henry The Agricultural Unit will span 6-90 minute blocks/ minute classes. The last two blocks will be allotted for testing. One day for the FRQ, and on day for the multiple-choice portion of the exam. The Agricultural Unit was taught in conjunction with chapter 10 (development) this time through. I All lessons will be presented to 9 th grade AP Human Geography students. Day One (1 & 2 non-block)-90 minutes Lesson has been taught one time to two different classes. Materials needed: Chapter 11-CRS Notes and CRS/Cornell Note forms ELMO-Overhead Projector Mac/PC computer with PowerPoint application. DVD-Player Video-Guns/Germs/Steel Part One Video Guide for Guns/Germs/Steel Part One Summary-Students will be introduced to the concept of agriculture. The students are expected to have completed homework questions (CRS-College Readiness Skills) before they come to class. The questions are designed to guide reading of the assigned material, and provide study material for the students to review. The questions are answered in Cornell Note format to help with studying as we progress through the unit. The class will go over the questions and proceeds into a PowerPoint that covers the agricultural material. The supporting activity will be showing the video Guns, Germs, and Steel. Human Geography Standards: SS-HS Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS-4.4.3\ Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). Starting the Lesson: The students were given homework to complete the CRS questions for the Field Note section and Section One from Chapter 11 of the H. J. de Blij book.

3 The Lesson: 1. The teacher starts the class by checking for homework completion. I give a stamp on a stamp sheet for homework. I give it based upon spot-checking for completion. (5 minutes) 2. The teacher pairs the students together and give each pair minutes to pair share their homework. The goal of this time is for the students to share their answers and make sure they have correct responses. The students are also looking for questions that they are unclear on and need further clarification for. 3. The teacher puts the questions on the overhead and as a group the class clears up any confusion. (5-10 minutes) 4. The teacher presents the slides 1-20 on the Chapter 11 PowerPoint. (The PowerPoint is posted to a class website, and the students are encouraged to print them off.) (20-25 minutes) 5. Following the lecture, show the first 25 minutes of Part One of Guns, Germs, and Steel. Have the students fill in the hand out. Homework: Complete section #2 of the CRS Reading questions. Day Two (3 & 4 non-block) Lesson: 90 minutes long, lesson has been taught to two different classes one time Materials needed: Chapter 11-CRS Notes and CRS/Cornell Note forms ELMO-Overhead Projector Mac/PC computer with PowerPoint application. DVD-Player Video-Guns/Germs/Steel Part One Video Guide for Guns/Germs/Steel Part One Human Geography Standards SS-HS Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS-4.4.3\ Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

4 Starting the Lesson: The students were expected to complete their section #2 reading for class. We are also going to finish the video that was started during the last class period. The Lesson 1. The teacher starts the class by checking for homework completion. I give a stamp on a stamp sheet for homework. I give it based upon spot-checking for completion. (5 minutes) 2. We will show the rest of the video Guns, Germs, and Steel that was started during the last class period. (20-25 minutes) 3. Following the video, the teacher will lead a class discussion on the video through the video guide. Following the discussion, the teacher will collect the guide (optional). (10 minutes) 4. After the discussing the video the teacher will go over the section 2 and 3 CRS homework questions to clear up any confusion. (10 minutes) 5. The teacher will go over slides in the agricultural PowerPoint, which goes along with section 2 reading. (10 minutes) 6. The class will take the section 1-2 quiz via PowerPoint in class. Following the quiz, students will check their own quizzes as we go through the answers together. (The rationale is that kids will follow along as we go through the FRQ portion of the quiz if we talk and grade them together.) Homework-Students will complete section #3 of the CRS questions. Day Three (5 & 6 non-block): 90 minutes class period Materials: Chapter 11-CRS Notes and CRS/Cornell Note forms ELMO-Overhead Projector Mac/PC computer with PowerPoint application. Chapter 11 Vocabulary Quiz Class copies of the Kuby Book Chapter 8 Activity: Food for Thought-The Globalization of Agriculture- Activity 1 Access to enough laptop/desktop computers for groups of three students to work on activity. Human Geography Standards: SS-HS Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity.

