S1+Brock,+Jonathan

=Stage 1 - Identify Desired Results= D2 Individual, Cultural, International, and Global Connections in Geography Grade 9-Diploma "Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities." ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Social Studies - D. Geography

//What understandings are desired?//
• geographic factors have a strong relation to culture. • geographic aspects of unity and diversity occur on many levels. ||
 * **//Students will understand that://** **(U)** ||
 * • there is a difference in unity/diversity imposed by physical vs. political geography.

//What essential questions will be considered?//
• why do geographic factors have such a profound impact on culture? • how do geographic influences on unity and diversity vary based on many levels? ||
 * **Essential Questions:** **(Q)** ||
 * • how are unity/diversity affected differently by physical vs. political geography?

//What key knowledge and skills will students acquire as a result of this unit?//
• Formulas: Consequences of physical features, how industry relates to culture, how climate affects human adaptability. • Critical details: Differences, similarities, and connections between political and physical geography; the use and application of geographic concepts applied to current events and global perspective. || • discern between types of geography. • evaluate differences in influences based on type of geography. • decide how Maine's unity/diversity is affected by geography. • compare physical vs. political geography. • consider the role of unity/diversity on many levels. • be aware of how geography shapes their own culture. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Key factual information: Types of geography, understanding of unity/diversity, different "levels" of geography.


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**