Unit Outline

Grade Subject: Human Geography

Unit Topic: Geographies of Culture & Identity
ESTABLISHED GOALS:
Construct a personal narrative tracing the influence of language, ethnicity,
gender, and cultural traits as it pertains to an individuals comprehension of
sense of place and self.

OUTCOMES:
Develop awareness of how personal perspectives are shaped by place and
culture.
Understanding others perceptions of culture
Students understanding of the big 4 (Religion, Language, Ethnicity, Gender) will
grow and developed to shape and influence their identity
COMMON CORE CONTENT STANDARDS:
Because there are not California Social Studies content standards for this course, the Standards
for each unit are focused around Common Core, ELD and The National Geographic Education
Standards.

CCS 9.2 Determine central ideas of sources; provide summary

CCSS 10.5 - Determine the meaning of words and phrases as they are used in a
text, including vocabulary describing political, social, or economic aspects of
history/social science.
National Geographic 6 - How culture and experience influence peoples
perceptions of places and regions.
National Geographic 12 - The processes, patterns, and functions of human
settlement

ESSENTIAL QUESTIONS: BIGIDEAS/ENDURING UNDERSTANDINGS:

How does place affect culture?
How does culture affect ones identity?
SUPPORTING QUESTIONS:
Why am I who I am?
Where do these traits come from?
What physical and human
characteristics of this place affect my
culture?
Why care about my identity?
Students will understand that
Identity is an accumulation of ones
culture which is dependent on place.
The diffusion of language creates
diverse places
Race and gender are social constructs
that shapes identity through
perception
The US Census can create a national
perspective on Race/Ethnicity
MISUNDERSTANDINGS:
Students may not be aware of race and gender as social constructs
Students may not be aware of the daily interactions they have with elements of
language, religion, ethnicity, and gender.
Students will believe their race is their ethnicity

KEY CONTENT: KEY SKILLS:

Identity Connecting readings to class
discussions
Culture Summarizing details of text
Language Communication of personal opinion
Listening to differing perspectives
Religion
Communicating with respectful
Ethnicity speech
Gender

WHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?

PERFORMANCE TASKS:

LITERATURE CIRCLE ANALYSIS ROLES SHEETS

WHAT OTHER EVIDENCE NEEDS TO BE COLLECTED IN LIGHT OF STAGE 1 DESIRED RESULTS?

OTHER EVIDENCE:

KEY TERM QUIZZES

LANGUAGE FIGURE DISCUSSION WORKSHEET

RELIGION CHART UNDERSTANDING THE 5 MAJOR WORLD RELIGIONS

ETHNICITY CENSUS WORKSHEET

GEOGRAPHIES OF GENDER NORMS WORKSHEET

STUDENT SELF- ASSESSMENT AND REFLECTION

KEY TERM QUIZ CORRECTIONS

LANGUAGE FIGURE REFLECTION SENTENCE FRAMES

ETHNICITY CENSUS OPINION QUESTION

GEOGRAPHIES OF GENDER NORMS REFLECTION ON INFO AND CLASS ACTIVITY

FINAL PERFORMANCE TASK:

Cultural Narrative Project