5 SS-HS-4.4.3\ Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). Starting the Lesson The students were expected to complete the CRS questions for section #3 as homework, the students we also expected to have created note cards for all of the vocabulary words from chapter 11. The Lesson 1. The teacher starts the class by checking for homework completion. I give a stamp on a stamp sheet for homework. I give it based upon spot-checking for completion. (5 minutes) 2. Teacher will briefly go through the homework questions for clarification with the class. (5 minutes) 3. Teacher will present the slides dealing with land distribution and organization. These slides go along and offer visuals for the information in section #3. (10 minutes) 4. Class will take a vocabulary quiz that looks for understanding of key terms from chapter 11. We will grade the quiz in class. (15-20 minutes) 5. Following the quiz, have the students organize into groups of three. In their groups they will get online and complete the Kuby Activity-: Food for Thought-The Globalization of Agriculture- Activity 1 (45 minutes) 6. Following the activity collect the students work to grade and hand back the following class. Day Four (7 & 8 non-block): 90-minute class period Materials: Chapter 11-CRS Notes and CRS/Cornell Note forms ELMO-Overhead Projector Mac/PC computer with PowerPoint application. Study Guide for the Chapter 11 test Human Geography Standards: SS-HS Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. SS-HS Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes,

6 tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). SS-HS-4.4.3\ Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation). Starting the Lesson: The teacher will have to have graded the students group work from the prior class. The students were also expected to finish section #4 of the CRS questions as homework. The Lesson: 1. The teacher starts the class by checking for homework completion. I give a stamp on a stamp sheet for homework. I give it based upon spot-checking for completion. (5 minutes) 2. The teacher will go over the section #4 questions for clarification with the students. (10 minutes) 3. The teacher will finish the Chapter 11 PowerPoint, slides These slides go over the agribusiness and commercialization of agriculture. (20 minutes) 4. Teacher will hand the students back the Kuby Activity from the prior class. The students will get into their groups and create a group answer to the following question: How is the World Systems Theory represented in the activity? The students will take time to create a group response and a class discussion will follow. (20 minutes) 5. The class will take the section 3-4 quiz via PowerPoint in class. Following the quiz, students will check their own quizzes as we go through the answers together. (The rationale is that kids will follow along as we go through the FRQ portion of the quiz if we talk and grade them together.) (20-25 minutes) 6. Teacher will give the students a study guide for the test. Day 5 and 6 Unit Test- Day 5-FRQ-3 Full FRQ questions from Chapter 11 Day 6-Multiple Choice-53 Questions from chapter 10/11 and 22 questions from prior units.

7 Name: Date: Viewing Guide: Teacher s Answer Key Guns, Germs, and Steel: Episode 1 Directions: Before viewing the film, read each question below so you know what information and ideas you should be looking for as you watch Episode 1. Record your answers to each question by providing as many facts, details, and examples as possible to answer each question. Be prepared to discuss your answers with the class and to use them as you work on a project. 1. According to Jared Diamond, what are the three major elements that separate the world s haves from the have nots? 2. Jared Diamond refers to the people of New Guinea as among the world s most culturally diverse and adaptable people in the world, yet they have much less than modern Americans. Diamond has developed a theory about what has caused these huge discrepancies among different countries, and he says it boils down to geographic luck. Give several examples from the film to support Diamond s theory. 3. For thousands of years, people have been cultivating crops. Describe the process used to domesticate crops and create plants that yielded bigger, tastier harvests. 4. According to Diamond, livestock also plays a signifi cant role in a civilization s ability tobecome rich and powerful. How did the domestication of animals help people? Give several examples.

8 5. List the animals that can be domesticated and where they can be found. 6. Looking at the list of animals and locations from question 5, discuss how Diamond s theory about geographic luck applies here. 7. How did the movement of the early civilizations of the Fertile Crescent (Middle East) further support Diamond s idea that geography played a key role in the success of a civilization? 8. Do you agree with Jared Diamond when he says of a civilizations ability to gain power, wealth, and strength, what s far more important is the hand that people have been dealt, the raw materials they ve had at their disposal. Why or why not?

