Navigating Geography: Strategies for 180-Day Curriculum

Are you feeling stressed about having to teach about both Eastern and Western Hemispheres in just 180 days? It can be a lot to handle with so much information to cover, from geography and climate to politics and history. I know I’ve struggled with it too! It’s hard to decide what to focus on when there’s so much to learn. Just remember, you only have a limited amount of time to cover everything, so try to prioritize the most important topics. Don’t worry, you’re not alone in feeling overwhelmed by it all!

During my first year of teaching, I received a set of over 150+ geography books to distribute to my students but was not given a curriculum map — this was a large school district with 182 school. I guess social studies wasn’t much of a priority. Yes, I began teaching in the “olden days” of the 1900s. In fact, the year was 1997; I was 25 years old and had recently graduated from university. In the image to the left, every day after work, I sat at a makeshift office. It was in the corner of my bedroom in my less than 1000-square-foot apartment. I had just turned on my PC. The dial-up modem made buzzing and screeching sounds while it tried to “handshake” with “the World Wide Web”. It was called AOL back then (America Online). However, there wasn’t as much geographical information as there is today. I have never believed in teaching from the textbook. I feel the information provided is vague. It doesn’t provide students with a comprehensive understanding of concepts and information.

I remember feeling frustrated with the lack of information available on “the web.” How was I expected to know what to teach without a curriculum map? I had no idea where to start. Each afternoon, I returned home after a long 8-hour day. At school, I was on my feet the entire day and was consistently engaged with my students, fulfilling my responsibilities. At home, I focused on developing a lesson plan for the next day, picking up where we left off all the while inhaling dinner. I studied intensely into the night so no questions would be left unanswered and was back on my feet at 5 am, ready to go again. After about 2-3 years, I had a geography curriculum map nailed down. Five years went by. I was FINALLY given a district-written curriculum map. It was surprisingly very similar to the one I had written.

Let me share with you how I divided the world into units of study:

1st Six Weeks:

I spend the entire first 3-4 weeks focusing on geographical concepts. I then dedicate the remaining time to the United States. I spent only two weeks on the United States. They will have another class on American History, in which they should learn about the geography of the U.S. When I have 6 other continents to cover, I don’t have time to waste.

Concepts/Topics: Types of maps & charts, how to read maps and its parts, difference in map projections, 5 geographical themes, types of landforms, layers of the earth & earthquake/volcanic activity, world government types, world religions, comparing geographical, political, economic & cultural characteristics, and other basic concepts.

2nd Six Weeks:

In the second six weeks, we covered North, Central & South America. We spent little time on the United States as they would receive this in Eighth grade and again in high school. Most of our time was spent exploring Central and South America.

Concepts/Topics: Location and capitals of states, major landforms of North American, United States government system, three branches of government, compared to other countries, Central American countries (location and physical features), Panama Canal, American Industrial Revolution vs the European Industrial Revolultion, Central American culture, government systems, South American countries (locations & physical Features), government systems, economic systems,

3rd Six Weeks:

Eastern & Western Europe. When moving from Eastern Europe to Western Europe, I transition by discussing the fall of the Berlin Wall. The events of 1989 marked a significant change in this region. I explain how it separated Eastern and Western Europe for 28 long years. This is also a good time to discuss the difference between developed and developing countries. We can compare the demographics of Western European countries to Eastern European countries.

Concepts/Topics: Developed countries vs. developing countries and their economies, comparison of Northern Europe vs. Southern Europe climates, constitutional monarchy vs. absolute monarchy, republic of Rome vs. democracy of Greece (historical study), Chernobyl disaster, communism and the fall of the Berlin Wall, World War II and the Holocaust, European Union, culture and customs of Europe, European Industrial Revolution

4th Six Weeks:

I begin with the East Asia region. I discuss the long history behind China’s Communist government, which began with Mao Zedong’s Great Revolution and natural rights vs. civil rights. Then, I move into Southeast Asia, focusing on concepts such as climate change and climate control.

Concepts/Topics: Climate crises, climate change, globalization, One Child Policy Acts, population density, Marxism, communism vs. democracy, human rights vs natural rights, Tianamen Square Massacre, Mao Zedong and Great Revolution, Three Gorges Dam, fast fashion, religion (Buddhism, Confucianism, Taoism, Hinduism, Islam), bicameral vs unicameral, Silk Road, environmental and human issues, poaching and trafficking endangered species, etc.

5th Six Weeks:

Africa is a large continent. It is best to split it up into 4 regions — North & Western Africa, Central Africa, and Southern Africa. Incorporate government studies along with the Sudanese Civil War.

Concepts/Topics: Desertification, deforestation, climate zones, the Lost Boys of Sudan/Sudanese war, Reasons for war, family, economic development, developing countries, migration vs immigration, government types, population booms and decline, plate tectonics effects on the African Valley Rift.

6th Six Weeks:

Africa would extend into the first of the six weeks. The remaining time would be spent on Australia and Antarctica.

Concepts/Topics: Aboriginal and Torres Strait Islander, natural hazards, climate zones, inhabited vs. uninhabited land, formation of icebergs, polar regions, etc.

It’s okay if you don’t get to every concept you wanted to cover. It you teach based on concepts, they will get what they need and can apply it to the world around them.

What differentiated instruction techniques do you use in your classroom? Is there anything more you would like to understand about differentiated instruction?

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