Learners will explore the following topics, as detailed in the class summary schedule: 


-Definition and scope of geography
-Importance of geography in understanding the world
-Brief overview of physical and human geography
- Our solar system
-Introduction to maps and their types
-Remote sensing and satellite technology
-Geographic Information Systems (GIS) and their applications 
- Latitude and Longitude 
-Earth's structure and composition
-Plate tectonics and continental drift
-Landforms (mountains, plains, plateaus, etc.)
-Oceans, seas, and major rivers
-Climate zones and weather patterns
- Biomes and ecosystems
-Human-environment interaction
-Population distribution and density
-Migration patterns and urbanization
-Cultural diversity and cultural landscapes
-Economic activities (agriculture, industry, services)
-Global trade and interdependence
-Study of different continents, countries, and regions
-Physical characteristics and natural resources
-Cultural, historical, and political factors
-Economic development and challenges
-Current events and contemporary issues
-Political systems and governance
-International relations and organizations
-Conflicts, wars, and peacekeeping efforts
-Global issues (climate change, resource conflicts, etc.)
-Geopolitical impact on regional and global stability
-Natural resource management
-Environmental degradation and conservation
-Climate change and global warming
-Sustainable development goals (SDGs)
-Efforts towards a more sustainable future

I have 7 years of experience teaching Social Studies in public schools in Texas. During that time I taught World Geography for both 6th and 9th grades, US History for 8th grade, Texas History for 7th grade, as well as coaching a high school Debate team. 

I have led grade level teams of teachers, as well as implemented entire new curriculums into schools. During the pandemic, I aided my school in transitioning online and adjusting to online tools. 

I ran a LGBTQIA club at my last school, and strive to provide a safe and welcoming space for all my learners. 

I have been running TTRPG (Dungeons and Dragons/Starfinder/Monster of the Week) classes on Outschool for the last two years, and am quite familiar with the platform as well as my own methods for engaging learners through Zoom. 

Homework Offered
Throughout the course, learners will be working on a research paper in the form of a Nation Report. Learners will apply everything they've learned during the course to create their own fictional nation, complete with a map, and present their report to me at the end of the course. I will test their nation against three scenarios, and learners will have to explain how their nation acts or reacts accordingly. 

In essence, learners are preparing a thesis they will have to defend. 

Learners will be given time during Day Two of each week to consult with me about their Nation Report. Approximately 20-30 minutes each week should be plenty for learners to complete their report. 

Each week will include a benchmark to keep learners on track and progressing. 
0 - 1 hours per week outside of class
Assessments Offered
Research Paper: Nation Report

Learners will present their Nation Report to me, and explain how three scenarios provided by me will affect their Nation. 

Students will receive a certificate of completion upon the course's conclusion and successful presentation of their Nation Report
Grades Offered
A Certificate of Completion will be presented to each student who completes the course and presents their Nation Report to me

I have experience teaching students with a wide range of learning needs. While this class is not specifically designed for any particular accommodation, I am able and willing to make any adjustments necessary.  

This course is heavily based upon the Connecticut and Massachusetts state curriculums. Those standards can be found on each state's education website. 

I pull information from many sources, and am constantly updating my library of research. New information presented to learners will always include citations/sources.

Below are the core resources that my classes are structured from, as well as several sources I've used for interesting anecdotes and perspectives on historical situations/figures. Several of these textbooks I acquired while attending Social Studies conferences as a public school teacher, and I have updated to the most recent additions. 

-McGraw Hill Human Geography, 13th Edition

-National Geographic Almanac of World History by Daniels and Hyslop

-The Cultural Landscape: An Introduction to Human Geography, 10th Edition by James M. Rubenstein 

-Geography: Realms, Regions and Concepts, 15th Edition by  H.J. deBlij, Peter Muller, and Jan Nijman

- Sociology: The Essentials, 8th Edition by Margaret L. Andersen and Howard F. Taylor 

- Programs in International Educational Resources Site run by Yale Center for International and Area studies (https://pier.macmillan.yale.edu/)

-Nationalgeographic.com

-The De-Textbook by Cracked

- Guns, Germs, and Steel by Jared Diamond

- How to Fight Presidents by Daniel O'Brien

-The Americans by McDougal Littell

***Please note that some sources here are used as examples of *biased perspectives (such as excerpts from Guns, Germs, and Steel)

***Please also note that I have witnessed firsthand textbooks approved by a state education board that do not, in fact, pass muster with serious historians. I am extremely discerning when it comes to presenting information to students. 

While information will be provided by me to learners during both the live class, and in note form, specific source citations will be provided to learners for aid in their Nation Reports