-Conduct geographic investigations at various scales, including local, national, and global. They will formulate geographic questions, acquire information, select and organize relevant data, analyze patterns in the data, and arrive at evidence-based conclusions.
-Apply map-reading skills to analyze features, purposes, and uses of various types of maps, including mental maps.
-Use and create maps, graphs, and other types of data sets to show patterns and processes influencing our world.
-Use existing and emerging technologies, such as GIS and other geospatial technologies, whenever possible and appropriate.
-Compare the implications of interactions and interconnections between various people and places at various scales.
-Use evidence to analyze and explain the spatial organization of people, places, and environments and how they have changed over time.

__________________________________________________

WG Standard 1.1:
Students will describe the significant forces that influence the physical environment, such as plate tectonics, erosion, climate, and natural disasters, and explain how the effects of physical processes vary across regions of the world.

WG Standard 1.2:
Students will identify patterns evident in the geographic distribution of ecosystems and biomes and explain how humans interact with them.

WG Standard 1.3:
Students will cite evidence of how the distribution of natural resources affects physical and human systems.

WG Standard 1.4:
Students will use geographic reasoning to propose actions that mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss.

___________________________________________________

WG Standard 2.1:
Students will evaluate the impact of population distribution patterns at various scales by analyzing and comparing demographic characteristics such as gender, age, ethnicity, and population density using maps, population pyramids, and other geographic data.

WG Standard 2.2:
Students will explain push and pull factors causing voluntary and involuntary migration and the consequences created by the movement of people.

WG Standard 2.3:
Students will investigate the effects of significant patterns of human movement that shape urban and rural environments over time, such as mass urbanization, immigration, and the movement of refugees.

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WG Standard 3.1:
Students will identify and describe the essential defining characteristics and functions of culture.

WG Standard 3.2:
Students will explain how the physical environment influences and is influenced by culture.

WG Standard 3.3:
Students will identify how culture influences sense of place, point of view and perspective, and the relative value placed upon people and places.

WG Standard 3.4:
Students will identify the causes, methods, and effects for the diffusionand distribution of cultural characteristics among different places and regions.

WG Standard 3.5:
Students will explain how the basic tenets of world religions affect the daily lives of people.

WG Standard 3.6:
Students will cite examples of how globalization creates challenges and opportunities for different cultures.

WG Standard 3.7:
Students will demonstrate an understanding of their own culture’s connection to geography.

_________________________________________________________

WG Standard 4.1:
Students will explain why and how people organize into a range of political structures at different scales.

WG Standard 4.2:
Students will describe and explain the role physical and human characteristics play in establishing political boundaries.

WG Standard 4.3:
Students will explain how cooperation and conflict have many causes, such as differing ideas regarding boundaries, resource control, and land use, as well as ethnic, tribal, and national identities.

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WG Standard 5.1:
Students will explain the essential attributes of a developed economy and the patterns of development that differentiate less-developed from more-developed places.

WG Standard 5.2:
Students will describe and compare the function and distribution of economic activities in primary, secondary, and tertiary sectors.

WG Standard 5.3:
Students will explain key economic concepts and their implications for the production, exchange, distribution, and consumption of goods and services.

Button to show links.
WG Standard 5.4:
Students will cite examples of various levels of economic interdependence between nations and peoples.

WG Standard 5.5:
Students will describe the costs, benefits, and sustainability of development in terms of poverty rates, standards of living, the impact on indigenous people, environmental changes, gender equality, and access to education.

I am a licensed geography teacher in the state of Utah. I graduated Magna Cum Lata with honors with my degree in geography teaching. I have completed multiple research projects and presented at conferences on the topics of teaching through games and teaching through storytelling. My capstone thesis centered on best teaching practices for civic education. 
I taught this exact course in a brick and mortar high school in Utah. Several of the lesson plans for this course have been reviewed by administrators and University professionals during my student teaching and were found to be exceptional. 

Homework Offered
Students will have several assignments for every unit to help them practice and internalize what we're talking about. Students who are proactive should be able to consider most of their assignments in class. 
0 - 1 hours per week outside of class
Assessments Offered
Grades Offered

The following books: 
"Lost in Translation: An Illustrated Compendium of Untranslatable Words from Around the World" by Ella Frances Sanders
"Red Clay, 1835" by the Barnard College Reacting Consortium under Executive Director Mark Carnes
World Geography by Richard G. Boehm, published by McGraw-Hill Higher Education in 2004
“Physical Geography” by De Blij, Muller, Burt, and Mason

