Course Syllabus
Mr. Postier Lyford High School Room A110
Geography Web Page: http://www.geostuff.net / I am available to speak with parents in person, or by phone daily, during my conference period:
8:52am to 9:40am
High School phone number: 347-3909
My email:
Welcome to 9th Grade World Geography. I am Mr. Postier, and I will be your teacher. I am looking forward to getting to know each of my students, as we explore the world we live in, this year. Above I have listed the web address for my Geography Page. I have created this web site to help students, parents, and anyone seeking information about the world. The site is a work in progress, and I plan to update it frequently. You will find information about this class and many links that will be useful for class projects and assignments. Hopefully you will be able to find information about assignments, projects, and class activities. Below you will find a list of materials you will need, or will be useful for this class. There is also a list of my expectations for every student in my room. If you follow these expectations, class will be much more enjoyable for everyone, and you will be almost certain to succeed in class. If you have any questions, suggestions, concerns, ideas, or specific needs, please let me know. I will do my best to be available and accessible as much as possible. I am excited about the year ahead, and wish you all success.
Mr. Postier
Classroom Expectations / Items Needed for Class
1. Be in your seat and ready when the bell rings.
2. Bring all materials needed for class. Purses,
backpacks, book bags, etc., MUST be kept
under or beside your desk.
3. Respect YOURSELF and the RIGHTS,
FEELINGS and PROPERTY of others.
4. Follow instructions and school rules carefully.
5. Complete ALL assignments on time.
6. Be polite and raise your hand before speaking.
7. Only Water is allowed in class, and ONLY
with permission. No food in class except on
designated “LHS Free Days”
8. Cell phones, Mp3s, Ipods, and any other
electronic devices MUST be turned off and
kept out of sight during class.
9. Using classroom equipment is allowed ONLY
with permission.
10. ALWAYS do your VERY BEST! / Provided Materials:
Pocket folder
Writing Paper
Required Materials:
#2 Pencils and/or Pen (Blue or Black Ink Only)
Highlighter Marker (1 or 2 colors)
*Suggested Materials:
Colored Pencils, or Markers (Watercolor), or Crayons
(At Least 4 Different Colors)
World Atlas (Recommended but Optional)
Ruler (6" Minimum)
Calculator (nothing expensive, cheap Kmart, Wal-mart, Target, or Dollar Store calculators will be fine)
Flash/Jump/Pin Drive (useful for storing computer files)
*Suggested materials may be provided in class if
available. It is suggested that students bring their own, in case the materials are not available.
Items to Avoid - Please do NOT bring these items to class
Permanent Markers
Pens with light colored ink (yellow, silver, pink, etc...)
Super Glue
Absence – When you are absent, it is your responsibility to find out what you missed, and make arrangements to complete the work you missed. If you return on the day of a test, quiz, or other exam, you will be expected to take the test, quiz, or exam as scheduled with the rest of the class. If your absence was excused, you still need to make up the work missed.
Late Assignments – Assignments are due on the due date. Late assignments will receive an automatic deduction of 10%. Assignments turned in after the applicable unit is completed will receive a grade up to a maximum of 75%. Extra time may be granted if a student can show a real need or hardship prior to the due date. Students with assignments that are late due to absence, will be granted extra time to be determined by the teacher.
Alternative Assignments – If a student misses an assignment that was part of an in class activity or video, an alternate assignment may be assigned.
Grades – Grades will be assigned using a weighted scale as follows:
Daily Work = 30%
Unit Tests and Projects = 50%
Six Weeks Exam = 20%
Daily Work – The daily work portion your grade will consist of notes, vocabulary, map skills, videos, class activities and assignments. Homework will also be counted as daily work.
Unit Tests and Projects – Each three-weeks, you will do 1-2 projects in class. These projects require more than one class period to complete, and often require computer research. They will be counted the same as a unit test. Your are expected to take all tests when they are scheduled. Makeup tests and Retakes may be allowed for unit tests in special circumstances.
Six-Weeks, Semester, & End of Year Exams – You are expected to take all tests when they are scheduled. Makeup exams may be offered in case of absence, but only if scheduling allows. NO Retakes will be allowed for Six Weeks, Semester, or End of Year Exams.
