Pre-AP World History and Geography Instructional Planning Guide Teacher Sample, Pathway 1 The goal of the instructional planning guide is to help you create a roadmap of the key instructional activities and assessments you will use to design your course in alignment with the Pre-AP course framework and instructional principles. This sample illustrates one way in which you might use the guide. Pre-AP National Faculty and educators with experience teaching Pre-AP provided ideas for additional activities and resources that they might use alongside Pre-AP model lessons and formative assessment to build their full course. Using and Customizing Your Own Instructional Planning Guide:    When planning additional lessons, consider how they support the Pre-AP course framework, areas of focus, and shared principles. These three elements represent the key ingredients of aligning to Pre-AP. Take time to capture your reflections as you move through the course. 1 Pre-AP World History & Geography Instructional Planning Guide Teacher Sample Geography and World Regions Pacing in Weeks 1–1.5 Date(s) Key Concepts Principles of Geography G.1 Materials/Resources/Tasks Source Explorations, Additional Lessons, Primary Sources, Secondary Sources, Textbooks, Performance Tasks, Assessments Instructional Frame: Geographers make maps to identify the locations of places. (starter claim) As students explore the sources below with varying levels of instructional support, they will regularly re-examine and discuss the instructional frame above in preparation for Assess G.1.  SE G.1-Intro: Principles of Geography  The National Geographic video “London Taxi Drivers’ Brains”  Expanding Essential Knowledge paragraphs for LO G.1  SE G.1-A: The Purpose of Scale in Maps  Geoguessr game that uses obscure locations within our town  SE G.1-B: How Maps Represent Information  Examine election maps that utilize different ways to represent the same information  SE G.1-C: Synthesizing Data to See Patterns in Maps (examine other maps from the same article)  Assess G.1: Reexamining Principles of Geography Disciplinary ideas to be modeled, examined, and used in class discussion include: urban, scale, spatial representation, geospatial data, GIS Use Vocabulary.com to support student mastery of general academic vocabulary. 2 Pre-AP World History & Geography Instructional Planning Guide Teacher Sample Framework Connections & State Standards LO G.1 EK G.1.A EK G.1.B EK G.1.C EK G.1.D N/A Reflections on Areas of Focus & Shared Principles Pacing in Weeks 1–1.5 Date(s) Materials/Resources/Tasks Key Concepts Source Explorations, Additional Lessons, Primary Sources, Secondary Sources, Textbooks, Performance Tasks, Assessments Regionalizatio n G.2 Instructional Frame: Regional boundaries separate places that are entirely different from each other. (starter claim) As students explore the sources below with varying levels of instructional support, they will regularly re-examine/discuss the instructional frame above in preparation for Assess G.2.  SE G.2-A: Human and Physical Regions  Expanding Essential Knowledge paragraphs for LO G.2  SE G.2-B: Perceptual and Functional Regions  SE G.2-C: The Limits of Formal Regions  Business Insider’s “Why You Should Stop Calling It the Middle East”  “Which Team Do You Cheer For? An N.B.A. Fan Map”  World maps depicting time zones  Assess G.2: Re-examining Regionalization writing activity Framework Connections & State Standards LO G.2 EK G.2.A EK G.2.B EK G.2.C EK G.2.D WG.9A Disciplinary ideas to be modeled, examined, and used in class discussion include: boundary, border, region types (formal, functional, perceptual) Use Vocabulary.com to support student mastery of general academic vocabulary. 1–1.5 Spatial Reorganizatio n G.3 Instructional Frame: Spatial reorganization is usually a result of migration. (starter claim) As students explore the sources below with varying levels of instructional support, they will regularly re-examine/discuss the instructional frame above in preparation for Assess G.3.  SE G.3-Intro: Spatial Reorganization  Expanding Essential Knowledge paragraphs for LO G.3  SE G.3-A: Demographics and Spatial Reorganization  SE G.3-B: Push-and-Pull Factors of Migration  SE G.3-C: Migration and Spatial Reorganization  NPR’s “Jakarta Is Crowded and Sinking, So Indonesia Is Moving Its Capital to Borneo”  Time magazine’s “Why the Death of Malls Is About More Than Shopping”  A