Video clips from these: 
"See how the rest of the world lives, organized by income| Anna Rosling Rönnlund" by TED on YouTubehttps://www.youtube.com/watch?v=u4L130DkdOw
"Canada & The United States's Bizarre Border by CGP Grey on YouTube https://www.youtube.com/watch?v=qMkYlIA7mgw
"25 Amazing Borders Around The World You Need to See" by Daily Entertainment on YouTube https://www.youtube.com/watch?v=cqlMC5rJylM
"How borders come to be (Geography Now!)" by Geography Now on YouTube https://www.youtube.com/watch?v=jBEEYRm93Zs
"Mira Adanja-Polak: Susret sa Severinom" by Mira Adanja-Polak - zvaničan kanal on YouTube https://www.youtube.com/watch?v=MPV4A5BUbZs (This clip will be used to show students how someone speaking Serbian and someone speaking Croatian can have a fluid conversation. We will watch it as part of our discussion on language families in our unit on culture)
"Why Do Croatia & Serbia Hate Each Other?" by NowThis World on YouTube https://www.youtube.com/watch?v=TbNdMnSpZ30
"Croatia and Serbia Compared" by Mr. Beat on YouTube https://www.youtube.com/watch?v=D7jOK7WGr6Y
"Top Bollywood Routines of SYTYCD" by oana on YouTube https://www.youtube.com/watch?v=Jd9VG20Ex9A
"What is Hinduism??" by Cogito on YouTube
"What is Buddhism?" by Cogito on YouTube
"Taoism (Daoism) Explained + How it Could Improve Your Life - Tea Time Taoism" by George Thompson on YouTube
"The Life of Confucius animation.divx" by lathrios on YouTube
"EASTERN PHILOSOPHY - Confucius" by The School of Life on YouTube
"JoJo Rabbit - Jews vs. Nazis" by Casey Roselli on YouTube https://www.youtube.com/watch?v=JSn28UMlIGI
"Matisyahu - One Day (YouTube Version)" by Matisyahu on YouTube
"Attending a Bar Mitzvah? Bat Mitzvah? Learn What to Expect" by BimBam on YouTube
"What is Judaism?" by Cogito on YouTube
"Christianity from Judaism to Constantine: Crash Course World History #11" by CrashCourse on YouTube
"What is Islam?" by Cogito on YouTube
"Majede Najar: Why I wear a hijab" by TEDTalentSearch on YouTube
"Things Not To Say To Someone Who Wears A Burqa" by BBC Three on YouTube
"Why is Jerusalem sacred to Jews, Christians and Muslims?" by Theory and Everything on YouTube
"What is Socialism?" by Mr. Sinn on YouTube https://www.youtube.com/watch?v=0TwmH6CXZAE
"What is Communism?" by Mr. Sinn on YouTube https://www.youtube.com/watch?v=AAPEq4FljKg
"Economic Schools of Thought: Crash Course Economics #14" by CrashCourse on YouTube https://www.youtube.com/watch?v=tZvjh1dxz08
"Capitalism and Socialism: Crash Course World History #33" by CrashCourse on YouTube https://www.youtube.com/watch?v=B3u4EFTwprM
"What Is Socialism?" by NowThis World on YouTube https://www.youtube.com/watch?v=OBYmeLBWjeI
PBS Wudu Prayer Washing Video (https://www.pbs.org/video/religion-and-ethics-newsweekly-belief-practice-wudu-islamic-washing-prayer/)
 PBS Muslim Prayer Video (https://utah.pbslearningmedia.org/resource/islam08.socst.world.glob.muslimpray/muslim-prayer/#.XGwjYnJKgps)
PBS Zakat Video  (https://utah.pbslearningmedia.org/resource/islam08.socst.world.glob.zakaat/zakaat/)
 What is Hajj? (https://www.youtube.com/watch?v=02jKpfTI6nw)
Hajj: 7 things you don't know about the Muslim Pilgrimage - BBC News (https://www.youtube.com/watch?v=VMWgeSuHKhs)
"Stages of the Demographic Transition Model" by Mr. Sinn on YouTube https://www.youtube.com/watch?v=l1_KBTk5FhQ
"Population pyramids: Powerful predictors of the future - Kim Preshoff" by TED-Ed on YouTube https://www.youtube.com/watch?v=RLmKfXwWQtE
"Understanding Population Pyramids & The DTM (AP Human Geography)" by Mr. Sinn on YouTube https://www.youtube.com/watch?v=u3tlujvtLUE
"Anthropocene - video 1" by Animatordave on YouTube https://www.youtube.com/watch?v=yS5v1whmt90 
"Geography of Japan" by MrZoller on YouTube https://www.youtube.com/watch?v=Ob7UhHBI7Oc
"Japan's Micro Apartment Boom" by ABC News on YouTube https://www.youtube.com/watch?v=13ssbuyaqZI
"Why do we have seasons?" by SciShow on YouTube https://www.youtube.com/watch?v=wwdB22opre0
"All about Global Winds" by MooMooMath and Science on YouTube https://www.youtube.com/watch?v=HDsUMqYuUm8
"How do ocean currents work? - Jennifer Verduin" by TED-Ed on YouTube https://www.youtube.com/watch?v=p4pWafuvdrY
"How do tornadoes form? - James Spann" by TED-Ed on YouTube https://www.youtube.com/watch?v=lmWh9jV_1ac
"How tsunamis work - Alex Gendler" by TED-Ed on YouTube https://www.youtube.com/watch?v=Wx9vPv-T51I
"Volcanic eruption explained - Steven Anderson" by TED-Ed on YouTube https://www.youtube.com/watch?v=LQwZwKS9RPs
"Earthquakes 101 | National Geographic" by National Geographic on YouTube https://www.youtube.com/watch?v=e7ho6z32yyo
"Why all world maps are wrong" by Vox on YouTube https://www.youtube.com/watch?v=kIID5FDi2JQ
**The following videos will be used to show examples of migration. We will watch brief clips and then consider what caused the main characters to leave their homes: **
Encanto
Anastasia
The Little Mermaid
Beauty and the Beast
Peter Pan (please note that we will be watching the scene where the children learn how to fly. We will not watch the part of this movie that shows negative depictions of Indigenous Peoples)
Sleeping Beauty
Snow White
Moana
Aladdin
Newsies
The Nightmare Before Christmas
Hercules

