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Geography FoundationsNotes Packet

Steve SchmidtAppalachian State [email protected]

Notable Quote:“Without geography, you’re nowhere.”

- Anonymous

Thank You!Thank you so much for attending today’s workshop! To make this worth your time, the workshop is designed to give you several lessons you can immediately use in class using free or inexpensive materials and limited prep time.

Questions about GED 2014?Email questions to: [email protected]

Agenda8:30 – 10:15 Physical and Human Geography

The Push and Pull of Migration

10:15 – 10:30 Break

10:30 – 12:00 Map 101 and Scavenger HuntSoil Conservation

12:00 – 1:30 Lunch

1:30 – 3:00 Road Trip

3:00 – 3:15 Break

3:15 – 4:30 The Developing Country

Lesson 1: Introduction to Geography

This lesson’s purpose is to help students understand some of the major themes in geography. We live in an interdependent world that is smaller than ever before thanks to technology and easier global travel. It is important to understand the world around us since we live in an ever more multicultural society.

Directions

1. Start with the question, “Why do you wear the style of clothes that you do?” Have students discuss this question in pairs and then as a whole group. Direct the discussion to the understanding that our culture, our learned way of life, determines how we dress, act, and live.

2. Do a mini lesson of physical vs. human geography using the notes provided. Make the connection that culture is a big part of human geography.

3. Discuss the cartoon “Who’s Covered?” using the questions: “What is happening in the cartoon?” “What is the author’s message?” “What can we learn about culture from the cartoon?” “Which woman is right?” “Why?” Make the point that with cultural diversity (many different cultures existing in a certain region) that there is no answer to the question, “Which woman is right?” Cultures see things differently and the dress of the women is not right or wrong, it is just different.

4. Move the discussion to the concept of place. Discuss the notes describing why Atlanta is located where it is. Bring up the issue that Atlanta is a city unusual in the world because it is not located on or near a water source, so it depends on the Chattahoochee and Flint rivers for most of its water supply.

5. Show the video Tennessee Georgia border disorder to further discuss the concept of place. Google The georgia tennessee border dispute ajc to bring up an interactive map from the Atlanta Journal Constituion that discusses the issue in more detail. Ask the questions, “Why is the border between Georgia and Tennessee in dispute?” “Why does it matter to Atlanta area residents?” “Why does it matter to Tennessee residents in the affected area?”

6. Divide students in groups and have them first discuss and then write a paragraph on how they would solve the Georgia/Tennessee border dispute. Why did they come up with this solution?

GED 2014 Assessment Targets Used:

G.c BORDERS BETWEEN PEOPLES AND NATIONS

1. Concepts of region and place

2. Natural and cultural diversity

GED 2014 Social Studies Practices Used:

Drawing conclusions and making inferences

Determining central ideas, hypotheses and conclusion

Analyzing events and ideas

Analyzing purpose and point of view

What is Geography? Geography gives us a way to look at the world including how the earth looks and the people who live in it. Geography is divided into two main parts: physical geography and human geography. Physical geography focuses on earth science and includes things like geology, biology, climatology, environmental management, and hydrology (the study of water). Human geography studies the world, its people, its communities, and its cultures. Human geography focuses on social sciences and includes things like economics, political science, and history.

A big part of human geography is culture. Why do we dress and act in a certain way? These things are determined by our culture. Culture is the learned customs, beliefs, and way of life that a society has developed over time. The cartoon below is a great example of culture. What is happening in the cartoon? What is the author’s message? What can we learn about culture from the cartoon? Which woman is right? Why?

Who’s Covered?

Region and Place As we study geography, we look at the concepts of region and place. A region is a part of the world that has been grouped together for study. Regions may be formed by map divisions like country or state boundaries or cultural connections like “The South” or the “Middle East.” Place is both the physical and human characteristics of a certain location. Place looks at where things are happening. As we look at different places, we will ask questions such as: Where is it? Why is it there? How do people live there? What physical features (mountains, rivers) are there?

For example, why is Atlanta located where it is? Atlanta was originally the site of an ancient Creek Indian village that was known as Standing Peachtree. Standing Peachtree stood at the end of the Creek’s Peachtree Trail that began near Toccoa. It is also the spot where Peachtree Creek flows into the Chattahoochee River.

The modern city of Atlanta began in the 1830s as the spot where a railroad linked Georgia to the Midwest. Originally known as Terminus, Atlanta quickly grew as it became the place where four railroads met by 1854. Geography also considers the relationship between human society and the environment. Humans depend on the ecosystems around us for food, water, and oxygen. As we consider the human impact on the world, we will ask questions such as: What effect do human activities have on the world around us? and How can humans create sustainable (long term use of resources) development?

Lesson 2: The Push and Pull of Migration Directions

1. Ask students to discuss a move that has taken place in their family. This could be a move that has happened recently or a move that one of their ancestors made. Do the talk, then write activity. Then have students place push pins on a map showing where their move began and ended.

2. Introduce the terms migration, immigration, and emigration in a brief class discussion.

3. Show the first 3 minutes 30 seconds of the video (google: wg.6 migration push and pull factors). Talk about various push and pull factors that influence migration.

4. Using one or both of the articles “Sometimes We Don’t Decide Our Life” and “Survival as a Jamaican Immigrant,” fill in the chart listing push and pull factors that the authors’ experienced.

5. The lesson next moves to a discussion about undocumented (sometimes called illegal) immigrants. Do the role play and have students first talk (either with a partner or as a class discussion) and then write about the questions on handout packet page 7.

6. Have students read the “We are Not Criminals” article and then complete the writing about reading activity where students write a letter from the perspective of an undocumented immigrant living in the United States.