Course Topics – Units of study will be as follows:
1st Six Weeks – Physical Geography, Human Geography
2nd Six Weeks – The U.S. & Canada, Latin America
3rd Six Weeks – Europe, Russia & Eurasia
4th Six Weeks – Middle East & North Africa, Sub Saharan Africa
5th Six Weeks – South Asia, and East Asia
6th Six Weeks – Southeast Asia, Australia/Oceania/Antarctica
Pre AP Classes – Pre AP students will be expected to complete a research project & presentation each six weeks.
After School Tutoring – AST is available most weeks on Monday, Tuesday, Wednesday, and Thursday by appointment or assignment. AST runs from 3:50 – 4:45. Saturday School is also available most Saturdays from 8:00 – Noon.
Online Help/Resources – You may find the class webpage at: http://www. geostuff.net
This web site is designed to provide students with resources and help with class assignments. Students will be able to access class assignments and resources to help them complete assignments outside of the classroom.
Textbooks – A classroom set of textbooks will be available for students to use. There will also be a few textbooks available for students to check out and take home for short periods of time. Students will be responsible for books they have checked out. Students will be billed for any books they have checked out that are lost or destroyed.
Course Outline and Objectives
1st Semester1st Six Weeks – Physical Geography, Human Geography
Description:
Unit #1 – Physical Geography: Geography is the study of the physical and cultural landscapes of Earth. Geography can be studied in many ways, but for this class, geography will primarily be studied through a regional lens; Students will learn about geography by studying different regions of the world. This will also teach students about latitude and longitude. The physical environment affects human life and settlement, and is crucial to the study of geography. Physical systems include weather and climate patterns as well as movement of the Earth’s plates, and changes in the Earth’s surface and environments. Students will study Earth-Sun relationships, climate patterns and landforms. Plate tectonics and other forces of change will also be covered in this unit. This unit will introduce geographic terminology about the Earth, the internal forces of plate tectonics, the external forces of erosion and weathering, and natural hazards. Human-Environment Interaction comes in many forms, from everyday use of consumer products, to political agreements over environment resources, to natural hazards. Students will learn about natural hazards that affect human settlement.
Unit #2 – Human Geography: Settlement patterns are closely linked to the physical landscape, climate, location of water and resources, and access to trade routes. Historically people settled close to trade routes (usually water routes) in areas of hospitable climate and terrain. This general pattern remains true today, although humans have adapted to harsher climates and more rugged terrain, and trade no longer controls settlement patterns. Population and demographics are key statistics that population geographers analyze. These numbers can give insight into the standard of living, economic activities, and social problems that affect countries and regions around the world. Students will create a population pyramid. Students will learn to analyze population pyramids and demographics for a country and draw conclusions about the standard of living there. Places and regions are identified by unique physical and cultural characteristics. Students will be introduced to the characteristics of place, and the different types of regions. Understanding cultures around the world is immensely important in today’s global society. Cultural geography is the sub-field of geography that focuses on the various cultural characteristics around the world. Although culture is generally thought of as the customs and beliefs of a group of people that are passed from one generation to the next. Cultural identities are formed from languages, religions, ethnicity, customs, beliefs, economic activities, political systems, and even art and technology. This unit will help students to define their own personal culture.
Objectives:
Unit 01: Physical Geography (14 Days)
3 A B; 4 A B C; 8 A B C D; 9 A B; 19 A B
Unit 02: Human Geography (12 Days)
5 A B; 6 A B; 7 A B C D; 10 A B C; 11 A C; 13 A; 16 A; 17 A
2nd Six Weeks – The U.S. & Canada, Latin America
Description:
Unit #3 – The United States and Canada: The United States and Canada are composed of several sub-regions that have unique physical and cultural geography. Students will research the physical, political, economic, and social characteristics that define a particular region in North America with emphasis on both physical and cultural characteristics. Migration within the US is marked by westward and southern movements, and urbanization. This unit allows students to learn about the internal migration of people in the United States, based on city populations and NFL Franchises. It is important to note that NFL Franchises are used for this, since they require a certain amount of population and demand in order to be viable in a city. Students will investigate the population change in cities that have franchises, and propose a new city to locate a franchise. Immigration is a hotly debated issue in American politics today. Particularly, illegal immigration . However, no solution has been found to control illegal immigration. This unit will allow students to learn about the topic of immigration. Natural hazards occur in every part of the United States. The US has every type of natural hazard occur somewhere within its borders. Students will learn about hazardous events in the US and how people have dealt with those hazards. Our northern neighbor, Canada is one of our primary trading partners. Students will learn about Canada, Canadian Geography and Canada’s relationship with the US.