Artwork:
https://www.menzelphoto.com/gallery/Material-World-Family-Portraits/G0000Ip09fSBViW8/C0000d0DI3dBy4mQ
pictures from the concentration camp Auschwitz

I referred to my notes from the following courses while planning these lessons:
GEOG 1000: Physical Geography at Utah State University
GEOG 1300: World Regional Geography  at Utah State University
HIST 1510: The Modern World at Utah State University
HIST 4560: Women in Islam Utah State University

I collaborated with teachers in the Cache County School District, especially Vic Sorensen and Andrea Thompson on making these lessons. They get credit for some of the ideas and content presented in this class.

Songs:
"Oh Happy Day"
"Sunday Candy" by Chance the Rapper

Other: 
https://www.nationalgeographic.org/lesson/political-borders/ 
10 Commandments
8 Fold Path
5 Pillars of Islam
Jean Jacques Rousseau
images of Malbork Castle
images of Hagia Sofia
https://www.washingtonpost.com/national/religion/the-splainer-what-makes-the-cow-sacred-to-hindus/2015/11/05/acdde3e2-840c-11e5-8bd2-680fff868306_story.html 
https://www.history.com/topics/religion/hinduism 
google images
Robert Oppenheimer
https://www.britannica.com/topic/Buddhism/The-life-of-the-Buddha
https://www.britannica.com/topic/Dalai-Lama
https://www.holocaustremembrance.com/resources/working-definitions-charters/working-definition-antisemitism
https://www.mtholyoke.edu/projects/lrc/arabic/women_deceit/texts/Abraham.html 
https://www.myjewishlearning.com/article/tallit-the-prayer-shawl/
https://www.britannica.com/topic/Star-of-David
https://www.britannica.com/topic/rabbi
https://www.britannica.com/topic/Judaism
https://www.britannica.com/topic/Baptist 
https://www.nationalgeographic.org/thisday/jul16/great-schism/
https://www.christianitytoday.com/history/2008/august/what-is-origin-of-christian-fish-symbol.html 
https://www.britannica.com/summary/Islam
https://www.britannica.com/topic/Ramadan
https://www.britannica.com/topic/imam
https://blogs.oregonstate.edu/hsrc/2020/01/06/halal-food/#:~:text=Halal%20is%20an%20Arabic%20word,to%20all%20facets%20of%20life.
https://www.icv.org.au/about/about-islam-overview/what-is-halal-a-guide-for-non-muslims/ 
https://www.whyislam.org/islam/jerusalem/ 
https://www.britannica.com/topic/government 
https://www.etymonline.com/word/government 
https://thebestschools.org/magazine/common-forms-of-government-study-starters/#oligarchy 
Kolejka, a board game put out by the Polish Institute of National Memory
https://www.bbc.com/news/world-20048811
https://uoregon-my.sharepoint.com/personal/cthomp13_uoregon_edu/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fcthomp13%5Fuoregon%5Fedu%2FDocuments%2FUC%20Davis%2FSPA%20232%2C%20Latinx%20Lit%2FSemana%205%2FLand%20of%20Open%20Graves%2Epdf&parent=%2Fpersonal%2Fcthomp13%5Fuoregon%5Fedu%2FDocuments%2FUC%20Davis%2FSPA%20232%2C%20Latinx%20Lit%2FSemana%205 
https://www.dhs.gov/sites/default/files/publications/immigration-statistics/yearbook/2019/refugee_and_asylee_2019.pdf 
https://help.unhcr.org/usa/applying-for-asylum/what-is-asylum/ 
https://www.unrefugees.org/news/afghanistan-refugee-crisis-explained/
https://depts.washington.edu/moving1/
https://www.bbc.com/news/world-europe-34131911
https://www.doctorswithoutborders.org/what-we-do/focus/migration-crisis-americas
https://www.un.org/africarenewal/magazine/special-edition-youth-2017/migration-taking-rickety-boats-europe