Extension Activities

1. Complete the questions and activities for the Worldwide Migration chart. Spend some time modeling how to read the chart prior to students completing the activities.


G.d HUMAN MIGRATION

3. Immigration, emigration4. Culture, cultural diffusion and assimilation5. Population trends and issues

GED 2014 Social Studies Practices Used:Drawing conclusions and making inferences




Evaluating reasoning and evidence

Reading and interpreting graphs, charts, and other data representation

Lesson 3: Georgia Map Scavenger Hunt

Directions

1. Have students’ list three reasons why a paper map is still necessary in a digital world.

2. Do a mini lesson on Map Skills 101: Understanding Maps. Talk about and show examples of the various types of maps. Ask questions such as: Who would use a physical map? Who would use a political map? Research what other types of thematic maps there are and who might use them. A useful PowerPoint that can be used with this lesson may be found by Googling: types of maps powerpoint

3. Using the handout Good Maps Have These Features, show examples of the features from the Georgia Highway Map.

4. Have students complete the Georgia Map scavenger hunt in groups of 2 or more.

5. Discuss the answers with students answering questions as appropriate.

To get the free Georgia map used for this activity, call 1-800-VISIT GA (1-800-847-4842)


G.c BORDERS BETWEEN PEOPLES AND NATION

3. Geographic tools and skills



Interpreting meaning of symbols, words and phrases

Integrating data presented in different ways


Lesson 4: Plastic, Dirt, and the Dustbowl

Directions

1. With a partner, have students review a typical day and make a list of the plastic items they used that will eventually be thrown away. For example, “I get up in the morning and take a shower. My shampoo comes in a plastic bottle. I brush my teeth. Both the toothbrush and toothpaste tube are plastic.”

2. Have students complete the plastic recycling activity. They will need a piece of plastic and flip chart paper. Have groups present their findings to the entire class.

3. Read the short article, “How Long Does it Take for Plastics to Biodegrade?” Ask the question, “What does throwing away plastic have to do with soil (dirt)?”

4. Complete the “How Much of the Earth is Usable Soil?” activity. You will need paper plates, rulers, and scissors to do the activity.

5. Watch the video January: Soils Sustain Life (Google: January Soils Sustain Life) and discuss the questions.

6. Have students look at the interactive map (Google: chartsbin agricultural land area as percentage of total land) and discuss the questions.

Extension

7. This activity can be extended to U.S. History content. Google: history.com dust bowl video and view the videos Dust Storms Strike America and Black Blizzard. Discuss the content on the History.com page and look at the interesting facts about the Dust Bowl. Then have students complete the diary activity.


G.b RELATIONSHIPS BETWEEN THE ENVIRONMENT AND SOCIETAL DEVELOPMENT

2. Sustainability

3. Technology

4. Natural resources

5. Human changes to the environment










Lesson 5: Road Trip!

Directions

You are planning a two day trip for your group where you will travel to visit an attraction or attractions, stay overnight, visit another attraction or attractions, and then return home.

Rules of the Road

1. Your trip itinerary involves leaving at 8 am on the first day, traveling to and visiting an attraction (or attractions), and then staying overnight in a hotel. On the second day, you will travel to another attraction (or attractions) and then return home by 5 pm. Make sure to budget your time so you have enough time to get to your destination and visit the attraction(s).

2. You must fill out the budget worksheets for each day of the trip. A filled out sample is provided as a reference.

3. You have a budget of $80 per person per day. If you spend less than your budget, we can use your saving for a class pizza party!

4. Everyone in your group must agree on the attraction you visit. For example, you could visit an historic site, state park, recreation area, or arts attraction.

5. Men and women must stay in separate hotel rooms, and there can be no more than 2 people per room.

6. Use the web to look up the miles per gallon for the car or van you will be taking and use the highway mileage for your miles per gallon. Round up to the next gallon for any fraction of a gallon. If no Internet access, use 25 miles per gallon.

7. Use the web to find the cost of the attractions you want to visit and the hotel room(s) cost or use maps and hotel coupon books.

GED 2014 Assessment Targets Used:G.c BORDERS BETWEEN PEOPLES AND NATIONS

3. Geographic tools and skills









Lesson 6: The Developing CountryNations are faced with numerous options when it comes to the distribution of the limited resources and events that could lead to their successful development or ruin. In this simulation, participants make decisions, allocate resources and consider how those decisions might impact the country’s development.

Preparation

1. Make copies of “Developing Country Budget” and “Programs” handouts for each participant.

2. Have flip charts or poster paper and markers available.

Conducting the Activity

1. Divide participants into teams (3-5 people).

2. Have teams develop an imaginary country. They need to select a name, fill in a map, and choose a form of government. Do not tell the students anything further at this point.

3. Distribute and briefly explain the “Developing Country Budget” and “Programs” handouts.

4. Participants will create a budget for their country based on the handout information.

5. Participants prepare a chart, graph, table, and/or diagram showing their budget allocations for their imaginary country.

6. Each team explains their budget and reasons for allocating money to the various areas.

7. Discuss and debrief. Did any teams add new programs? Do the amounts allocated make sense according to the country’s characteristics? What was learned? Did the activity relate to the real world? Can the situations be applied to your own life? What was the learning process?

GED 2014 Assessment Targets Used:G.b RELATIONSHIPS BETWEEN THE ENVIRONMENT AND

SOCIETAL DEVELOPMENT

6. Nationhood and statehood7. Sustainability8. Technology9. Natural resources

Social Studies Practices








Measuring the center of a statistical data set

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