Unit #4 – Latin America: Latin America’s patterns of settlement are closely tied to the physical geography. Deserts, rainforests, mountains, and islands all inhibit growth in settlements. However, this region also has made use of extensive coastlines, most major cities are directly on the coast. The focus will be on the physical geography of Latin America, and how it affects settlement patterns. Students will learn about the diverse physical landscapes and climates of Latin America, and compare the physical geography with population density in order to draw conclusions about patterns of settlement in Latin America. There are many areas of Latin America that have remained almost unchanged over the decades, and even centuries, while growth in some areas has been phenomenal. Reasons for growth primarily center on increased global trade that has created new job markets and a movement of people in Latin America. Many countries still rely on a few major products for export (rum, sugar, bananas, coffee, copper and other minerals) and tourism as their primary source of income. Latin America has been stricken with political instability for several decades. The political history of Latin America is one of war, corruption, and economic downturns. However, many countries are more stable today than ever before. Students will read about controversial events in Latin America and draw conclusions based on what they have learned.
Objectives:
Unit 03: USA & Canada (15 Days)
1 A; 3 A B; 4 A; 5 A; 6 A B;7 A B D; 8 A B C D; 9 A B; 15 A;16 A C;20 A
Unit 04: Latin America (12 Days)
4 A B; 5 A B; 6 A B; 7 D B; 8 A B C; 9 A B; 12 A B C; 15 A B C;16 A B C; 20 A B
3rd Six Weeks – Europe & Russia
Description:
Unit #5 – Europe: The physical geography of Europe has shaped the political, economic and cultural characteristics of the nations in this region. Mountain ranges served to protect nations, but were also barriers to trade and caused isolation. Climates shaped agricultural activities in Europe, with the southern edge of this region focusing on crops that could survive a long, dry summer (Mediterranean Climate) while the western and central regions experience year round rainfall that allow for more diverse farming. Additionally, the northern regions of Europe experience a very cold climate, which limits their agricultural growth and therefore promotes other economic activities. Europe faces many environmental challenges that stem from growth and development on the continent. Densely populated areas of Western Europe lead to more human waste and damage to the environment, while the industrialization in Eastern Europe contributes to water and air pollution. Other issues affecting Europe include sustainable development, global warming, energy use and development of alternative fuel sources, deforestation, sea level rises and flooding, light pollution, waste dumping, out-dated factories, and many more issues. Europe is a culturally diverse region with languages, religions, and customs varying across the span of the continent. Three major language families exists (Slavic, Germanic, and Romance) and three major religions (Christianity, Islam, and Judaism). Within Christianity, there exist Protestant, Catholic, and Eastern Orthodox. In addition to language and religion, the different cultures of Europe have varying customs, political views, and economic practices. Immigration is a controversial issue across Europe, and particularly in France. Students will examine the issue of immigration in France, including the cultural diffusion and transition that occurs. The European Union unifies 27 countries on the European continent, whether economically, politically, or financially. Arising from the turmoil of the early 20th century (namely World War II), the European Union grew out of the desire for the countries of Europe to unite and rebuild. At first the union was only economic in nature, but over the decades, political and financial unions have been made, most notably with the induction of the Euro. Most European countries now belong to the E.U., although some remain independent for various reasons (Switzerland, Norway, and the Balkans). Students will learn about the origins of the European Union as well as the function of the EU, the advantages and disadvantages to membership, and possible future of unification.