https://www.bbc.com/news/world-europe-59302919
https://www.deutschland.de/en/topic/life/migration-from-poland-to-germany-a-trend-that-has-clear-benefits
https://www.bbc.co.uk/news/resources/idt-sh/moving_to_Chernobyl
https://depts.washington.edu/moving1/latinx_migration.shtml
https://depts.washington.edu/moving1/California.shtml
https://depts.washington.edu/moving1/dustbowl_migration.shtml
https://depts.washington.edu/moving1/black_migration.shtml
https://depts.washington.edu/moving1/diaspora.shtml
https://www.nationalgeographic.org/article/five-major-types-biomes/
https://www.weather.gov/safety/flood-states-la
https://www.iqair.com/poland/lesser-poland-voivodeship/krakow
https://scedc.caltech.edu/recent/
https://y2y.net/
https://www.weather.gov/oun/tornadodata-ok-deadliest
Andrea M. Kleist, Richard A. Lancia, & Phillip D. Doerr. (2007). Using Video Surveillance to Estimate Wildlife Use of a Highway Underpass. The Journal of Wildlife Management, 71(8), 2792–2800.
appropriation, n. Home : Oxford English Dictionary. (2021). Retrieved November 26, 2021, from https://www.oed.com/view/Entry/9877?redirectedFrom=appropriation#eid. 
Beckmann, J. P., Clevenger, A. P., Huijser, M., & Hilty, J. A. (Eds.). (2010). Safe passages : Highways, wildlife, and habitat connectivity. Island Press.
Robbins, P. (2008). Political Ecology: A Critical Introduction (3rd ed.). Wiley Blackwell.
University, U. S. (2015, April 16). Usu ecologist honored for wildlife highway crossing research. Utah State University. Retrieved September 22, 2021, from https://www.usu.edu/today/story/usu-ecologist-honored-for-wildlife-highway-crossing-research. 
University, U. S. (2014, June 5). 'There's an app for Splat': USU Scientists Monitor Wildlife Crossings. Utah State University. Retrieved September 22, 2021, from https://www.usu.edu/today/story/theres-an-app-for-splat-usu-scientists-monitor-wildlife-crossings. 
US DOT. (2002). Wildlife habitat connectivity across European highways. Washington, D.C.; Office of International Programs FHWA/US DOT. 
US states - ranked by population 2021. (n.d.). Retrieved November 26, 2021, from https://worldpopulationreview.com/states. 
Webster, D. (1999). Walking a Wildlife Highway From Yellowstone to the Yukon. Smithsonian, 30(8), 58.
Whatmore, S. J. (2013). Political ecology in a more-than-human world: Rethinking ‘natural’ hazards. In Anthropology and nature (pp. 89-105). Routledge.
https://www.alltrails.com/
https://gis.cachecounty.org/Websites/Parcel%20and%20Zoning%20Viewer/ 
https://www.indiatoday.in/education-today/gk-current-affairs/story/interesting-facts-about-africa-divd-1592141-2019-08-27
https://www.isu.edu/history/student-opportunities/class-projects/middle-east-facts/
https://www.worldatlas.com/articles/what-type-of-government-does-the-iran-have.html
https://www.worldatlas.com/articles/the-economy-of-egypt.html
https://www.worldatlas.com/articles/what-type-of-government-does-china-have.html
https://oxussociety.org/introducing-the-central-asia-migration-tracker/#:~:text=Economic%20instability%2C%20a%20weak%20national,behind%20people's%20decision%20to%20migrate.
https://www.worldatlas.com/articles/what-type-of-government-does-guatemala-have.html
https://www.state.gov/u-s-relations-with-chile/
https://www.usatoday.com/story/news/factcheck/2020/08/08/fact-check-socialism-alone-did-not-destroy-venezuelas-economy/3323566001/
https://www.gapminder.org/dollar-street/matrix