Students will learn about and review key geography and census terms, discover how the U.S. Census Bureau organizes space geographically, and understand why census data are collected in this way.
This is an activity about image analysis. Learners will create a map of the room and discuss the perspectives shown in their drawings and how this relates to satelite images. Participants brainstorm a list of features that might be recognizable in satellite photos, search the Earth Images for these features, and place the images in categories depicting these features. This is activity 2 of 9 in Mars and Earth: Science Learning Activities for After School.
Learners will compare satellite images of Mars and Earth to look for similar features. Then they brainstorm a list of forces or events that could have caused some of these features to form on Mars. This is activity 3 of 9 in Mars and Earth: Science Learning Activities for After School.
The purpose of this resource is to introduce students to the concept that sometimes there is no one "right" answer to a question or measurement. Students learn to be careful when searching for a right answer to questions such as 'What time is it?' by comparing multiple measurements of the time of day. Students gain an intuitive understanding of the characteristics of imperfect measurements. Using different clocks, students simultaneously record the displayed times. The resulting time measurements are converted from minutes and seconds to seconds. These measurements are plotted to illustrate the mathematical techniques of averages and deviations from an average.
SSAC Physical Volcanology module. Students build a spreadsheet to estimate the volume of volcanic deposits using map, thickness and high-water mark data from the 2005 Panabaj debris flow (Guatemala).
What is the West? is a written reflective exercise, with associated readings and discussion, designed to 1) build insight into how personal experiences shape our perception of landscapes, 2) enhance knowledge of the geography and ecology of the American West, and 3) illuminate the role of water (or lack of water) in the natural and cultural history of the American West.
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Students complete a self-guided exercise in worksheet format combined with Google Earth that helps them explore practical and observable differences between different projection and coordinate systems. The activity improves their skills in using various Google Earth features.
This article points out that there is no one official definition for the Arctic. Then the author identifies definitions ranging from geography to climate to culture and more. Maps and other visuals illustrate the definitions. The author suggests that defining the Arctic can be an example for K-Grade 5 students of the nature and challenges of classification systems. The article appears in the free, online magazine Beyond Penguins and Polar Bears.
It is important to know the capitals of Spanish speaking countries. Why? The truth is that each capital is packed with history and places to see. In this seminar you will learn about the capitals of Spanish speaking countries. As you continue to plan your future trips keep in mind Spanish-speaking capitals as destination sites.ACTFL StandardsCommunication: Interpretive Communication and Presentational CommunicationConnections: Making ConnectionsCommunities: School and Global CommunitiesLearning TargetI can write the names of countries on a mapHabits of MindStriving for accuracyCritical Thinking SkillInvestigation
Students learn about coordinate systems in general by considering questions concerning what it is that the systems are expected do, and who decided how they look. They attempt to make their own coordinate systems using a common area across all groups and compete to see who can make the best one. Then they analyze why it is that some systems work better than others and consider what those observations mean for evaluating and choosing geographic coordinate systems commonly available today.
In addressing the compelling question, “Who should control the Holy Land?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument supported by evidence while acknowledging competing perspectives and the impact of decisions on differing peoples. This inquiry leads students through an investigation of factors impacting the people of the Holy Land (modern-day Israel/ Palestine) by using various sources that consider the religious, geographical and historical issues of the area. By investigating the compelling question, students examine the religious significance of Jerusalem to three religions, political boundary changes over time, and the current boundaries of Israel/ Palestine. By completing this inquiry, students begin to understand the complexity of issues regarding the control of land and the impact that decisions can have on the people of that area. Resource created by Jacalyn Groesser, Fall City Sacred Heart Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
In this problem-based learning module, students will investigate the following question: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?After researching and learning about some of the push-pull factors that drove 19th century European immigration to the United States, student groups will be formed in order research, create, and share their findings to determine whether or not Ohio is a “push” or “pull” state.After the launch activity, students will spend the first two days gaining background knowledge on the historical components and content related to the topic. Beginning on Day 4, students will be grouped into teams to begin research and development of the “BIG IDEA” question of: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?Once the groups have determined their position on the problem, they will begin researching information to be able to share out their findings.The final products will be presented to an authentic audience consisting of District Administration (i.e., media relations), Local Administration (elected officials), and possibly, local Chamber of Commerce members
Worldwide, women are influencing businesses and economies on an unprecedented scale. WIDE ANGLE's '1-800-INDIA' (2005) and 'Pickles, Inc.' (2005) give us insight into two instances of economic and social shifts being wrought by the entry of women into local and international economies. In this lesson, students will begin by examining historic photographs to determine how economic roles for women have changed in the United States. They will then look at contemporary examples of women entering the workforce for the first time: in India's outsourcing sector; and in small business in Israel. They will explore how these women's entry into the economic sphere often involves negotiation and the overcoming of obstacles, but can bring about larger social and behavioral changes as well. As a Culminating Activity, students will apply the knowledge gained in this lesson toward a response to a Document-Based Question.
This award-winning collection of multimedia explainers is a starting point for students with little or no background knowledge of international relations and foreign policy. With accessible, jargon-free language and instructor-designed teaching resources, lessons on the World101 platform are non-partisan and developed in partnership with Council on Foreign Relation experts.
Rather than present students with a broad, novice-level introduction to geography, emphasizing places and vocabulary terms, this text approaches geography as experts understand the discipline, focusing on connections and an in-depth understanding of core themes. This thematic approach, informed by pedagogical research, provides students with an introduction to thinking geographically. Instead of repeating the same several themes each chapter, this text emphasizes depth over breadth by arranging each chapter around a central theme and then exploring that theme in detail as it applies to the particular region. In addition, while chapters are designed to stand alone and be rearranged or eliminated at the instructor's discretion, the theme of globalization and inequality unites all of the regions discussed. This core focus enables students to draw connections between regions and to better understand the interconnectedness of our world. Furthermore, the focus on both globalization and inequality helps demonstrate the real-world application of the concepts discussed. Colonialism, for instance, rather than a historical relict, becomes a force that has shaped geography and informs social justice. This thematic approach is also intended to facilitate active learning and would be suitable for a flipped or team-based learning-style course since it more easily integrates case studies and higher-order thinking than the traditional model.
Word Count: 38418
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People, Places and Globalization
Word Count: 275982
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Short Description:
Read online or download formats for free. This text approaches geography as experts understand the discipline, focusing on connections and an in-depth understanding of core themes.
Word Count: 55533
ISBN: 978-1-998755-54-7
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The discipline of geography bridges the social sciences with the physical sciences and can provide a
framework for understanding our world. By studying geography, we can begin to understand the
relationships and common factors that tie our human community together. The world is undergoing
globalization on a massive scale as a result of the rapid transfer of information and technology and
the growth of modes of transportation and communication. The more we understand our world, the
better prepared we will be to address the issues that confront our future. There are many approaches
to studying world geography. This textbook takes a regional approach and focuses on themes that
illustrate the globalization process, which in turn assists us in better understanding our global
community and its current affairs.
This site features World Wind 1.3, a NASA Learning Technologies application that lets the user zoom from any satellite altitude into any place on Earth. It features 3D Engine, Blue Marble, Landsat 7, SRTM, Animated Earth, MODIS, GLOBE, Country & State Borders, Place Names, Visual Tools and Landmark Set. The user can download World Wind, reference an online manual, post to an online forum, view screen shot examples from various satellites, and read press coverage about World Wind.