9 Chapter 11-Agriculture CRS-Notes Field-Note (pp ) 1. What technology allowed farmers to grow soybeans in the dryer sections of the Great Plaines? 2. Why is organic farming on the rise in the United States? 3. Where are organic crops sold? Why do you think this is? Section #1-What is agriculture, and where did agriculture begin? (pp ) 1. Define agriculture. 2. Give examples of each of the following economic activities: primary, secondary, tertiary, quaternary, and quinary. 3. How much of the United States workforce works in agriculture? What about how much the United States produces in agriculture? 4. What is the difference between root crops and seed crops? 5. What was the first Agricultural Revolution, and where did it begin? 6. Define animal domestication. 7. What are the advantages of being able to domesticate animals? 8. What were most likely the first animals to domesticate? 9. Why have people only been able to domesticate a relatively small number of animals? 10. Why are there so few hunter-gathers in the world today? 11. What regions of the world do many subsistence farmers grow food? 12. What is shifting cultivation? 13. What is slash-and-burn agriculture? 14. Why does the promotion of producing cash crops create unequal distribution of wealth in places that were once subsistence farming strongholds. Section #2-How did agriculture change with industrialization? (pp ) 1. What was the Second Agricultural Revolution? 2. What role did the railroad play in the 2 nd Ag. Revolution in America? 3. According to Von Thunen s model, what are the layers of agriculture from the Central City? 4. What was the Third Agricultural Revolution/Green Revolution? 5. What regions of the world have yet to benefit from the Third Agricultural Revolution? Why? 6. What do some people argue are potential risks of the genetically engineered plants of the Green Revolution? 7. What sometimes happens to local subsistence agriculture as areas move to the production of cash crops?

10 Section #3-What imprint does agriculture make on the cultural landscape? (pp ) 1. What is the rectangular survey system? How does it manifest itself on the cultural landscape of the American Midwest? 2. How did the Homestead Act fit into this rectangular based system? 3. What are the metes and bounds survey approach? Where is it common 4. What is the long-lot survey system? Where is it practiced? 5. What is primogeniture? 6. Define and explain where the following settlements would be found: dispersed, nucleated, rundling/round village, walled villages, grid villages. 7. What effect did NAFTA have on crop production in Mexico? Why? Section #4-What is the global pattern of agriculture and agribusiness? (pp ) 1. What was the purpose of the plantation systems that were spread throughout the world by the European colonial powers? 2. What is commercial farming? 3. How has technology impacted commercial farming? 4. What is monoculture? 5. What climates are the most productive in growing crops? 6. What limits the ability of sugar cane producers to form a cartel and drive up prices? What would countries that import sugar cane do in response? 7. How has rubber production changed over the past 60 years? 8. What two core regions import almost all of the world coffee supply? 9. What does it mean to be Fair-Trade certified? 10. Looking at the ma on p , how does the highly developed world match up with specific types of agriculture? 11. What crops are grown in Mediterranean climate regions? 12. What parts of the world supply the Core regions with most of their illegal drugs? 13. What are some of the harmful effects of widespread use of commercial agriculture? 14. Define agribusiness. 15. How is urbanization affecting the amount of farmland in the United States?

11 Name Topic Block Pages GOAL: Read with purpose, making three-level CRS connections: MAIN IDEAS---SIGNIFICANT DETAILS ---INFERENTIAL RELATIONSHIPS (Sequential; Cause/Effect; Compare/Contrast) Step 1: PRE-READ Key Question: Preview: (check as applicable) Headings Illustrations Charts Maps Diagrams Print Features Step 3: WRITE QUESTIONS HERE Step 2: READ and take notes of significant details while you read.

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14 Step 4- REVIEW Summary/Big Picture (Answer the Key Question?)